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• Dra. María Jesús FERNÁNDEZ GIL
• Universidad Camilo José Cela
• mariajesus.asyras_at_gmail.com

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Outline

• Introduction
• Primer Ciclo (First Cycle)
• Segundo Ciclo (Second Cycle)
• Tercer Ciclo (Third Cycle)

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Introduction
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Support for foreign languages
Introduction
TICs ? integral and accepted part in everyday life
First Cycle
Functional requirement
Second Cycle
Work Social (increase of international
relationships) Personal
Third Cycle
Success depends on speaking a variety of languages
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Support for foreign languages
Introduction
Council of Europe
First Cycle
children ? learn 1 FL
Second Cycle
Multilingualism presence in a geographical
area, large or small, of more than one variety of
language Plurilingualism repertoire of
varieties of language which many individuals use
Third Cycle
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Support for foreign languages
Introduction
Common European Framework of Reference
First Cycle
- Monitoring and recording pupil progress -
Planning for language learning across the
Curriculum
Second Cycle
Third Cycle
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Support for foreign languages
Introduction
Modern Foreign Language Area
The benchmarks in the first three levels reflect
the minimum proficiency required for full
participation in mainstream classrooms. The
benchmarks are specified at levels A1, A2 and B1.
Level A1 is the lowest and it automatically
becomes the first target for pupils who enter
school with little or no existing English. Newly
arrived pupils may be overwhelmed in the first
few weeks and may not display their full
linguistic competence for some time.
First Cycle
Second Cycle
Third Cycle
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Support for foreign languages
Introduction
Modern Foreign Language Area
The main objective of teaching a modern foreign
language in primary school is to promote the
early development of a child's linguistic
competence. It is generally agreed that children
learning MFL should progress from listening to
speaking to reading to writing, in that order.
Their natural curiosity will then often lead to
questions
First Cycle
Second Cycle
Third Cycle
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Support for foreign languages
Introduction
Modern Foreign Language Area
YET, school is probably their only contact with
ENGLISH. That is the reason why a variety of
techniques need to be used to encourage the
children to engage actively in the modern foreign
language these include games, role-play and
songs (particularly action songs).
First Cycle
Second Cycle
Third Cycle
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Support for foreign languages
Introduction
What is the CEFR?
First Cycle
The Common European Framework provides a common
basis for the elaboration of language syllabuses,
curriculum guidelines, examinations, textbooks,
etc. across Europe. - It describes in a
comprehensive way what language learners have to
learn (knowledge and skills). - It covers the
cultural context. - It defines levels of
proficiency. - Description of partial
qualifications.
Second Cycle
Third Cycle
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Introduction
DOMAINS
The domains in which learners are being prepared
to operate has far-reaching implications for the
selection of situations, purposes, tasks, themes
and texts for teaching and testing materials and
activities. Teachers may have to bear in mind the
motivational effects of choosing domains of
present relevance in relation to their students
utility. Therefore, children may be better
motivated by a concentration on their present
centres of interest. That is the reason why, the
focus on primary English teaching shall be on the
PERSONAL domain.
First Cycle
Second Cycle
Third Cycle
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Contents
Introduction
Contents have been grouped in four blocks -
Oral language - Written language -
Constituents of the linguistic system, their
functioning and relationships - Social and
cultural dimension of the foreign language
First Cycle
Second Cycle
Third Cycle
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Contents
Introduction
BLOCK 1 Listen, speak and converse

• The discourse employed in the classroom is both
  the vehicle for and the object of learning
• Number of different speakers (variation and
  nuances)
• Use of audiovisual media

First Cycle
Second Cycle
Third Cycle
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Contents
Introduction
BLOCK 2 Read and Write

• Competence in writing
• Use of written language ? knowledge of the code
• Use of dictionaries and means of consultation

First Cycle
Second Cycle
Third Cycle
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Contents
Introduction
BLOCK 3 Knowledge of the language

• Linguistic knowledge
• Reflection upon learning

First Cycle
Second Cycle
Third Cycle
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Contents
Introduction
BLOCK 4 Socio-cultural features and
intercultural awareness

• Discover customs, forms of socialising,
  particularities
• TOLERANCE, ACCEPTANCE, INTEREST

