B1programacion

7/28/2019 B1programacion

1/29

DEPARTAMENTO DE INGLS

EOI VIGO

Syllabus Intermedio 2

Page 1 of 29


2/29

Index

1. General description of the Intermedio 2 level

2. Students

3. Teaching Method

4. Objectives

5. Suggestions for tasks

6. Evaluation

7. Recommended Materials

8. Inclusive Teaching for Diverse Students

Page 2 of 29


3/29

1. GENERAL DESCRIPTION OF THE INTERMEDIO 2 LEVEL

As established by R.D. 1629/2006 and the 2006 Education Act (Ley Orgnica de Educacin), the ref-erence for the Intermedio 2 syllabus is the B1 level from the Common European Framework of Refer-ence (CEFR.) Students access B1 after completing the A2 (Basic User) level.

Official Schools of Languages in Galicia have split B1 (as defined by the CEFR) into two levels, Inter-medio 1 and Intermedio 2.

The CEFR describes B1 as follows:

Can understand the main points of clear standard input on familiar matters regularly en-countered in work, school, leisure, etc. Can deal with most situations likely to arise while trav-elling in an area where the language is spoken. Can produce simple connected texts on top-ics, which are familiar or of personal interest. Can describe experiences and events, dreams,hopes, and ambitions and briefly give reasons and explanations for opinions and plans.

Furthermore, the Galician legislation (DOG 191/2007 September 20th) states that this level impliesusing the language with a degree of confidence and flexibility, receptively and productively, both inwriting and in speech, in different situations which require understanding and producing texts in stand-ard language, with common structures and vocabulary, on general topics, topics in daily use or topicsof personal interest to the student.

The legislation establishes that the duration of this course will be 130 hours, corresponding to one fullschool year.

2. STUDENTS

Access to Intermedio 2 requires evidence that the student has achieved the Intermedio 1 level. This

can be demonstrated in different ways:

by attending regular lessons in the Language School and having completed the priorlevels,

by sitting the placement test and obtaining the level required, or by recognition of English studies or language certifications.

Page 3 of 29


4/29

3. TEACHING METHOD

This Syllabus follows the principles for language teaching established in Article 8, Decreto 191 /2007, dated 20 September. These are based on the principles developed by the Council of Europe inthe CEFR. According to these principles, the starting point for learning and teaching languages shouldbe language as a vehicle for communication in different types of real-life tasks, by means of activitiesrequiring interaction in speech or writing. Thus, the course objectives should relate to carrying out andmastering real and probable tasks in the context of daily life in the globalised environment of thetwenty-first century. For this reason, our teaching method needs to apply what the CEFR calls a com-municative focus for action or use-focused learning, that is, it needs to develop communicative com-petence in a practical and efficient way, by carrying out the tasks.

Essential to this focus is that tasks should propose common real-life communicative situations, andpractise them during lesson time. Additionally, authentic materials should be employed as far as pos-sible. The choice of samples of speech and writing should be designed to facilitate acquisition of the

necessary skills for each communicative task. The samples should show a transparent relationshipbetween form, function and use. The material should help to develop the learners self-confidence withthe learning process.

Additionally, we propose a process-oriented, learner-centred approach, and consider students in-terests, needs, rhythms and learning styles when selecting and sequencing tasks and materials, withinthe syllabus framework for the EOI courses.

The teachers role should be to design, present, encourage and assess communicative activities. Inaddition, teachers should provide guidance for learners, and facilitate acquisition and activation of thestrategies they need for self-learning and self-assessment. Students should be encouraged to taketheir own responsibilities in the process, both in co-operation with other members of the group and, es-pecially, outside the classroom. Thus, classrooms are laid out for group work and pair work, flexibly,

according to activities, rather than uniformly for all students. Although the classroom is the venue forlearning, showing and analysing achievement, other facilities can be used for the same purpose, suchas the library for research and the multimedia room for tasks, recording sound or video with or withoutthe teacher, and so on. Additionally, other spaces are used for real-life tasks.

Evaluation is an integral part of the learning process and takes into account all the factors that makeup learning. Evaluation is a tool used for reflection, revision, reorientation, and repair on all the com-ponents of the curriculum (syllabi, classrooms, materials, activities, etc.)

Given the diversity of our students, attention to diverse levels of competence is required. Diversitycan be general, or skill-based, or due to diverse rhythms and interests. Whenever suitable, teacherswill attempt to diversify tasks and students working method to facilitate individual progress. The Eng-

lish Department offers a range of complementary activities, which are single-concern courses and / orworkshops for specific skills, designed to cover a wide variety of needs and interests.

Teachers should guide and tutor students, and guidance is integrated in the process of learning andassessment in the classroom. The underlying objective is to get students to be autonomous and tothink about how they could learn most effectively. When necessary, tutorial time will be employed.

As well as traditional written and audiovisual resources, special mention of the new ICT resourcesshould be made, resources which are destined to be used ever more frequently, as they are authentic,motivating, and facilitate autonomous practice.

