The Case Of A Foreign Language English Language Essay

Literature is a perfect tool to work with, in English categories, as literary texts allow us to cognize diverse signifiers of linguistic communication, in this instance of a foreign linguistic communication, and to convey nearer to us the cognition of different civilizations and political orientations.

But nowadays pupils are by and large loath to sit themselves with a book in their custodies particularly if it is an English literary work. I concentrate on the interesting relationship that exists between the film and literature, which will seek to open their heads in a double-fold manner: by learning them about new civilizations and cosmologies and by making this through the English linguistic communication.


Literature, film, the fosterage of reading, civilization and lingual diverseness.


It is a existent fact that the jobs of reading affect a big sum of population in the Twenty-one century. It is besides true that frequently the beginning of these troubles can be placed back to the educational establishment. It is for this ground that the professionals of the educational universe must look for options to promote the involvement for reading and larning. Specifically instructors of modern linguistic communications are the most equal to advance reading wonts in pupils. But Christine Nuttal may be right when claiming that reading is like an infective disease, it is caught but non taught. ( Teaching Reading Skills in a Foreign Language, page 32, Christine Nuttal, 1996 ) .

Reading is possibly the most thoroughly studied and least understood procedure in instruction today. In malice of the fact that a battalion of books and diaries are devoted to the perusal and the instruction of reading, no unequivocal theory of reading has won general credence among instructors. The measure and assortment of theoretical theoretical accounts of reading in first linguistic communication ( L1 ) has resulted in a great sum of theoretical and pedagogical diverseness among 2nd linguistic communication ( L2 ) research workers and instructors. Recently a figure of writers have cited the deficiency of a by and large accepted theory of L2 reading as a major obstruction to instruction and proving ESL reading accomplishments ( Eskey 1973 ; Harris 1976 ; Hatch 1973 ; Norris 1970 ; Obimett 1976 ) .

Textbooks at the Spanish Compulsory Secondary Education degrees by and large contain a broad assortment of reading choices, but the inclination for exercisings on vocabulary and grammar would look to corroborate that ESL instruction at the intermediate and advanced degrees is dominated by a “ novices theoretical account ” , one which emphasizes linguistic communication direction instead than reading direction or, more accurately, linguistic communication direction through a medium of reading ( Eskey 1973 ) .

Reading is private, this is true. It is a mental or cognitive procedure which involves a reader in seeking to follow and react to a message from a author who is distant in infinite and clip. Because of this privateness, the procedure of reading and reacting to a author is non straight discernible. However as instructors we are required to do some effort to understand this procedure and to happen ways of detecting it ( Introducing reading, page 1, Florence Davies, 1995 ) .

Goodman ‘s word picture of reading as a “ psycholinguistic guesswork game ” is the most familiar description within this tradition ( Goodman 1970 ) . Goodman and others have adopted dogmas of communicating theory stressing the fact that adept reading is an active procedure in which the reader produces hypotheses about the message of the text, and so samples textual cues to corroborate or reject those hypotheses ( Cherry 1966 ; Miller 1967 ; Kolers 1969, 1973 ) .


Developing the womb-to-tomb love of reading requires literacy attempts. Teachers

who support these attempts view the linguistic communication skills from a general position but realize that they must move in specific ways. Determining studentsA?attitudes towards reading, giving them experiences with different texts, supplying them with chances to choose resources and to read them in school, and assisting them to link accomplishments and strategic to interesting and meaningful contexts are merely a few of the ways that support the life-time reading wonts.

Our present educational system openly considers the demand to advance reading wonts in the course of study. Actually, it points out that educational governments will follow those steps that may be felt as necessary with that purpose. The Andalusian Plan to further the reading wont and to regenerate schools libraries comes to exemplify the thought ( Order of May 11, 2007 ) .

In this sense, the LOE 2/2006 of May 3rd jurisprudence references among the general aims of the Statutory Secondary Stage the following one:

“ To be able to understand and accurately bring forth complex unwritten and written texts or messages in Castilian Spanish- the same would use in the instance of another official linguistic communication in the peculiar Autonomous Region ; and to acquire initiated in the cognition, reading and survey of literature ” ( Article 23 of the LOE 2/2006 of May 3rd ) .