First Cycle
Second Cycle
Third Cycle
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Contents
Introduction
N.B. In those cases where education authorities
mandate the inclusion of a second foreign modern
language, minimal contents shall be the ones
established for Modern Foreign Languages at a
primary level. Necessary adaptations shall be
made as requested by students characteristics
and linguistic competence.
First Cycle
Second Cycle
Third Cycle
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Key competences (MFL)
Introduction
COMPETENCE IN LINGUISTIC COMMUNICATION
? Direct contribution to the development of this
competence
First Cycle
Second Cycle
completes enriches adds
General communicative competence
Third Cycle
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Key competences (MFL)
Introduction
LEARNING TO LEARN
? Use aids appropriately ? Learn languages also
informally as part of lifelong learning.
First Cycle
Second Cycle
Third Cycle
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Key competences (MFL)
Introduction
DATA PROCESSING AND DIGITAL COMPETENCE
? Communicate in real time with any part of the
world ? Immediate access to a constant flow of
information ? Functional contexts of
communication
First Cycle
Second Cycle
Third Cycle
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Key competences (MFL)
Introduction
SOCIAL AND CIVIC COMPETENCE
LANGUAGES ? social communication cultural
communication ? Appreciation of cultural
diversity ? Interest in languages /
intercultural communication ? Tolerance
integration
First Cycle
Second Cycle
Third Cycle
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Key competences (MFL)
Introduction
CULTURAL AND ARTISTIC COMPETENCE
- Cultural information - Understand different
realities and products of the artistic and
cultural world
First Cycle
Second Cycle
Third Cycle
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Objectives (MFL)
Introduction
The axis of the area of foreign language is the
achievement of an effective oral and written
communicative competence in meaningful social
contexts which will enable students to express
themselves more and more efficiently and
correctly encompassing all possible uses and
registers as well as the use of communication
strategies both verbal and non verbal.
First Cycle
Second Cycle
Third Cycle
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Objectives (MFL)
Introduction
1) Listening to and understanding verbal
messages in various kinds of interactions, using
the information provided for the execution of
diverse specific tasks related to students
experience. 2) Expressing themselves orally
and interacting in simple and routine within a
given content and development, using procedures
and verbal and non verbal language and adopting a
respectful and co-operative attitude. 3)
Producing short simple texts with various
purposes on topics covered in class with the aid
of patterns.
First Cycle
Second Cycle
Third Cycle
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Objectives (MFL)
Introduction
4) Reading and understanding various texts,
related to their experience and hobbies, texts to
extract general and specific information in
accordance with a specific purpose. 5) Learning
to use with increasing autonomy all the means at
their disposal, including new technology, to
obtain information and to communicate in the
foreign language. 6) Valuing the foreign
language, and languages in general, as a means of
communication and understanding between people of
diverse origins and cultures and as a tool for
learning different contents
First Cycle
Second Cycle
Third Cycle
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Objectives (MFL)
Introduction

• 7) Expressing a receptive and confident attitude
  vis-à-vis their own ability to learn and use the
  foreign language.
• 8) Using knowledge and prior experience of other
  languages for a faster, more efficient and
  independent acquisition of the target language.
• 9) Identifying the phonetic aspects of rhythm,
  intonation and pronunciation, as well as
  linguistic structures and lexical aspects of the
  target language, using them as basic elements of
  communication.

First Cycle
Second Cycle
Third Cycle
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Contents First Cycle
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Block 1 Listen, speak and converse
Introduction

• Understand simple oral messages
• Listen to and understand simple recordings on
  audiovisual or IT sources
• Oral exchange in real or simulated situations
• Production of previously seen oral texts
• Development of basic strategies to improve
  comprehension and oral expression
• Assessment of the foreign language as an
  instrument of communication

First Cycle
Second Cycle
Third Cycle
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Block 2 Read and Write
Introduction

• Reading of words and simple sentences previously
  seen in real or simulated oral exchanges.
• Initiation into the use of reading strategies
  (use of elements of visual context and of prior
  knowledge of the subject or situation transferred
  from the languages they know).
• Writing of words and sentences previously seen
  in oral exchanges their own texts and reading of
  these words and sentences to transmit and share
  information or with a playful intention.
• Initiation into the use of IT and communication
  technology to read, write and transmit basic
  messages.
• - Interest in the presentation of written texts.