Finally, it must be said, in this integral focus, that communicative competence depends not only oncapability for grammatical use of the language, but also on sociolinguistic, pragmatic, intercultural andstrategic capability. These components grammar, vocabulary, pronunciation, cultural aspects, learn-

Page 4 of 29


5/29

ing strategies and so on are not a purpose in themselves, but means to an end, which is to achieveeffective communication.

The two basic aspects that derive from the teaching principles set out above are, first, our methodo-logical approach, based on working on real tasks, and, second, the idea that students should take themain responsibility for learning, and be autonomous.

4. OBJECTIVES

Following the methodological principles set out above, the Objectives are laid out in the form of ac-tion objectives (i.e., activities for a specific environment, skill and action level), which develop three ofthe areas proposed by ALTE, the Association of Language Testers in Europe. These are the socialand tourism area, the work area, and the study area.

The social area aims at satisfying the basic needs of a student who wants to travel to an Eng-lish-speaking country, or communicate with an English-speaking foreigner in the students own envir-onment.

The work area aims at developing the students performance in the work-finding process and dailyworkplace situations.

The purpose of the study area is to provide students with the necessary tools enable them to directtheir own learning, both in and out of the school facilities.

Page 5 of 29


6/29

(i) OBJECTIVES SUMMARY

Objectives for this level are shown in the following table.

I. Social and tourism area II. Work area

Concern: SocialisingActivity 1: Discussing.

Concern: The mediaActivity 1: Watching TV, films, plays,documentaries, etc. Listening to the radio.Reading newspapers, journals.

Concern:Health

Activity 1: Getting and staying well.

Concern: EmergenciesActivity 1: Dealing with emergencysituations (accident, illness, crime, carbreakdown.)

Concern: TravellingActivity 1: Talking and writing about a pasttrip.

Concern: Work-related services andactivitiesActivity 1: Making calls and postingmessages and letters.Activity 2: Taking part in meetings.Activity 3: Understanding and writing reportsand professional literature.Activity 4: Using financial and postalservices.

III. Study area IV. Learning area

Concern: StudyingActivity 1: Giving a lecture, talk,presentation or demonstration.Activity 2: Gathering information /Accessing information (e.g., from acomputer database, library, dictionary.)Activity 3: Writing essays.

Concern: Developing strategiesActivity 1: Developing language skills.

Concern: Course at EOI or abroadActivity 1: Following and participating in alesson.Activity 2: Learning about school facilities.

Concern: Course materialsActivity 1: Gathering information.

Concern:Management of studyActivity 1: Developing language awareness.Activity 2: Generating motivation.Activity 3: Planning.Activity 4: Monitoring progress.

Page 6 of 29


7/29

(ii) OBJECTIVES - DESCRIPTION

I. SOCIAL AND TOURISM AREA

1. Concern: Socialising

1.1 Discussing

Environment: Off work, nightclubs, meeting with friends.

Listening /Speaking

Can understand the speaker's main opinions concerning any given topic liable tobe addressed in the proposed environment (health, beliefs, religion, moral ap-praisals, ethical concerns, hopes and ambitions.)

Can express an opinion in a more or less elaborate manner about any given top-ic liable to be addressed in the proposed environment.

Can show agreement or disagreement in different ways (including gestural lan-guage, language resources and intonation patterns.)

Can show interest or lack of it.Can show surprise, hope, get angry and feel sorry.

Can understand basic characteristics of humour, though clarification may be re-quired sometimes.Can deal with guessesCan apply social conventions in English-speaking countries when in conversa-tion or social interaction.

Can use formal linguistic resources, albeit limited, if required by the content(e.g., greetings, avoiding colloquialisms.)

Can feel comfortable in colloquial or non-formal situations if slang is not heavilyinvolved.

Writing Can write an account of a typical celebration or social event.

Page 7 of 29


8/29

2. Concern: The media

2.1 Watching TV, films, plays, documentaries, etc., listening to the radio, readingnewspapers, journals.

Environment: Home, car, cinema, theatre, son et lumire.

Listening /Speaking

Can follow the plot of a film or play.

Can identify the main topic of, for example, a news broadcast on TV.

Can understand news about environmental issues(flora and fauna)

Can understand the weather forecast

Can understand a radio / TV interview.

Reading Can understand a factual article or report in a newspaper / magazine.

Can read the media for information.

Can understand news about environmental issues(flora and fauna)

Can understand the weather forecast

Writing Can write a film / book review (plot should be solely sequential.)

Can write a simple news report.

Can write a letter to the editor.

3. Concern:Health

3.1 Getting / Staying well

Environment: Chemist's, doctor's, hospital, dentist's, home.

Listening /Speaking

Can ask over the phone for a medical appointment and understand the reply.