Consequently, Royal Decree 1631/06 of December 29th and Decree 231/07 of July 31st specify that one of the General Objectives of FLs as this phase is:

“ to grok written texts antecedently adapted to studentsA? proficiency degree, involvements and demands with the thought of scanning and planing through them, appreciating their value as beginnings of information, enjoyment and pleasance, and besides personal growing ”

Therefore, as instructors, one should inquire how to further our studentsA?reading wonts. It is an undeniable fact that reading is non in trend today either among school students or immature pupils. To do things even worse, when the reading pattern does really take topographic point it seems that frequently it is non accompanied by comprehension and apprehension, which will either impede the acquisition procedure to a terrible extreme or even ensue in a bootless 1. The state of affairs worsens even more when reading is conducted out in a foreign linguistic communication, as it is our specific instance.

In the visible radiation of these fortunes, our end must be to assist pupils happen intending out of reading by doing it merriment, attractive and appealing.

In order to make this purpose, we may seek and set into pattern some general and other more specific steps.

Among the former we can advert: fashioning specific educational plans/programmes to further the reading wont and regenerate the library of the Centre ; doing resources available and accessible to kids ( informing them about library services and besides about the stuff within the didactic section ; how and when to utilize them ; salvaging some clip in the agenda to see the school library/ FL section, opening it/them during the interruptions or in the afternoonaˆ¦ ) ; Supplying these countries with updated stuff proper of the twenty-first century society: non merely books, but besides cartoon strips and storybooks, Cadmiums, DVDs, magazines, newspapers, projectors, movies, computing machines with entree to the Internet, etcaˆ¦

More specific steps may be: redemptive clip for reading in the category ( either soundless reading or reading aloud ) ; doing of reading an interesting and actuating activity by utilizing warm-up activities or by stating narratives that pupils can later on discovery in books or movies ; fixing the right ambiance for reading ( usage of ocular, creative activity of a reading corner, a schoolroom libraryaˆ¦ ) offering reading activities in such a manner that they are of course integrated in the English category ; Visiting the school library and carry oning lessons at that place ; etc.

All these steps will certainly lend to further our studentsA? reading wont, favour their acquisition procedure and may do pupils appreciate and experience reading non as a must but as a pleasance.

My proposal with this undertaking is to intensify in the fluid relationship that exists between a literary work and its cinematographic version, which will let us to detect one of the most powerful and actuating tool in order to catch the studentsA? oculus towards literature, thanks to movies and utilizing the English linguistic communication as the understanding codification between both the written and the audiovisual production.

Why Teach English through English literature?

It is indispensable to see some facets such as that the literary text is non different from other lingual texts ; it is instead one more illustration of how lingual constructions can function as a agency of communicating, learning them through reading and comprehension techniques instead than through linguistic communication direction, as we normally do.

The literary text contains a figure of different types of English, which can be really utile to do the pupils see the assorted signifiers of lingual fluctuations every bit good as the values associated with them. Besides, through literature pupils are brought into contact with the originative usage of the linguistic communication that will develop their lingual abilities. Literary texts besides can be used to place troubles.

The survey of literary texts will better the undermentioned communicative competencies:

The lingual competency ( with the pattern of pronunciation, grammar and vocabulary ) .

The sociolinguistic competency through the analysis of maps, thoughts and constructs expressed by the linguistic communication of the text, and when possible shown in the movie excessively.

The sociocultural competency, by the find and survey of the historical and geographical mentions.

The discourse competency, since the scholar will analyze the relationship between the different elements in the text every bit good as the text construction.

The strategic competency by developing above all cognitive schemes and besides affectional schemes affecting conceptional control.

The reading of literary texts gives us a good chance to present our pupils to historical, geographical, cultural and societal facets, and this will assist to promote the studentsA? tolerance towards different civilizations, every bit good as their ain reading literary text will broaden the reader ‘s head. We must non bury that literature reflects the cultural values of a state.

But a written text ever brings us fanciful thoughts, and why non utilize a movie which can easy demo those values through images?