First Cycle
Second Cycle
Third Cycle
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Block 3 Knowledge of the language
Introduction

• Linguistic knowledge
• - Introduction to some aspects of phonetics,
  rhythm, stress and intonation of the target
  language and their use as fundamental aspects of
  comprehension and production of brief oral texts.
• - Recognition and use of previously employed
  vocabulary and basic forms and structures
  particular to the target language.
• - Association of spelling, pronunciation and
  meaning via written model of familiar oral
  expressions.
• - Familiarization with the use of basic
  strategies of production of texts (choice of
  addressee, purpose and content).
• - Interest in using the target language in
  different situations.

First Cycle
Second Cycle
Third Cycle
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Block 3 Knowledge of the language
Introduction

• Reflection upon learning
• Use of skills and procedures such as
  memorisation, word association and expressions
  with gestures and visual elements and observation
  of models for the acquisition of vocabulary and
  basic forms and structures of the language.
• Progressive use of graphic sources of
  consultation and information and of the
  possibilities afforded by this technology.
• - Confidence in their own ability to learn a
  foreign language and appreciation of teamwork.

First Cycle
Second Cycle
Third Cycle
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ASSESSMENT
Introduction

• ? Participate in very controlled oral exchanges
  referring to familiar topics in predictable
  communication situations.
• This criterion assesses
• - the ability to respond to basic requests,
  instructions and to provide information.
• - the ability to participate actively in the
  classroom.

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ASSESSMENT
Introduction

• ? Grasp general meaning, and identify specific
  information in oral texts with the help of
  linguistic and non-linguistic elements present in
  the communication situation.
• This criterion assesses
• - the ability to grasp the general meaning of an
  oral message.
• - the ability to recognise and understand key
  words.

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ASSESSMENT
Introduction

• ? Read and identify simple words and sentences,
  which have been previously presented orally about
  familiar topics.
• This criterion assesses
• - the ability to read words and sentences.

First Cycle
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Third Cycle
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ASSESSMENT
Introduction

• ? Write sentences, known expressions and
  sentences from models with a specific purpose.
• This criterion assesses
• - the ability to write simple words and
  sentences used orally and frequently in various
  activities.

First Cycle
Second Cycle
Third Cycle
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ASSESSMENT
Introduction

• ? Recognize and reproduce aspects of sound,
  rhythm, stress and intonation in expressions
  which appear in common communicative contexts.
• This criterion assesses
• - the ability to recognise and reproduce sounds,
  rhythm, stress and intonation.

First Cycle
Second Cycle
Third Cycle
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ASSESSMENT
Introduction

• ? Use basic learning-to-learn strategies, such as
  requesting help, accompanying communication with
  gestures, using visual dictionaries and
  identifying certain personal features which help
  them to learn better.
• This criterion assesses
• - the use of basic strategies which favour the
  learning process.
• - basic ability to evaluate their own progress.

First Cycle
Second Cycle
Third Cycle
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ASSESSMENT
Introduction

• ? Appreciate the target language as an instrument
  of communication with other people and show
  curiosity and interest towards people who speak
  the target language.
• This criterion assesses
• - whether pupils make an effort to speak the
  target language.
• - awareness of the importance to know foreign
  languages.

First Cycle
Second Cycle
Third Cycle
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Contents Second Cycle
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Block 1 Listen, speak and converse
Introduction

• ? Listen to and understand progressively more
  complex oral messages.
• Oral exchange in real or simulated situations in
  progressively less controlled contexts.
• Production of previously seen oral texts via
  active participation or prepared by means of
  prior work with assistance and models, showing
  interest in expressing themselves orally in
  individual and group activities.
• Development of basic strategies to improve
  comprehension and oral expression.
• Assessment of the foreign language as an
  instrument of communication.

First Cycle
Second Cycle
Third Cycle
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Block 2 Read and Write
Introduction

• Reading and understanding different texts adapted
  to the pupils linguistic competence, to use
  global and specific information, in the execution
  of a task or to enjoy reading.
• Guided use of reading strategies, identifying the
  most important information, deducing the meaning
  of unknown words and expressions.
• Reading and writing their own texts about
  everyday situations and their own experience.
• Composition, using models, of different simple
  texts, using familiar expressions and sentences,
  to transmit information, or with diverse
  communicative aims.
• Use of IT and communication technology to read,
  write and transmit information.
• Interest in the presentation of written texts.