Can explain what is wrong in straightforward terms at a chemist's, doctor's, hos-pital or dentist's, especially if symptoms are visible. Will require a dictionary todescribe less obvious symptoms.Can say where it hurts and understand parts of the body and movements

Can ask for or give advice and understand the answer, provided this is given ineveryday language.Can talk about addictions and drugs.

Page 8 of 29


9/29

4. Concern: Emergencies

4.1 Dealing with emergency situations (accident, illness, crime, car breakdown.)

Environment: Public places, private places, hospital, police station.

Listening /Speaking

Can indicate nature of problem and understand simple instructions and ques-tions.

Can give a simple report of an emergency incident or a crime.Can describe a criminals appearance(physical description and clothes)

Reading Can read, understand and give approval to a police statement.

Writing Can write a simple crime report or an anecdote of a criminal act, accident.

5. Concern: Travelling

5.1 A past trip

Environment: in the street, at the office, in a caf

Listening /Speaking

Can engage in a conversation about a past trip.

Reading Can understand reports or narratives about a past trip.

Writing Can write an account of a past trip, recommending the trip to a friend.

Page 9 of 29


10/29

II. WORK AREA

1. Concern: Work-related services and activities

1.1 Making calls and posting messages and letters

Environment: The workplace.

Listening /Speaking

Can take complex messages on a familiar issue.

Can interact on the phone when dealing with a familiar issue.

Can ask for clarification or elaboration if there is a misunderstanding on thephone.

Reading Can understand e-mails and texting when dealing with a familiar issue.Can understand instructions on how to use gadgets / machines at work

Writing Can write an e-mail when dealing with a familiar work-related issue.

1.3 Taking part in meetings

Environment: The workplace, conference room.

Listening /

Speaking

Can understand most of what takes place at an ordinary meeting at work.

Can express an opinion.

Can put his point across persuasively when dealing with a familiar product.

Can present arguments to a limited extent.

Can agree or disagree in formal meetings at work.

Writing Can make reasonably accurate notes on a familiar topic at a meeting.

Page 10 of 29


11/29

1.4 Understanding and writing reports and professional literature

Environment: The workplace.

Reading Can understand the general meaning of a non-factual article.

Writing Can write a simple report of a factual nature and evaluate, advise.

1.5 Using financial and postal services

Environment: Banks, post office, bureau de change.

Listening /Speaking

Can ask to open an account at a bank provided that the procedure is straightfor-ward.

Can deal with postal transactions.

Reading Can understand routine bank literature.

Page 11 of 29


12/29

III. STUDY AREA

1. Concern: Studying

1.1 Giving a lecture, talk, presentation or demonstration

Environment: Lecture hall, classroom, laboratory.

Listening /Speaking

Can understand simple questions from the audience or clarify parts of thepresentation if necessary.

Can give a clear presentation or demonstration on a familiar topic (in simple

terms and with prior preparation.)

Can achieve a satisfactory, albeit simplistic, level of interaction with the audienceby triggering reactions or eliciting opinions.

Writing Can write a series of basic notes to organise a short, simple presentation.

Can prepare slides or additional written materials to support the presentation.

1.2 Gathering information / Accessing information (e.g., from a computer database,

library, dictionary, the Internet.)

Environment: Study, library, the Internet.

Listening /Speaking

Can decode relatively complex audio messages (e.g., from a computer) in orderto select the available information.

Reading Can understand most information of a factual nature that they are likely to comeacross during the course of study, given sufficient time.

Can use different reading techniques such as skimming and scanning to get rel-evant information.

Can understand relatively complex instructions and messages on, e.g., com-puter library catalogues, with some help.

Can use a monolingual dictionary with an adequate degree of accuracy todetermine the meaning and use of a given word or expression.

Writing Can make notes from simple sources for essay or revision purposes, capturingthe most important points and selecting the most salient ideas.

Can summarise information from different sources.

Page 12 of 29


13/29

1.3 Writing essays

Environment: Study, library, examination room.

Writing Can write an adequately structured narrative or description with increasingly ac-curate and complex use of vocabulary and grammar.

Can write relatively complex texts on a range of topics within his / her field of in-terest or experience.

Can express personal views and opinions in writing in an elaborate manner.

Can write an account of an experiment (methods, materials), demonstrating ad-equate understanding of the work done.

Can present arguments with a more or less limited range of expression.

Page 13 of 29


14/29

IV. LEARNING AREA

1. Concern: Developing strategies

1.1 Developing language skills

Environment: School, home.

Listening /Speaking

Can predict content of text.

Can infer meaning from context including unknown words and expressions.

Can grasp general meaning.

Can identify purpose of text.

Can express themselves while monitoring their own production.

Can maintain interaction in L2 without resource to L1.

Can compensate for lack of words.

Reading Can predict content of text.

Can skim and scan text.

Can infer meaning from context.

Can grasp general meaning.

Can identify purpose of text.

Can understand texts as a whole with an intuitive comprehension of cohesionand coherence devices and structural aspects.

Can adapt reading technique to type of text.

