CONTENTS:

B1.1. Comprehension strategies:

• a) Mobilization of previous information about kind of task and topic.
• b) Identification of the type of text, adapting the comprehension to it.
• c) Distinction of types of comprehension (general meaning, essential information, main points).

B1.2. Sound, stress, rhythm and intonation patterns:  interest in a proper pronunciation, in the rhythm, in the intonation and in the correct stress, as much in the oral participations as in imitations, recitations and dramatizations.

B2.1. Strategies of production:

• Planning
  • a) To conceive a message with clarity, distinguishing its main idea(s) and its basic structure.
  • b) To adequate the text to the person addressed, the context and the channel applying the register and the structure of the speech appropriate in each case.
• Execution
  • a) To express a message with clarity and coherence, structuring it adequately and being adjusted, in its case, to the models and patterns of each kind of texts.
  • b) To readjust the task (undertake a humbler version of the task) or the message (to make concessions in which s/he would really like to express), after considering the difficulties and the available resources.
  • c) To focus on making the most of the previous knowledge (using a prefabricated language, etc.)
  • d) To compensate the linguistic lacks through linguistic, paralinguistic and paratextual procedures.
• Linguistic
  • a) To modify words with a similar meaning.
  • b) To define or paraphrase a term or a expression.
• Paralinguistic and paratextual
  • a) To ask for help.
  • b) To point at objects, to use deictic verbs or to do actions which clarify the meaning.
  • c) To use body language culturally appropriated (gestures, facial expressions, visual or body contact and proxemics).
  • d) To use extra linguistic sounds and prosodic conventional qualities.

B2.2. Sound, stress, rhythmic and intonation patterns: interest in the daily appropriate pronunciation, in the rhythm, in the intonation and in the adequate stress.

B3.1. Comprehension strategies:

• a) Mobilization of previous information about kind of task and topic.
• e) Inference or formulation of the hypothesis about meanings from the comprehension of the significant, linguistic and paralinguistic elements.
• f) Reformulation of the hypothesis from the comprehension of new elements.

B3.2. Sociocultural and sociolinguistic aspects: social conventions, courtesy norms and registers; habits, values, beliefs and attitudes; non-verbal language.

B3.3.Communicative functions:

• c) Description of people, activities, places, objects, habits and plans.
• d) Narration of remote past and recent facts.
• e) Request and offering of help, information, instructions, objects, opinion and permission.
• f) Establishment and maintenance of communication.

B3.2*[4] Graphic patterns and orthographic conventions:

• a) Interest in reading written own and other people’s texts valuing their aesthetical sense, their correct spelling and orthography.

B4.1. Strategies of production:

• Planning:
  • a) To mobilize and coordinate the own general and communicative competences in order to do the task in an effective way (to review what the child knows about the topic, what can be said or what the child wants to say).
  • b) To locate and use adequately linguistic or thematic resources (use of a dictionary or a grammar, collecting of help, etc.).
• Execution:
  • a) To express the message with clarity being adjusted to the models and patterns of each type of text.
  • b) To readjust the task (to undertake a humbler version of the task) or the message (to make concessions in which s/he would really like to express), after considering the difficulties and the available resources.
  • c) To focus on making the most of the previous knowledge (using a prefabricated language, etc.)

B4.2. Graphic patterns and orthographic conventions:

1. Interest in the presentation of the own and other people’s written texts valuing their aesthetical sense and using the correct spelling and orthography.

B5.1. Sociocultural and sociolinguistic aspects: social conventions, norms of courtesy and registers; habits, values, beliefs and attitudes; non-verbal language, as well as the plurilinguistic and multicultural reality of the own environment.

B5.2.Communicative functions:

• c) Description of people, activities, places, objects, habits and plans.
• d) Narration of remote past facts and recent ones.
• e) Request and offering of help, information, instructions, objects, opinion and permission.
• f) Establishment and maintenance of communication.

B5.3. Syntactic- discursive structures:

• a) Expression of logic relations: conjunction (and); disjunction (or); opposition (but); cause (because); finality (to- infinitive, e.g. I did it to help her); comparison (as Adj. as; smaller (than); the biggest).
• b) Time relationships (when; before; after).
• c) Affirmative (affirmative sentences; Yes (+ tag)).
• g) Expression of time: past (simple past; present perfect); present (simple present); future (going to; will).
• h) Expression of aspects; punctual (simple tenses), durative (present and past continuous); usual (simple tenses (+ Adv., e.g. always, everyday)); inchoative (start –ing.); finish –ing.
• l) Expression of space (prepositions and adverbs of location, position, distance, motion, direction, origin and arrangement).