Coming back to the literary text as the chief beginning, it can be affirmed that from the easiest and shortest verse form to the longest and most complicated novel, literary texts are communicative Acts of the Apostless, since the chief purpose of the writers is to pass on something to the readers, that is, to “ state ” something. These communicative productions have the undermentioned characteristics in common:

They are the consequence of the writer ‘s careful thought procedure.

Writers do non anticipate an reply to their plants on the portion of the readers.

Communication is established harmonizing to the reader ‘s wants and enterprise, since he/she is free to read any text or disrupt the reading procedure whenever he/she wants.

This is so because the end of literature is merely aesthetic.

Therefore, literature is chiefly directed to make a free religious pleasance on the readers.

Reading is non a reaction to the text but an interaction between author and reader through the text. The interaction occurs at two degrees, linguistically and conceptually, therefore the reader requires the ability to work with a text decrypting the linguistic communication and understanding the constructs that it presents.

For interaction to be, the text must actuate the pupil because reading is non merely a good manner to better the pupil ‘s cognition, but besides a means to develop a certain feeling towards the linguistic communication they are larning. That is, if the reading pattern is developed in the right manner, the pupils will experience that the linguistic communication they are larning is utile, interesting and easy to larn.

This last thought constitutes the chief end of this undertaking, to turn out that thanks to literature, and with the support, when possible, of a filmed version we can accomplish involvement about reading narrations written centuries ago.


We must see the following standards to choose a literary text:

The abilities and the demands of the pupils: is the content or capable affair relevant, interesting, amusive, and memorable? Are visuals attractive/colourful? Do they render mark civilization? Is at that place any usage of illustrations? Does the storybook promote engagement? Is it actuating? Does it elicit wonder? Does it make positive attitudes either towards mark linguistic communication and civilization or towards linguistic communication acquisition?

The lingual and stylistic degree and the type of text they are traveling to cover with.

The sum of new information provided by the text.

Texts selected must include an interesting secret plan every bit good as interesting active characters.

As it has been mentioned before, an interesting possibility to larn and bask larning a linguistic communication today is the usage of movies as a resource to do the acquisition procedure more pleasant and efficient.


Cinema is portion of existent life outside the school environment and immature and not-so-young people likewise enjoy watching movies provided they find themselves in a suited, friendly atmosphere. Watching movies can be really honoring whenever such activities are skillfully conducted by a dynamic and energetic instructor.

Introducing them in category is a good manner of promoting the larning procedure of our pupils ; really frequently, it is besides a welcome alteration in the day-to-day modus operandi.

Pleasure for its ain interest plays an indispensable function in the acquisition procedure ; movies contribute to develop this pleasance to the uttermost, doing it possible for the scholar to acquire in contact with the most right pronunciation of the foreign linguistic communication. Besides, they are seen as an assistance to better the acquisition of vocabulary, of pronunciation and of certain constructions and forms, every bit good as to assist the kids know the civilization of the foreign state.

A singular characteristic of watching movies in category that makes them more utile and effectual than other activities is that, thanks to the images, movies contribute to develop a concern for understanding the messages conveyed by the existent words used in it. Together with that, a whole universe of feelings and emotions can originate in the individual who watches it. By showing our pupils with a picture or movie we are offering them a powerful tool for understanding communicating in a foreign linguistic communication that, in a manner, goes beyond the normal utilizations of linguistic communication stretching into literary or poetic creative activities.

Movies besides may replace the demand of affectional address that students and grownups do non have. Besides it is frequent that a phrase or look gets stuck in our caputs and hence both our short and long-run memory are made to work.

Movies are felt by pupils more actuating than any other text because many times they deal with fondnesss expressed physically, which provoke their engagement with the secret plan, the characters, the context, and why non, their ain feelingsaˆ¦

A clump of pedagogical grounds support the usage of movies when larning a foreign linguistic communication in order to near literature through a more attractive manner.

Assortment is added to the scope of larning state of affairss, the gait of a lesson can be “ lightened ” , therefore regenerating pupilsA? energy. “ Hidden ” pattern of specific linguistic communication forms, vocabulary and pronunciation can be provided.

At the same clip listening accomplishments, attending span and concentration are improved. Furthermore countries failings and the demand for farther linguistic communication work can be revealed.