Writing Can express themselves in writing.

Can organise ideas and write a draft.

Can find vocabulary needed to perform given task.

Can revise and spot mistakes in writing outcomes.

Can think creatively to generate ideas for writing purposes.

Page 14 of 29


15/29

2. Concern: Course at EOI or abroad

2.1 Following and participating in a lesson

Environment: Classroom.

Listening /Speaking /Reading /Writing

Can use social strategies to interact with peers.

Can follow the teacher and schoolmates and interact in English while performingthe classroom tasks.

Can ask appropriate questions to direct their learning and check instructions ifnecessary about tasks or homework.

Can work in pairs or groups.

Can take notes in English.

2.2 Learning about school facilities

Environment: EOI


Can understand and give basic information or instructions about EOI facilities,courses, timetables.

Can cope with school-related paperwork.

3. Concern: Course materials

3. 1 Gathering information

Environment: Classroom, home, library.


Can move around the sections of a reference book to get what they need.

Can use reading strategies such as scanning and skimming for relevantinformation in resource books.

Can use both bilingual and monolingual dictionaries with an adequateunderstanding of abbreviations and phonetic symbols.

Can look up for specific connotations and shades of meaning within a dictionaryheading (register, idiomatic expressions.)

Can select texts for extensive reading / listening.

Can select relevant data from written or spoken texts and write them down.

Page 15 of 29


16/29

4. Concern:Management of study

4.1 Developing language awareness

Environment: Classroom, home, library.


Can deduce and hypothesise about language patterns and be creative abouthow language works.

Can monitor the influence of their mother tongue in their language production.

4.2 Generating Motivation

Environment: Classroom, home, real life.


Can collaborate with peers, offer help, share ideas.

Can show interest by using the language for real communication.

Can show initiative (i.e., lose fear to interact, take advantage of opportunities touse the language.)

Can take risks wisely.

Can develop a positive attitude to L2 culture.

Can keep a language learning diary if suggested.

Can get extra practice outside the classroom by listening to news, films, surfingthe web or any other materials from different sources.

4.3 Planning

Environment: Classroom, home.


Can organise and plan their study.

Can make plans to accomplish a task autonomously.

Can set own goal and objectives.

Can devote enough time to practice.

Can understand texts (e.g., questionnaires) designed to monitor learningprogress.

Can design and organise the sections of their notes.

Can design and keep a portfolio.

Can design and write records of performance.

Page 16 of 29


17/29

4.4 Monitoring progress

Environment: Classroom, home.

Listening /Speaking /

Reading /Writing

Can spot and correct mistakes in own production (e.g., recording shortmessages to reflect upon mistakes, editing own writing.)

Can rehearse successful ways of learning.

Can design and fill in questionnaires to assess progress and success.

Can help peers monitor their progress.

Page 17 of 29


18/29

5. SUGGESTIONS FOR TASKS

I. Social and tourism area

Focus: Living abroad as a long-term resident.

Concern: Socialising

Suggested Tasks:- Making social contact at a gathering by using the appropriate social formulas to conform social

relations in different environments.- Engaging in social conversations by expressing opinions, agreement, disagreement, disbelief,

interest, including some humorous remarks..

Concern: The media

Suggested Tasks:- Watching the news and other media programmes to follow the main points of current affairs in

the world.- Reading newspapers, both serious press and tabloids, to obtain information from different

kinds of articles - including argumentative texts - about familiar subjects.- Watching a film in English for educational and recreational purposes.- Writing a letter to the editor of a newspaper referring to current affairs.- Writing a film / book review to a friend, to react to it, recommend, praise, interpret and to some

extent analyse the work.

Concern:Health

Suggested Tasks:- Making an appointment for the doctors / dentists over the telephone.- Describing ailments and symptoms of common illnesses at the doctors or over the phone and

responding to the doctors recommendations, prescriptions and advice.

Concern: Emergencies

Suggested Tasks:- Making emergency calls after incidents involving security services such as hospitals, police or

fire stations, and describing unsafe or illegal situations, in speech or writing.

Concern: Travelling

Suggested Tasks:

- Writing narrations, anecdotes and reports of events which took place on journeys.

II. Work area

Focus: Working part-time or as a temp / trainee.

Page 18 of 29


19/29

Concern: Work-related services and activities

Suggested Tasks:

At work- Describing a company, talking about work and working conditions.

- Talking about company structure & organisation.

Coping with daily routines at work

- Making calls, texting, e-mailing and posting messages and letters when dealing with familiarissues.

- Interacting on the phone even when there may be unexpected problems.- Understanding and getting information out of professional informative articles.- Taking part in meetings by writing agendas, expressing opinions, presenting arguments,

putting points across persuasively when dealing with familiar issues and making notes.- Writing a simple report of a factual nature to evaluate, recommend.

Page 19 of 29


20/29

III. Study area

Focus: Attending classes abroad on a long-term basis.