First Cycle
Second Cycle
Third Cycle
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Block 3 Knowledge of the language
Introduction

• Linguistic knowledge.
• Identification of aspects of phonetics, rhythm,
  stress and intonation of the target language and
  their use as fundamental aspects of comprehension
  and production of brief oral texts.
• Recognition and use of previously employed
  vocabulary and basic forms and structures
  particular to the target language. .
• Association of spelling, pronunciation and
  meaning via written models, familiar oral
  expressions and establishment of analytical
  relation between spelling and sound.
• Initiation into knowledge and use of basic
  strategies of production of texts (choice of
  addressee, purpose, planning, preparation of
  draft, revision of text and final version) using
  highly structured models.
• Interest in using the target language correctly
  in different situations.

First Cycle
Second Cycle
Third Cycle
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Block 3 Knowledge of the language
Introduction

• Reflection upon learning.
• Use of skills and procedures such as
  memorisation, word association and expressions
  with gestures and visual elements, observation of
  models, reading of texts, use of multimedia
  resources, for the acquisition of new vocabulary,
  forms and structures of the language.
• Reflection upon their own learning and acceptance
  of error as part of the process.
• Progressive use of graphic sources of
  consultation and information and of the
  possibilities afforded by this technology.
• Confidence in their own ability to learn a
  foreign language and appreciation of teamwork.

First Cycle
Second Cycle
Third Cycle
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Block 4 Socio-cultural features and
intercultural awareness
Introduction

• Interest in acquiring information about the
  people and culture of countries where the target
  language is spoken.
• Knowledge of some similarities and differences in
  everyday customs and use of basic forms of
  socialising between countries where the target
  language is spoken and our own.
• Receptive attitude towards people who speak
  another language and have a different culture to
  ones own
•  

First Cycle
Second Cycle
Third Cycle
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ASSESSMENT

• Participate in controlled oral exchanges
  referring to familiar topics in predictable
  communication situations, respecting the basic
  rules of exchange, such as listening to and
  looking at the person who is speaking.
• Ability to express immediate needs such as
  asking permission, borrowing everyday objects,
  finding objects or people, talking about the
  weather or about likes and abilities. This
  criterion will also assess pupils attitude when
  participating in exchanges and their degree of
  interest in the contributions of others.
• Grasp general meaning, and identify specific
  information in oral texts which are familiar and
  of interest to pupils.
• This criterion seeks to assess whether pupils
  are able to grasp the general meeting of an oral
  message, employing linguistic and non-linguistic
  elements present in the communication situation.
  It also refers to the ability to recognise and
  extract familiar words and expressions which
  appear in longer expressions although the text is
  not understood in its entirety.

Introduction
First Cycle
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Third Cycle
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ASSESSMENT
Introduction
Read and grasp global meaning and some specific
information in simple texts about familiar topics
and with a specific purpose. Capable of reading,
aloud too, different texts, appropriate to their
communicative skills, such as notes, classroom
rules, letters, posters or stories, containing
familiar vocabulary and expressions, to extract
general and specific information, and
transferring knowledge of known languages. Write
sentences and short texts in everyday and school
situations and from models with a specific
purpose and an established format, both on paper
and in digital form. Ability to write diverse
texts such as notes, Instructions or rules,
letters, posters, brochures, comics or simple
descriptions. Ability to use a model to produce a
text with a certain degree of autonomy, as well
as correct spelling as a result of the
observation of models and the knowledge of the
relationship between sound and spelling.
First Cycle
Second Cycle
Third Cycle
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ASSESSMENT
Introduction
Use in a meaningful way forms and structures
particular to the target language, including
aspects of sound, rhythm, stress and intonation
in different communicative contexts. Ability to
recognise and reproduce sounds, rhythm, stress
and intonation when participating actively by
listening to repeating and anticipating
expressions in reading aloud activities and with
the use of models. Use some learning-to-learn
strategies, such as requesting clarification,
accompanying communication with gestures, using
visual and bilingual dictionaries, recovering,
seeking and compiling information about familiar
topics in different sources and identifying
certain personal features which help them to
learn better. Use of basic strategies which
favour the learning process such as the use of
visual resources and gestures, requesting help
and clarification, gradually more autonomous use
of bilingual dictionaries and some basic
technology. Ability to evaluate their own
progress.
First Cycle
Second Cycle
Third Cycle
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ASSESSMENT
Introduction
Appreciate the target language as an instrument
of communication with other people and show
curiosity and interest towards people who speak
the target language. This criterion assesses
whether pupils have an attitude of curiosity
towards those who speak the target language or
other languages different to their own, and also
the capacity to appreciate linguistic diversity
as an enriching element of society and value
sociocultural particularities of speakers of
other languages. Identify aspects of everyday
life in countries where the target language is
spoken and compare them with their own. Capacity
to observe and identify differences and
similarities in aspects of everyday life in
countries where the target language is spoken
with regard to timetables, meals, traditions,
festivals and ways of socialising with people.
First Cycle
Second Cycle
Third Cycle
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Contents Third Cycle
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Block 1 Listen, speak and converse
Introduction