The usage of movies is flexible. It all depends on the instructor ‘s imaginativeness to invent activities that will attach to it. The usage of movies must be accompanied by clear instruction schemes. These must include activities to maximise the pupil ‘s speaking clip through the usage of brace and group work every clip it is possible.

Movies are actuating, promote imaginativeness and they could besides function as the case in point of independent reading. They have the power to uncover interesting facets of our societal and cultural backgrounds ; Films besides have become a consolidative component, moving as builders of our ain world-wide civilization, a civilization shared by different communities of people, careless state or cultural backgrounds.


Cinema has had tonss of effects on literary traditions, and specifically its influence on the spreading of literary plants, can be summarized as follows:

The cinematographic version of a literary work, has carried an tremendous expansion of the possible audience of this literary work, increasing at the same clip the economic side of literature.

This addition of the audience has besides the side consequence of making a sort of literary manner that can be easy “ sold ” ( a cultural form for authors to follow if they want their plants to be published ) , ignoring the adventuresome manner or those declining to accept the criterions of the “ established ” civilization.

The benefits from this expansion of the figure of possible readers, in those instances where the movies are version of literary chef-d’oeuvres have to be diminished because of the inclination to simplify these plants to their secret plans, and even in some instances, the versions have changed of import parts of the novels, warranting this in the demand to accommodate them to the criterions of the film or of the monolithic audience that is supposed to watch the production.

Cinema is genuinely a mass media because it is addressed to a big audience comparatively uniform by societal position, sex, race, and background. But by vouching equal entree for everyone to literary plants, these versions concentrated on the most obvious parts of the narrative in most instances, that is, on secret plans, so we have a really restrictive position of the range of the literary work.

Literary writers are loath to hold their plants translated into movies because in the procedure of version pf the literary plants many of import subjacent subjects disappear from their plants, or are treated in a really light/mild manner.

They best-seller phenomenon can be said to be a direct effect of the aggregate civilization of the 20th century. Best-sellers can books and/or movies that are designed to be sold.

Very near to this phenomenon is cinema, because of the simple fact of holding a fresh “ translated ” into a movie raises the cognition on the writer and his/her personal wealth. The obvious and original value of the film as a agency to distribute the cognition of literary plants is someway modified by the powerful best-seller market.

Popularity of good literary plants can besides take us to the job, already mentioned, of their version to a different codification.

There is a sense that some literary plants have been vulgarized in their cinematographic versions. Obviously the film has been able to enlarge the Numberss of people as possible audience, but as we said, by accommodating the contents to the grounds and codifications of “ recognized cultural criterions ” .

The construct of literary quality or literary excellence does non needfully co-occur with the gross revenues figures of any book. It would be unthinkable for a book like Joyce ‘s Ulysses to hold great gross revenues figures, but does non intend that it loses anything of its literary value. The creative activity of a certain criterion of civilization, a certain “ cultural constitution ” , profoundly rooted in the economic values of literary plants can intend that avant garde authors have a difficult undertaking to hold their “ experimental ” works published. Any author that does non accommodate to the criterions of aggregate civilization is most likely to stay unknown.



Literature and hence, literary linguistic communication is one of the most outstanding facets of educational activity. In schoolrooms all sorts of literary linguistic communication ( poesy, play, prose- novel, short narrative, detective fictionaˆ¦ ) either spoken or written, is traveling on for most of the clip. Yet managing literary productions in the past makes relevant the analysis of literature in the twentieth and 21st century, particularly when we find literary versions to the film. Yet, what do pupils cognize about the relationship of film and literature throughout history?

Presently, action research groups attempt to convey about alteration in schoolroom acquisition and learning through a focal point on literary production through the presence of film productions.

First, because they believe larning is an built-in facet of any signifier of activity and second, because instruction at all degrees must be conceived in footings of literature and cinema history. The footing for these premises is to be found in an effort, through the usage of historical events, to develop apprehension of studentsA? shared but diverse societal and physical environment.

Learning involves a procedure of transmutation of engagement itself which has far making deductions on the function of the instructor in the teaching-learning relationship. This means that literary productions are an analytic tool when related to cinema, and that instructors need to place the possible parts and possible restrictions of them before we can do good usage of genre techniques, in our instance, flashback, watercourse of consciousness, suspense, and so on. We must bear in head that most pupils will go on their surveies at university and at that place, they will hold to manage successfully all sort of genres within our current model.