Concern: Studying

Suggested Tasks:

Giving a formal talk

- Accessing and gathering information from different sources to prepare and structure apresentation.

- Writing a series of basic notes to organise a presentation.- Preparing slides or additional written materials to support the presentation.- Giving a formal (informative or persuasive) talk.- Achieving a satisfactory level of interaction with the audience by triggering reactions or eliciting

opinions.

- Asking and answering questions following a formal talk.

Writing essays

- Conducting a search of material to write an essay and compiling the material found.- Communicating in writing by summarising and paraphrasing researched material.- Organising research, citing and documenting sources.- Writing an adequately structured research essay.

Page 20 of 29


21/29

6. EVALUATION

Process evaluation has been dealt with in chapter on methodology. Orde dated Sept 8th 2008establishes that the purpose of assessment and evaluation objectives is to measure the standard ofstudents use of English, with a view to certification. Each linguistic skill is tested and assessedseparately, although all four are taught and learnt simultaneously. Students are evaluated according to

the objectives, communicative competence and assessment criteria for Basic, Intermediate andAdvanced levels. Students who demonstrate they have mastered the objectives for each level will beawarded the relevant certification.

Students are entitled to objective assessment criteria. The criteria for assessment and marking foreach skill, formal evaluation procedures and correction criteria will be made public, as will the criteriafor students to progress to the next level and achieve certification.

Student Evaluation Process

Ordinary language courses

a) Students are evaluated twice in a school year, as required by the schools educational project. Thesecond evaluation is the final, global annual evaluation.

b) At the beginning of each school year, teachers carry out an initial or diagnostic evaluation. Forstudents, this has informative value. For teachers, the initial evaluation is a guide to help establishappropriate teaching techniques.

c) Students mastery of language skills will be assessed by means of the following kinds of test:

1 Mid-year progress test. Available to all students who regularly attend classes. The mid-yearprogress test will be carried out at the end of the first semester.

2 End-of-year promotion test. For Bsico 1, Intermedio 1 and Avanzado 1, the English Department

will design a final examination to evaluate students mastery of the course objectives.

3 Final Certification Test. For Bsico 2, Intermedio 2 and Avanzado 2, the final examination isdesigned to evaluate achievement of the objectives for the level (Bsico, Intermedio, Avanzado) with aview to certification.

Update and specialisation courses

Students in update and specialisation courses are evaluated according to the course syllabus.

Thats English! Programme

Thats English! is a distance learning programme. At the end of module 5, students take the final

certification test for Bsico, and at the end of module 9, the final certification test for Intermedio.Students who pass the test will receive certification for the level.

Mid-year progress test and end-of-year promotion test

Both the mid-year progress test and end-of-year promotion test are written, applied and corrected bythe English Department teaching staff. The mid-year test is written and corrected according to thespecifications set out by the English Department. End-of-year tests are written by the englishDepartment, and are corrected by the groups teacher.

Page 21 of 29


22/29

Mid-year test

This test is carried out at the end of the first semester (February). For Bsico 1, Intermedio 1 andAvanzado 1, the mid-year test makes up 30% of the mark the student is awarded at the end of theyear.

For Bsico 2, Intermedio 2 and Avanzado 2, mid-year progress tests are simply meant to givestudents a helpful report on their progress, and help teachers assess the extent to which studentsachieve syllabus outcomes. Students are assessed and certified solely by means of the Final Test inJune.

End-of-year promotion test for Bsico 1, Intermedio 1 and Avanzado 1

End-of-year promotion tests are carried out in June. For Bsico 1, Intermedio 1 and Avanzado 1, theend-of-year test makes up 70% of the final mark. However, the end-of-year test makes up 100% of thefinal mark if (i) the end-of-year test score is higher than that of the February examination, or (ii) thestudent is not eligible for continuous assessment.

The English Department will establish criteria for positive valuation of class work. Class work will not

be worth more than 10% of the final mark for the course.

Marking system

a) The mid-year progress test and the end-of-year test are marked using a 100-point scale. Each ofthe 4 parts of the examination is worth 25 points.

b) In order to progress to the second year in each level, students require at least 15 points in eachof the 4 skills.

c) However, students can progress to the second year with one failed skill, if the skill is marked 10points or over, and the full examination mark is 60 or over.

d) Students who do not progress to the following year will re-take the year and be evaluated againfor each skill.

e) Marks are expressed as Apto (pass) or Non Apto (failed). In September, students may also bemarked Non Presentado (missed examination). Pass grades are specified between brackets, from 5to 10, with no decimal points. The grade is shown on the final certificate and on the studentsacademic record.

Final Certification tests

Bsico 2, Intermedio 2, Avanzado 2

To obtain certification for the Bsico, Intermedio and Avanzado levels, students are required to passthe final certification tests.

Final certification tests evaluate students level of competency and mastery of the language,according to the objectives and criteria for evaluation set out in the curriculum.

Final certification tests are the same for all students in each school and enable students to move onto the next level.

