Decree 111 (Fl Area Contents)

7/28/2019 Decree 111 (Fl Area Contents)

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CONTENTS

1st Cycle

With regard to the integrated treatment of languages, it has been distinguished the curriculumcontents to match the skills and strategies common to the contents that need to be treatedindependently in each language. The content relating to the skills and strategies common to all

languages can be worked in any of the languages in the curriculum. These contents are shownin the left column.

Block 1. To listen, to talk and to converse

1. Comprehension of simple oral messagesand close to the reality of the students for theelaboration of tasks in the classroom.

2. Attentive listening and comprehension ofvery simple brief oral texts originated indifferent audiovisual and data processingbackups.

3. Participation in real oral exchanges orsimulated related to acts of the speechritualized, through non-verbal and verbalanswers facilitated by routines ofcommunication, to carry out classroomactivities in communicative contexts.

4. Reproduction of oral messages to expressbasic needs inside the classroom.

5. Attentive listening and comprehension ofsimple and very brief texts, related tosignificant classroom activities produced indifferent situations of communication. .

6. Reproduction of brief oral texts previouslyworked through songs, rhymes, dramatizationsand very simple stories with gestures or visualsupport.

7. Development of basic strategies ofcommunication, to support the comprehensionand oral expression: use of the non-verbal andvisual context (expression, gesture, mime,sounds, images etc.), repetition, previousknowledge on the theme or the situationtransferred from the known languages.

8. Appraisal of the foreign language as acommunicative tool.

Block 2. To read and to write2,1. Reading encouragement

1. Reading of words and very simple phrases(presented inside a context and previouslyknown) in real oral interactions or simulated, indifferent communicative or playful situations,like part of the execution of a task or bypleasure and interest for reading.


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2. Initiation in the use of basic strategies ofreading: use of the verbal and visual contextand of the previous knowledge on the theme orthe situation transferred from the knownlanguages.

2,2. Initiation in the writing

1. Basic directed writing of vocabulary andvery simple phrases, previously known by thestudents in the oral level, in differentcommunicative or playful situations, and/or aspart of a task or with playful intention. Playfulor communicative, and/or as a part of a task orwith playful intention.

2. Use of the strategies of fundamental basiccomprehension to facilitate the writtencomprehension (to use the elements of theverbal and visual context), and of the previous

knowledge on the theme. 3. Knowledge of different texts of the literarycommunication (stories, songs, poems. ..) andits application in the comprehension and theproduction in foreign language.

4. Initiation in the utilisation of educationaldata processing programs to read and to writesimple messages.

5. Interest by the care in the presentation ofthe texts.

Block 3. Knowledge of the language

3,1. Linguistic knowledge3.1.1. Language uses

1. Knowledge of the possibility to give and toobtain information, to express feelings anddesires or to give orders and instructions, bymeans of the linguistic resources appropriateto the communicative situation.

2. Use of the basic linguistic functions insimple communicative exchanges, utilising foreach one the simplest adequate linguisticstructures: To greet and to say good-bye.

To be identified and to be presented.

To express feelings, inclinations andabilities.

To answer to simple instructions and toquestions to give information on locatingof objects, people and animal

3. Practice of various linguistic usescontextualised in real communicative situationsor simulated, utilising the adequate linguisticelements:


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To identify colours and objects. To express quantity. To recognise sizes. To recognise the characteristics of the

weather

3.1.2. Language reflection

1. Initiation and use of some phonetic aspects,of rhythm, stress and intonation of the foreignlanguage as a strategy of comprehension andmodels for the oral production.

2. Taking conscience of determined forms andstructures of the foreign language to reusethem in the expression in different situations ofcommunication.

3. Approach to guidelines of rhythm, stressand characteristic intonation, by means ofroutines, songs and tongue-twisters.

4. Recognition and use of some forms andown habitual structures of the foreign languagepreviously used.

5. Global association of spelling,pronunciation and meaning from modelwritings that represent oral expressions knownby the students.

6. Familiarisation with the use of simplestrategies in the production of texts, startingalways from a model and/or comparing withthe techniques used in their own language.