Furthermore, today ‘s new engineerings ( the Internet, DVD, video camera ) and the media ( Television, wireless, film ) may supply a new way to linguistic communication learning as they set more appropriate context for pupils to see the mark civilization. Contemporary attacks trade with a communicative competency theoretical account in which foremost, there is an accent on significance over signifier, and secondly, motive and engagement are enhanced by agencies of new engineerings and the media when covering with literary versions. Hence literary productions and the history of film may be approached in footings of movie shows in category, among others.

Hence it makes sense to analyze the chief literary versions through the topics pupils feel most attracted, such as detective and love narratives, scientific discipline fiction, such as HammettA?s The Maltese Falcon ( 1930 ) by John Huston ‘s version in 1941 starring Humphrey Bogart as Sam Spade ; Raymond Chandler ‘s The Big Sleep ( 1946 ) , directed by Howard Haws, and starring Bogart & A ; Bacall ; Hitchcock ‘s Psycho ; or Conan Doyle ‘s Sherlock Holmes and Chandler ‘s private detective Philip Marlowe, familiar to pupils through telecasting.

This is to be achieved within the model of the European Council ( 1998 ) and, in peculiar, the Spanish Educational System which establishes a common mention model for the instruction of foreign linguistic communications where pupils are intended to transport out several communicating undertakings with specific communicative ends, for case, hot to turn up a literary work within a peculiar historical period. Analytic reading of texts in all genres should go portion of every literary pupil ‘s basic competency. ( B.O.E. , 2004 ) .


I have chosen “ Alice in Wonderland “ to concentrate my didactic unit on, because I think that kids literature allows us to get communicative competency, to analyze all the countries of the course of study and to understand many facets of life.

Charlie and the Chocolate Factory ( 1964 ) is a kids ‘s book written by the British writer Roald Dahl. The narrative features the escapades of immature Charlie Bucket inside the cocoa mill of the bizarre confect shaper Willy Wonka.

Roald Dahl ( 1916-1990 ) was a Welsh novelist and short narrative author both for kids and grownups. He was born in a small town near Cardiff to Norse parents and hence he was bilingual.

His first published work was an idealized narrative about his wartime escapades, “ Shot Down Over Libya ” , where he claimed to hold been shot down when he was non: he was forced to set down by low fuel. His first kids ‘s book was The Gremlins ( 1943 ) , commissioned by Walt Disney. This was the beginning of his long and fruitful literary calling as a author of kids ‘s books:

He created some of the favored plants of the twentieth century: James and the Giant Peach ( 1961 ) , Charlie and the Chocolate Factory ( 1964 ) , its subsequence Charlie and the Great Glass Elevator ( 1973 ) , Danny the Champion of the World ( 1975 ) , the BFG ( 1982 ) , The Witches ( 1983 ) , and Matilda ( 1988 ) . Most of his best known kids ‘s fiction has been made into movies.

Dahl besides wrote ghastly grownup short narratives that were full of temper and surprising terminations, some of which were used by movie manager Alfred Hitchcock or manager Quentin Tarantino. His short narrative aggregation Tales of the Unexpected ( 1979 ) was adapted to a successful Television series of the same name. Dahl besides wrote screenplays, like those of the James Bond movie You Merely Populate Twice ( 1967 ) and Chitty Chitty Bang Bang ( 1968 ) ( both of them versions of Ian Fleming ‘s novels ) every bit good as that of his ain work into Willy Wonker and the Chocolate Factory ( 1971, directed by Mel Stuart and starred by Gene Wilder as Willy Wonker ) . Equally late as 2005 Dahl ‘s Charlie and the Chocolate Factory was made into another commercially successful movie with the same rubric directed by Tim Burton and starred by Johnny Deep in the function of Willy Wonker.

In his kids ‘s fiction Dahl normally uses the point of position of the kid supporter, where grownups are the scoundrels who hate and abuse kids. However, there is ever at least a “ good grownup ” original which counteracts the other adultsA? nefarious behavior. In his plant there is normally black temper and some force, some apparent category clangs and a pathetic fat kid character.