The English Department is responsible for administering, correcting and marking the tests.

Page 22 of 29


23/29

Test structure, content and organisation

a) Tests are structured in four parts: reading comprehension, listening comprehension, writing andspeaking.

b) Students are required to take all four parts of the examination. Students who do not take one of

the parts of the examination are marked Non Apto (failed).

c) Reading comprehension and listening comprehension are based on authentic or adapted textsfrom sources of spoken or written communication. Tests are designed to evaluate both globalcomprehension and detailed understanding.

(ii) For the writing test, students are required to produce different types of texts, in differentregisters.

e) The speaking test is designed to evaluate students success in completing the requiredcommunication task, correctness and phonetic and linguistic suitability. The minimum content of thetest should be sustained monologue and interaction with the teacher or other students.

f) Writing and speaking tests are marked by at least two members of the English Department.

Marking system

a) Final certification tests for each level are marked using a 100-point scale. Each of the four partsof the test is marked using a 25-point scale.

b) A pass mark requires a minimum of 15 points for each of the four language skills. Students will bemarked Apto (pass), Non Apto (failed) or Non Presentado (missed examination). Students whoregularly attend classes will not be marked Non Presentado in the June examination.

c) Students who fail the final certification exam may request a certificate stating they have masteredone or more of the four language skills.

d) A pass mark for the final certification test for the Bsico level enables the student to progress tothe Intermedio level. Passing the final certification test for the Intermedio level enables the student toprogress to the Avanzado level.

e) Students have the chance to re-take the examination in September. Students who fail the re-takemust repeat the year and be evaluated again for all four language skills.

Dates

a) Final Certification Tests are carried out in June and official students can re-take them inSeptember. In September, students are only tested on the skills they did not pass in June. External

students (ensino libre) can take the Final Certification Tests only once in the year (Apdo.5, DOG Nm.82 Luns, 30 de abril de 2012).

b) Bsico level tests are carried out in the first five days of September.

c) The authorities will establish the dates and timetable for Intermedio and Avanzado level tests, inthe first half of September.

Page 23 of 29


24/29

Evaluation results: Information, communication and complaints

Information and communication

After mid-year progress tests, teachers provide each student with information in writing about theirprogress.

After end-of-year promotion tests and final certification tests, students (and the parents or guardians ofunderage students) are provided with information in writing about the results. This communicationshould include marks for each skill and whether the student is to progress to the next course.

Complaints procedure

1. Students are given the chance to review the mid-year progress test and the end-of-year promotiontest with the teacher. The teacher will explain how far they fulfilled course objectives.

2. Students who have failed their exams and disagree with their marks for end-of-year tests and final

certification tests may file a complaint with the E.O.I. headteacher team. This should be done withintwo working days after the marks are published.

3. Complaints must be based on one of the following:

a) The objectives, the content or the assessment guidelines for the test do not comply with theofficial curriculum or the English Departments syllabus.

b) Procedures, methods of assessment or marking criteria were not applied properly.

4. The headteacher team will make a decision confirming or correcting the disputed mark in twoworking days after the complaint is filed.

5. Students (parents or guardians for under-age students) may contest the decision with the teachingauthorities (Delegacin Provincial, Consellera de Educacin e Ordenacin Universitaria), in twoworking days after they are notified of the decision.

6. If the decision is contested, the teaching authorities will ask for a report from the educationinspector, and take a final decision in one month from the date when the decision was contested.

Progress and duration of studies

Examination re-sits, duration of studies and attendance

1. Official students may attend classes at the E.O.I. for twice the official duration of each level. Afterusing up the maximum allowed number of examinations and re-takes, students will no longer be

permitted to attend classes, but they may sign up to take the final certification tests independently.

2. Before 30 April, students may give up their place at the E.O.I. and their examination options forthat year will not be counted. They will then have to go through the admissions procedure again, inorder to continue their studies at the E.O.I.

3. In exceptional circumstances (which include illnesses that make it significantly difficult to finish thecourse), students may be allowed an extra year to finalise the level. A special authorisation must beobtained from the education authorities (the Delegacin Provincial, Consellera de Educacin eOrdenacin Universitaria). When requesting authorisation, the student should provide documentaryevidence for the special circumstances.

4. Students should not miss more than 20% of total class hours without a valid excuse. If a studentdoes not comply with this requirement, their mark for the mid-term progress test (February) will not be

Page 24 of 29


25/29

counted, and neither will their participation in class activities. However, they will be allowed to take theend-of-year promotion test and the final certification test.

5. Students who fail to turn up for the course in the first ten days must provide the head teacherteam with a valid, documented excuse. Otherwise they will lose their place at the school and anothercandidate will be allowed to take their place.

Adaptation for disabled students

1. Certification tests for disabled students are organised and applied according to principles of equalopportunity, non-discrimination and compensation for differences. The duration and method of the testmay be adapted if necessary.