• Listen to and understand progressively more
  complex oral messages, such as instructions or
  explanations, controlled oral exchanges or
  recordings on audiovisual or IT sources to
  extract global or specific information.
• Progressively autonomous and efficient oral
  exchanges in real or simulated complex
  situations.
• Production of previously seen oral texts
  progressively autonomous and efficient prepared
  by means of prior work with assistance and
  models, showing interest in expressing themselves
  orally in individual and group activities.
• Development of basic strategies to improve
  comprehension and oral expression use of visual
  and non-verbal context and of previous knowledge
  of the subject or the situation transferred from
  the languages they know to the target language.
• Willingness to overcome communication problems
  by using communication strategies. Assessment of
  the foreign language as an instrument of
  communication.

First Cycle
Second Cycle
Second Cycle
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Block 2 Read and Write
Introduction

• Reading and understanding different texts to use
  global and specific information, in the execution
  of a task or to enjoy reading.
• Progressively autonomous use of reading
  strategies, identifying the most important
  information, deducing the meaning of unknown
  words and expressions by using dictionaries.
• Reading and writing their own texts about
  everyday social situations, the media and
  learning and informative texts.
• Composition of their own texts in different
  communicative situations, which shall be
  progressively larger and more varied, and writing
  of structures, to convey information with
  different purposes.
• Use of IT and communication technology to read,
  write and transmit information.
• Interest in the presentation of written texts
  and assessment of their role in satisfying
  communicative needs.
• Assessment of the foreign language as a tool to
  communicate and learn.language as an instrument
  of communication.