Charlie and the Chocolate Factory is Dahl ‘s best known kids ‘s book. It is the narrative of Charlie Bucket, a male child belonging to a household of really limited agencies who is invited, together with other four kids, to see Willy WonkerA?s Chocolate Factory after happening a Aureate Ticket each. These Aureate Tickets allow them to see Wily WonkerA?s close mill in the company of an grownup relation. One by one Charlie ‘s challengers fall out of the competition. Charlie ‘s goodness beats the other campaigners to the concluding award: to inherit Wily WonkerA?s mill. The moral of the narrative is that virtuousnesss are ever rewarded, whereas immorality and bad purposes are finally punished.

The 2005 movie presents some differences in regard to Dahl ‘s original work. This has aroused some unfavorable judgment:

The movie presents the character of Willy Wonker as a societal castaway who hates kids. In the original book this is non the instance. In the movie Willy WonkerA?s stunted attitude is given a Freudian reading which is out of the spirit in the original work excessively. For case, when Willy Wonker welcomes his kids invitees, the book depicts him a really sociable and aroused host. In the movie Willy Wonker virtually ignores the fledglings.

The movie presents tonss of Americanised illustrations of a British classic: the characters in the movie speak with an American speech pattern and some British English footings used in the book such as “ Sweets ” or “ chocolate bars ” have been turned into their American English equivalents in the movie: “ confect ” and “ confect bars ”

The original Oompa-Loompas, the cocoa Factory ‘s colored workers, described in the book as colored pigmies from the African jungle, have been turned into Indian-looking slaves in the movie. When the book was published in 1964 Dahl was criticised for his presentation of being racialist. The 2005 movie has received similar unfavorable judgment.


The didactic unit that I am traveling to show is designed for the first degree of the curricular development in the topic of English as a foreign linguistic communication. It develops and follows straight the recommendations of the course of study for the topic of English. The grounds for larning English literature coincide with those exposed in the Royal Decree 1631/2006, December 29th.

The development of new engineerings offers more possibilities in a assortment of educative undertakings get bying with the teaching-learning procedure and the scholar ‘s features like uninterrupted direction, self-learning and diverseness intervention.

The European Council insists in the demand for the bid of the foreign linguistic communication to enable interpersonal dealingss among European citizens. The edifice of a European individuality involves the command of foreign linguistic communications that project a multicultural and multilingual individuality which makes international cooperation possible. For this ground, it has established a linguistic communication larning model that consists of the command of a figure of communicative undertakings necessary to develop the communicative competency. The development of the studentsA? communicative competency will include: foremost, lingual competency ( semantic, morphological and phonological elements ) ; secondly, matter-of-fact competency ( maps, address Acts of the Apostless, conversation, ECT. ) thirdly, sociolinguistic competency ( societal modus operandis, purposes, registries, etc ) and eventually, strategic competency ( general tactics to bridge the spreads in communicating ) : The proposed accomplishments will be productive ( unwritten and written look ) , and receptive ( unwritten and written comprehension ) . These accomplishments will guarantee active interaction between the encoder and the decipherer.

As a consequence of these parametric quantities and cross-curricular instruction, the teaching-learning procedure of the foreign linguistic communication in the first twelvemonth of CSE will lend to the educative preparation from a planetary position that basically promotes personal development, societal integrating, equality, tolerance, societal diverseness, societal values, positive attitudes and informations entree.

The European Council has elaborated the Common European Framework of Reference to integrate a lower limit of common characteristics recognizable and comprehendible across Europe, to ease mobility across states and linguistic communication acquisition. It is advisable for EU states to follow this model in their course of study design. This is the ground why I have taken it into history in my didactic unit.


The didactic unit that I propose is prepared to be carried out in a high school situated in an interior zone of Andalusia, where the development of the acquisition procedure will be conditioned by the geographic location of the edifice and the socio-cultural variables that it comprises. To get down with, the state of affairs of the educative Centre on this specific location entails greater relevancy on the survey of the foreign linguistic communication fundamentally as a agency of communicating and peculiarly as a tool required in the professional field for general handiness. Furthermore, the country of the metropolis where the high school is found will find to a big extent the type of pupils that constitutes its schoolrooms. To be more exact, socio-economic characteristics, cultural communities and in-migration will be relevant facets to take into consideration in the analysis of necessary resources, distribution of pupils and appropriate choice of learning attacks and values in the methodological analysis.