2. When signing up for a course, disabled students should provide documentary evidence of theirdisability and fill in the ad hoc form supplied by the E.O.I. The E.O.I. will inform the authorities in orderto carry out the necessary adaptations.

Page 25 of 29


26/29

7. RECOMMENDED MATERIALS

Material obrigatorio (non adquirir ata consultar co profesor):

New Framework 3 (Pearson/Longman) students' book w/ reference guide and CD-ROM

- Recommended:

1- New Framework 3, workbook w/students' audio

2- Grammar books (check with your teacher first, but any of the books below would be good):English Grammar in Use (with answers), CUPEnglish Grammar in Steps (with answers), RichmondHow English Works (with answers), OUPOxford Practice Grammar (with answers), OUP

3- Dictionaries (again, check with your teacher first)A good, updated English-English dictionary, like:Cambridge Advanced Learners DictionaryLongman Dictionary of the English LanguageOxford Advanced Learners Dictionary

Page 26 of 29


27/29

Appendix 1 GRAMMAR STRUCTURESIngls:Intermedio 2:

2.3.1.2 Contidos gramaticais.SN= sintagma nominal.

SAdx.= sintagma adxectival.SAdv.= sintagma adverbial.Sprep.= Sintagma Preposicional.

1. A oracin simple.1.1. Tipos de oracin. Elementos constituntes e a sa posicin.1.1.1.Oracin declarativa en forma afirmativa ou negativa.1.1.1.1.Respostas curtas: So/Neither + auxiliar.1.1.2.Oracin interrogativa. Revisin.1.1.2.1.Subject and object questions.1.1.3.Oracin imperativa en forma afirmativa e negativa.1.1.3.1.(Dont) + V.1.1.3.2.Lets (not) + V.

1.1.4.Oracin exclamativa.1.1.4.1.What + SN (What a nice day).1.1.4.1.2. How + SAdx.

1.2.Fenmenos de concordancia.

2. A oracin composta.2.1.Coordinacin, disxuncin e oposicin. Conxuncins bsicas: and, or, but, however, neither... nor,both... and.2.2.Comparacin: than, as... as.2.3.Causa: since, as, for.2.4.Finalidade. Revisin.2.5.Resultado: so... that, such... that.2.6.Condicin: tipos 0 (Wood floats on water), 1

(If/Unless you study, you will/wont pass your exams) e 2 (If I were you, I would take an umbrella).2.7.Concesin: although, however, while.2.8.Relacins temporais.2.8.1. Anterioridade: before.2.8.2. Posterioridade: after.2.8.3. Simultaneidade: when, while.2.9.Estilo indirecto con say, ask, tell.2.9.1.Opinin: tell, say, think + (that) + subordinada.2.10.Fenmenos de concordancia.

3. O sintagma nominal.3.1 Ncleo.3.1.1.O substantivo.

3.1.1.1.Clases: contables e non-contables.3.1.1.2.Xnero: sufixo , , distintos lexemas.3.1.1.3.Nmero: singular e plural (regulares e irregulares).3.1.1.4.Caso: xenitivo. Singular: substantivo + s. Plural: substantivo + s. Plural: substantivo + .

3.1.1.4.1.O dobre xenitivo: A friend of mine.3.1.1.5. Substantivos verbais. (acabados en -ing).3.1.2. Pronomes.3.1.2.1.Persoais de suxeito e de complemento.3.1.2.2.You impersoal.3.1.2.2.Posesivos.3.1.2.3.Demostrativos.3.1.2.4.Indefinidos: some, any, another, every e os seus compostos, (the) other(s),the/this/these/those/ which + Adx.+ one(s); none.

3.1.2.5.Interrogativos: what? why? how often? how many?3.1.2.6.Pronomes reflexivos e enfticos.

Page 27 of 29


28/29

3.1.2.7.Pronomes recprocos.3.2.Modificacin do ncleo.3.2.1.Determinantes.3.2.1.1.Artigos.3.2.1.1.1. Artigo determinado: uso bsico, omisin en contextos xerais.3.2.1.1.2. Artigo indeterminado: uso bsico, omisin con incontables.

3.2.1.2.Demostrativos.3.2.1.3.Adxectivos posesivos.3.2.1.4.Cuantificadores.

3.2.1.4.1. Numerais: cardinais e ordinais.3.2.1.4.2. Outros cuantificadores: some, any; much, many, a lot (of), (a) little, a (few), every, half,all, a quarter... Medidas bsicas dos sistemas mtrico e imperial; containers (a cup/bottle/glass of...).3.2.2. Aposicin.3.2.3. Modificacin mediante SN, SAdx. e SPrep.3.3. Orde dos elementos do sintagma nominal.3.4. Oracins de relativo con that, which, who.3.5. Fenmenos de concordancia.3.6. Funcins sintcticas do sintagma.