First Cycle
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Block 3 Knowledge of the language
Introduction
Linguistic knowledge. Careful pronunciation,
rhythm, stress and intonation of the target
language both in oral exchanges and expression as
well as in reciting, dramatization and
reading. Recognition and use of previously
employed vocabulary and basic forms and
structures particular to the target language.
. Association of spelling, pronunciation and
meaning via written models, familiar oral
expressions and establishment of analytical
relation between spelling and sound concerning
the most outstanding irregular forms. Use of
basic strategies of production of texts (choice
of addressee, purpose, planning, preparation of
draft, revision of text and final version) using
structured models. Interest in using the target
language correctly in different situations and in
gradually more extended situations Comparison and
reflection of the foreign language on the basis
of known languages.
First Cycle
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Block 3 Knowledge of the language
Introduction
Reflection upon learning. Use of skills and
procedures such as memorisation, word association
and expressions with gestures and visual
elements, observation of models, reading of
texts, use of multimedia resources, for the
acquisition of new vocabulary, forms and
structures of the language. Reflection upon their
own learning, work planning, acceptance of error
as part of the process and self-correction and
self-assessment. Progressive use of graphic
sources of consultation and information and of
the possibilities afforded by this
technology. Confidence in their own ability to
learn a foreign language and appreciation of
teamwork.
First Cycle
Second Cycle
Second Cycle
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Block 4 Socio-cultural features and
intercultural awareness
Introduction
Assessment of foreign languages as a means to
communicate and socialize with students from
other countries as a means of accessing new
information and as an enriching tool to know
other cultures and ways of living. Knowledge of
some everyday customs and use of the forms of
socialising between countries where the target
language is spoken and our own. Receptive
attitude towards and positive assessment of
people who speak another language and have a
different culture to ones own. Interest in
establishing contact and communicating with
foreign language speakers through the means
provided by the new technologies.
First Cycle
Second Cycle
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ASSESSMENT
Introduction
Participate in everyday oral exchanges
referring to familiar topics in predictable
communication situations, respecting the basic
rules of exchange, such as listening to and
looking at the person who is speaking. This
criterion assesses the ability to communicate in
everyday situations referring to familiar or
previously seen topics to express immediate needs
such as asking permission, borrowing everyday
objects, finding objects or people, talking about
the weather or about likes and abilities. There
will be assessment of the ability to use
expressions and sentences to talk about their
family and other people, the weather, clothes,
books, games and the contents of the different
areas. This criterion will also assess pupils
attitude when participating in exchanges and
their degree of interest in the contributions of
others.
First Cycle
Second Cycle
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ASSESSMENT
Introduction
Grasp the overall meaning and identify specific
information in oral texts which occur in
different communicative situations. This
criterion seeks to assess whether pupils are able
to grasp the most recurrent expressions and
vocabulary concerning their surrounding reality
family, sports, games, contents of other areas.
It also refers to the ability to understand clear
and simple messages, information and conversation
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ASSESSMENT
Introduction
Read and locate explicit and direct information
and make inferences understanding texts on
various topics of interest. This criterion
assesses whether pupils are capable of reading,
aloud too, different texts, containing rich and
complex vocabulary and expressions in poems,
recipes, menus, leaflets, advertisements, rules
and letters by using basic comprehension
strategies. It also assesses students ability to
extract specific information and their ability to
go beyond the superficial meaning of the texts.
It shall also assess the ability to use reading
comprehension strategies, such as using elements
of linguistic and non-linguistic context,
autonomously and to transfer knowledge of known
languages.
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ASSESSMENT
Introduction
Prepare written texts keeping in mind the
recipient, the text type and purpose, both in
paper and digital formats. This criterion seeks
to assess the ability to write, on the basis of
models, short texts depending on the participants
in the communicative situation. It will assess
the ability to produce with help different texts
such as requests, instructions, letters, diaries,
descriptions and short narrations in relation to
topics related to their interests and previous
knowledge. Special attention shall be given to
text production phases planification,
textualization and revision.
First Cycle
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ASSESSMENT
Introduction
Use basic forms and structures particular to the
target language, including aspects of sound,
rhythm, stress and intonation in different
communicative contexts. This criterion seeks to
assess pupils ability to recognise and reproduce
sounds, rhythm, stress and intonation when
participating actively in different such as short
oral presentations, conversations or reading
aloud, with the use of models.
First Cycle
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ASSESSMENT
Introduction
Use some strategies for learning to learn such
as asking questions as appropriate to obtain
information, seek clarification, using bilingual
and monolingual dictionaries, accompanying
communication with gestures, to search for,
collect and organize information in different
formats, using ICT to check and verify
information and identify some aspects to improve
efficiency. This criterion aims to assess the use
of basic strategies which favour the learning
process such as the use of visual resources and
gestures, requesting help and clarification, use
of adapted monolingual dictionaries and looking
up for paper and digital information. It will
also assess the ability to evaluate their own
progress, to identify resources and strategies to
learn better and spontaneous use of simple,
everyday forms and structures.
First Cycle
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ASSESSMENT
Introduction
Value the foreign language as a communication
tool and show curiosity and interest in its
speakers. This criterion assesses pupils capacity
to value the foreign language as a communication
tool, and also the capacity to appreciate
linguistic diversity as an enriching element of
society. It shall also assess the effort to use
the foreign language to establish personal
relations using new technologies both for oral
and written skills.
First Cycle
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ASSESSMENT
Introduction
Identify some traits, customs and traditions of
countries where the target language is spoken and
compare them with the students own. This
criterion assesses the capacity to identify the
most well-known particularity, customs and
traditions in countries where the target
language. It shall also assess their ability to
compare these foreign socio-cultural aspects with
their own culture so as to develop their
multicultural awareness.
First Cycle
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Second Cycle