B5.4. Oral vocabulary of high frequency (reception and production) related to personal information, house and environment, activities of daily life; family and friends; work and occupations; free time, leisure and sports; trips and holidays; health and physical care; education and studies; sales and commercial activities; food and catering; transport; language and communication; environment and weather; and information and communication technologies.

ASSESSMENT CRITERIA: 

B1.1. To identify the general sense, the essential information and the main points in the very short and simple oral texts in standard language, with simple structures and very frequently used vocabulary, articulated with clarity and slowly, and transmitted face-to-face or by technical means, about usual and concrete topics related to the own experiences, needs and interests in predictable daily contexts, or in contexts related to areas of immediate necessity in the personal, public and educational field, as long as the acoustic conditions are good and do not distort the message, it is possible to listen to it again or to ask for confirmation, and it has a visual aid or a clear contextual reference.

B1.2. To know and to know how to apply the more appropriate basic strategies for the comprehension of the general meaning, the essential information or the main points of the text.

B1.3. To use the indications of the context and the information content in the text to figure out the probable meanings of the unknown words and expressions.

B1.4. To discriminate sound, stress, rhythmic and intonation basic patterns and to recognise the meanings and the general communicative intentions related to them.

B2.1. To participate in a simple and understandable way in very brief conversations which require a direct exchange of information in areas of immediate necessity or about very familiar topics (oneself, immediate environment, people, places, objects and activities, likes and opinions), in a neutral or informal register, by using very frequent simple expressions and sentences, in general isolated or tied with basic connectors, even though sometimes the pronunciation is not very clear, the pauses and hesitations are obvious, and it is necessary the interlocutor person’s repetition, paraphrases and cooperation.

B2.2. To know and know how to apply the basic strategies to produce oral monologic or dialogic very brief and simple texts, by using, e. g. patterns and prefabricated language or memorized expressions, or supporting with gestures what s/he wants to express.

B2.3. To articulate, in a, in general, understandable way but with obvious influence of the first and other languages, a very limited repertoire of sound, stress, rhythmic and intonation basic patterns, adapting them to the communicative function which is wanted to be carried out.

B2.4. To make oneself understood in brief and simple interventions, even though the initial hesitations, repetitions and pauses result obvious and frequent, to organize, correct or reformulate what is meant.

B2.5. To interact in a very basic way, using very simple techniques, linguistic or non-verbal (e.g. gestures or physical contact) to initiate, maintain or conclude a brief conversation.

B3.2.To know and to know how to apply the more appropriate basic strategies for the comprehension of the general sense, the essential information or the main points of the text.

B3.3. To infer from the context and the information content in the text the probable meaning of the unknown words and expressions.

B3.4. To recognise the basic orthographic signs (e.g. dot and comma), as well as frequent symbols (e.g.J, @ or £), and to identify the meanings and general communicative intentions related to them.

B4.1. To construct, in paper or in an electronic support, very brief and simple texts, made up of simple isolated sentences, in a neutral or informal register, by using with a reasonable correction the basic orthographic conventions and the main punctuation marks, to talk about oneself, one’s most immediate environment and one’s daily life aspects, in familiar and predictable situations.

B4.2. To know and apply the basic strategies to produce very brief and simple written texts, e.g. copying very usual words and sentences to do the target communicative functions.

B4.3. To apply graphic patterns and basic orthographic conventions to write with a reasonable correction short words or sentences which are usually used to talk, but not necessary with a totally normalized orthography

B4.8*[5]. To use the informatics tools to complete activities predesign by the teachers.

B5.1. To identify sociocultural and basic concrete and significant sociolinguistic aspects about the daily life (habits, schedules, activities or celebrations), life conditions (house, environment), interpersonal relationships (family, friends or classmates), behaviour (usual gestures, voice use or physical contact) and social conventions (norms of courtesy), and to apply the acquired knowledge about that to an appropriate comprehension of the text.

B5.2. To recognise sociocultural and basic concrete and significant sociolinguistic aspects, and to apply the acquired knowledge about them to an adequate to the context oral and written production, respecting the most basic communicative conventions.

B5.4. To recognise the more frequent meanings associated to the basic syntactic structures, proper of the oral or written communication (e.g. interrogative structure to demand information).