Hence, both societal diverseness and cultural assortment have been born in head throughout this unit to accommodate the single characteristics of pupils and fulfill their demands suitably. A assortment of cross-curricular subjects, activities and other topics pupils are familiar with are approached throughout this unit to convey English closer to their day-to-day life.

About the Centre itself, there are five English linguistic communication instructors and two linguistic communication helpers. The English Department is coordinated with other sections to transport out an interdisciplinary instruction and to better the quality of the teaching-learning procedure, particularly through the Counselling Department.

The high school welcomes the four degrees of compulsory instruction and the two post-compulsory classs 1st and 2nd of NCSE. The first twelvemonth of NCSE is developed through four different subdivisions in this high school: Science, engineering, Humanistic disciplines and Social Sciences.

About spacial resources available in the high school we have to indicate out installations for the handicapped, linguistic communication schoolroom, computing machine room, resort area, secondary school, library, chief hall, audiovisual schoolroom, ICT schoolrooms and others.

In mention to the distribution of infinite inside the schoolroom, agreement of desks in rows, ” Equus caballus shoe ” formations, circles, squaresaˆ¦Specific corners: library in the schoolroom, exposures, games, handcrafts, etc.

The Centre participates really actively within the Plurilingualism Promotion Plan context. Following its guidelines, pupils, apart from being taught in English at the English topic ( with one excess hr ) they receive 1°/A· of their categories in Mathematics, Physical Education and Social Studies, in English.

Everything within the model of the ICT undertaking.

The standard for the grouping of pupils ever respond to the methodological analysis and activities developed in relation to the studentsA? features ; some of these standards are: alphabetical order, flexible grouping ( in conformity with studentsA? version and development ) ; support instruction ( inside/outside the schoolroom ) and different class-groups for those pupils with specific educational demands.

About the pupils, at the age of 12-13 they are sing many physical and emotional alterations that will take reverberations on their acquisition procedure, which has been born in head in this didactic unit.

In general, pupils do non demo sufficient adulthood to steer autonomously their ain procedure of survey, get downing with notes taking and engagement in category and stoping with place survey and readying for tests. Therefore, particular accent is put on reflecting upon the procedure of larning in the signifier of self-assessment sheets, treatments in classaˆ¦

They do non usually demo any strong involvement in reading, hence reading will be reinforced by the debut of “ Charlie and cocoa mill ” the book, and the movie, associating them with complementary activities and undertakings.


The projected didactic unit complies with the grounds stated in the Organic Law of Education 2/2006, May 3rd and the subsequent Royal Decree 1631/2006 December 29th, that farther develops the Law, for which the acquisition of a FL at the Secondary phase is required and establishes the aims, contents, and rating standards for the first twelvemonth of CSE.

Programing replies an effort to apologize learning pattern with the purpose that learning should non be carried out in an arbitrary manner but instead as a program, designed before.

The design of a didactic unit can non be understood as a mechanical affair, a mere technique or a concrete expression.

Programing a didactic unit depends on the constructs one has about learning and more specifically about the course of study. Therefore, the curricular theoretical account will hold a decisive influence on the focal point and the design of the mentioned didactic unit.

The demand to transport out a didactic program that organizes the teaching-learning procedure is justified by really diverse grounds:

It helps to extinguish opportunity and improvisation, which does non intend that everything is closed or predetermined.

It systematizes orders and specifies the procedure stated in the educational undertaking and curricular programme, with adequate flexibleness to go forth infinite for creativeness.

It enables to accommodate learning work to the different feature of the context.

The undertakings have been focused on the development of communicative competency, including the four sub-competences: discourse, societal lingual, strategic and lingual competency.

Practice in the four accomplishments is provided: hearing, reading, speech production and authorship.

From a pedagogical point of position, the impression of meaningful acquisition is cardinal, as it activates the studentsA? anterior cognition and establishes connexions with the day-to-day milieus.

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