4. O sintagma adxectival.4.1. Ncleo: adxectivo.4.1.1. Grao: adxectivos comparativos e superlativos. Formas irregulares.4.2. Modificacin do ncleo mediante negacin; (not... enough) SAdv.: very,quite, a little, a bit, too e SPrep.: good at.4.3. Orde dos elementos do sintagma adxectival.4.4. Funcins sintcticas do sintagma.4.5. Be + adx.; look + adx.

5. O sintagma verbal.5.1. Ncleo: verbo.5.1.1. Tempo.

5.1.1.1.Expresin do presente.5.1.1.1.1.Presente simple. Revisin de formas e usos.5.1.1.1.2.Presente continuo.5.1.1.2.Expresin do pasado. Revisin de formas e usos.5.1.1.2.1.Accins habituais no pasado used to.5.1.1.2.2.Ago.5.1.1.2.3.Uso do pretrito perfecto simple. Revisin e extensin. 5.1.1.2.3.1.Accins acabadas.5.1.1.2.3.2.Accins inacabadas con for, since.5.1.1.2.3.3.Tempo pasado inmediato con just.5.1.1.2.3.4.Tempo pasado indefinido con still, yet, already, never, ever.5.1.1.2.4.Pasado continuo.5.1.1.2.5.Pasado perfecto.5.1.1.3.Expresin do futuro.

5.1.1.3.1.Futuro simple. Revisin e extensin.5.1.1.3.2.Will en accins que ocorrern con seguridade (Ill be 25 in April) e intencins firmes (Illfinish this today).5.1.1.1.3.Be going to.5.1.1.1.4.Presente continuo.5.1.2.Aspecto.5.1.3.Modalidade. Revisin e extensin.5.1.3.1.Factualidade: indicativo.5.1.3.2.Necesidade/desexo: want + SN; want/need to infinitive; Id like + to infinitive; Can/Could Ihave...?; What/How about + SN?; Shall + suxeito + inf.?5.1.3.3.Obriga e ausencia desta: must/should (not), ought to, (dont) have to, neednt.5.1.3.4.Habilidade: can/cant; could (nt).5.1.3.5.Permiso: can/cant; could; may, would (cortesa).

5.1.3.6.Posibilidade: can/may.5.1.3.7.Prohibicin: mustnt/cant/dont + inf.; no + ing.

Page 28 of 29


29/29

5.1.3.8.Intencin: be going to; presente continuo, want.5.1.3.9.Ofrecementos e suxestins: shall.5.1.4. Verbos con partcula. Forma e uso.5.1.4.1.Turn, go, look, make.5.1.5. Estruturas habituais de infinitivo con to, sin to e -ing: like, love, hate + ing; want + to infinitive;would like + to infinitive.5.1.6. Verbos con dous obxectos.

5.1.7. Look + adx.5.1.8. Funcins sintcticas do sintagma.5.1.9. A voz pasiva.5.1.9.1.Presente e pasado simples.

6. O sintagma adverbial.6.1 Ncleo.6.1.1.Adverbio.6.1.1.1.Clases: tempo (now, last week, already),lugar (here, there), movemento (left, right), frecuencia (often, never), modo (quickly, carefully), grao(very, too), interrogativos.6.1.1.2.Grao: positivo, comparativo e superlativo.6.1.1.3.Formacin de adverbios: sufixo , en -ly.

6.1.2.Locucins adverbiais.6.2. Modificacin do ncleo mediante SAdx.6.3. Posicin dos elementos do sintagma: SAdv. + ncleo.6.4. Funcins sintcticas do sintagma.

7. O sintagma preposicional.7.1. Ncleo.7.1.1. Preposicins: tempo (at, on, in), duracin (during, for), lugar (to, on, at (home), next to),direcin (to, into), pertenza.7.1.2. Locucins preposicionais (at the beginning of).7.2. Orde dos elementos do sintagma preposicional.7.2.1. Oracins con preposicin ao final: Who did you come with?

7.3. Funcins sintcticas do sintagma.

2.1.2.3. Contidos fonticos.1.Sons e fonemas voclicos. Revisin da sa identificacin e producin.1.1.Contraste entre calidade e cantidade.1.2.Ditongos + schwa.2.Sons e fonemas consonnticos. Revisin da sa identificacin e producin.2.1.Contraste entre consoantes xordas e sonoras.2.2.Aspiracin.2.3.Secuencias finais e finais.2.3.1. Consonant clusters: Spain, school.3.Procesos fonolxicos: enlace, asimilacin e elisin.3.1.Terminacin dos substantivos plurais e 3 persoa do singular: /s/, /z/ e /iz/.

3.2.Terminacin -ed: /t/, /d/ e /-id/.3.3.Formas fortes e dbiles.4. Patrns de entoacin, aceno e ritmo para as funcins comunicativas estudadas.4.1.Aceno de elementos lxicos illados.4.2.Patrns tonais no sintagma.4.3.Variantes acentuais posicionais.5. Principais diferenzas entre a variedade estndar britnica, americana e outras.

Documents

B1programacion