B5.6. To accomplish the main communicative function of the text (e.g. a compliment, an exchange of information or an offering), using a limited repertoire of its more frequent basic discursive patterns (e.g. greetings for the opening and the closure for the ending in conversations or in correspondence, or a schematic narration developed in points.

B5.7. To accomplish the main communicative function (e.g. a compliment, an exchange of information or an offering), using a limited repertoire of its more frequent exponents and of basic discursive patterns (e.g. greetings).

B5.9. To know and use a limited repertoire of oral and written vocabulary, of high frequency, related to daily situations and usual and concrete topics related to the own interests, experiences and needs.

B5.10. To initiate and finish properly the interactions in real or simulated situations in less directed contexts.

B5.12. To investigate the plurilinguistic and multicultural reality of the families and their environment, and to identify similarities and differences, avoiding the stereotypes.

B5.13. To establish similarities and differences of the languages which exist in the classroom or in its closest environment.

B5.14. To value the languages as an instrument of communication, to learn and to approach other cultures, to notice the diversity and to show respect to all of them.

MEASURABLE LEARNING STANDARDS AND RESULTS: 

PLEB1.3. Understands what is told in simple usual transactions (instructions, indications, requests and warnings).

PLEB1.4. Identifies the topic of a predictable daily conversation which takes place in her/his presence (for instance: in a shop or in a train).

PLEB1.5. Understands the essential information in brief and simple conversations in which s/he participates, which deal with familiar topics such as oneself, family, school, free time, and the description of an object or a place.

PLEB1.6. Understands the main ideas of simple and well-structured presentations on familiar topics or of his/her interest (e.g. music, sports, etc.), as long as it has images and illustrations and it is spoken in a slow and clear way.

PLEB1.7. Understands the general and essential sense and distinguish the changes of topic of TV programmes or of another audio-visual and multimedia material in his/her area of interest (e.g. those in which youngsters or celebrities are asked about daily topics (e.g. what they like to do in their free time) or in which they inform about leisure activities (theatre, cinema, sports events, etc.).

PLEB2.1. The child makes brief and simple presentations, previously prepared and essayed, about daily topics or of his or her interest (to introduce oneself and to introduce other people; to give basic information about oneself, one’s family and one’s class; to indicate one’s hobbies and interests, and the main activities of one’s daily life; to describe briefly and in a simple way one’s bedroom, one’s favourite menu and the appearance of a person or an object; to introduce a topic of one’s interest (one’s favourite music group); to say what one likes or dislikes and to give one’s opinion) using simple structures and with an understandable pronunciation and intonation.

PLEB3.2. Understands essential information and finds specific information in simple informative material such as menus, schedules, catalogues, lists of prices, ads, telephonic guides, publicity, touristic brochures, cultural or of events programmes, etc.

PLEB3.5. Understands the essential from brief and well-structured stories and identifies the main characters, as long as the image and the action drive a great part of the plot (adapted readings, comics, etc.).

PLEB3.6. Uses in a appropriate way the basic orthographic signs (e.g. dot and comma), as well as frequent symbols (e.g. J, @ or £).

PLEB4.1. Completes a brief application form or a worksheet with his or her personal data (e.g. to register in the social networks, to open an account of electronic mail, etc.).

PLEB4.2. Writes brief and simple personal correspondence (messages, notes, postcards, mails, chats or SMS) in which s/he thanks, congratulates someone, makes an invitation, gives instructions or talks about him/herself and his/her immediate environment (family, friends, hobbies, daily activities, objects and places) and asks about these topics.

PLEB5.1. Understands the essential information in brief and simple conversations in which s/he participates which deal with familiar topics, such as oneself, family, school, free time and description of an object or a place.

PLEB5.3. Participates in conversations which take place face-to-face or with technical support (telephone, Skype) in which social contact is established (to thank, to greet, to say goodbye, to address to somebody, to apologise, to introduce oneself, to show concern about somebody’s status, to compliment someone), in which personal information about daily business is exchanged, in which feelings are expressed, something is offered or borrowed, in which a meeting with friends is set or in which instructions are given (e.g. how to reach a place with the help of a map).

PLEB5.4.Participates in an interview, e.g. medical interview, naming parts of his/her body to indicate which part hurts.

PLEB5.5 Compares linguistic and cultural aspects of the languages which s/he knows to improve his or her learning process and to achieve an integrated competences through audio-visual and multi-media productions and artistic expressions.

KEY COMPETENCES: 

LCC

LLC

SCC