7. Interest by using the foreign language invarious situations.

3,2. Learning reflection

1. Use of the strategies, abilities andprocedures (repetition, memorisation, relationof words with images, organisation ofvocabulary around a topic, observation ofmodels. ..) for the acquisition of dictionary andelementary structures of the language or forthe consolidation of those already acquired.

2. Progressive utilisation of graphic media ofconsultation and information (dictionaries ofimages, thematic vocabularies. ..), that support

at work of language, to reinforce andcomplement it.

3. Progressive use of the new informationtechnologies and communication to introduceand to reinforce the learning of the foreigntongue.

4. Gradual employment of basic techniquesdirected to promote a good organisation of thework and to favour more increasinglyautonomous learning.


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5. Positive attitude and of confidence in theown capacity to learn a foreign language andpleasure for the co-operative work.

6. Control of the own process of learning(reflection on the own learning, organisation ofthe own work, search of occasions to use andto practice the language, sefl-correction. ..).

7. Comparison among forms and uses of theforeign language with the L1 and the L2 toacquire them or to clarify them.

8. Appraisal of the foreign languge asinstrument to do and to learn.

9. Value of the own process of learningguaranteeing the confidence in themselvesand the self-esteem.

Block 4. Language as an instrument of learning

1. Development of the vocabulary and themesrelated to the immediate environment of thestudents, its interests and experiences, startingfrom already acquired concepts in the L1 orthe L2.

2. Execution of activities contextualised inforeign language taking up again contents withlittle cognitive demand, of the non-linguisticareas already acquired in L1 or L2.

3. Organisation strategies usage of theinformation for the elaboration of mural,albums. .., that systematise the results.

4. Appraisal of the foreign language as

another instrument to learn, to be organisedand to think.

Block 5. Socio-cultural aspects and intercultural awareness

1. Curiosity, respect and interest for otherlanguages and different cultures to the own.

2. Recognition and use of expressions andbasic formulae of social relation: to be greeted,to say good-bye, to thank, to ask "please" insituations of concrete communication.

3. Receptive attitude toward the people that

speak another language and they have adifferent culture to the own one.

4. Execution of activities with a socio-culturalcharacter of the foreign language studied.

5. Appraisal of the own culture as a result ofthe knowledge of other different cultures.

6. Appraisal of the importance of the foreignlanguage as instrument of communication.


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Block 6. Communication and information technology

1. Use of the basic technological media(cassette, video. ..) for the access to an oraland written input of quality in the foreignlanguage, for the purpose of facilitating theapplication of the own strategies of learning

(repetition, practice of fragments. ..) or to beused in the own productions (recordings ofsongs or dialogues, film of smalldramatisations).

CRITERIA OF EVALUATION

1. To grasp the global idea and to identify some specific elements in oral texts, with aid of non-linguistic and linguistic elements related to classroom activities and of the environment ofthe student and of the students.

2. To read and to identify words and simple sentences previously worked of oral form on familythemes and of interest, through communicative and playful activities, and with the support ofverbal, gestures, and visual elements.

3. To write words and expressions used orally or known by the students, from models and witha specific purpose.

4. To participate in classroom activities and in oral interactions very directed on known themes,in situations of easily predictable communication or related to needs of immediatecommunication, such as: to greet, to speak of likes, to express feelings and basic needs.

5. To recognise and to reproduce some sonorous aspects of rhythm, stress and intonation of

expressions that appear in communicative contexts or in activities of reading aloud, alwaysfrom models.

6. To use some basic strategies to learn to learn as to ask for help, to accompany thecommunication with gestures, to use visual dictionaries and to identify some personalaspects that help them to learn better.

7. To value the acquisition of certain autonomy in the spontaneous use of forms and simpleroutine structures.

8. To show interest and curiosity by learning the foreign language, and to recognise thelinguistic diversity as an enriching element.


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CONTENTS2nd Cycle

Block 1. To listen, to speak and to converse

1. Participation in different oral linguisticexchanges connected with acts of speechritualised, in real situations or simulated, inwhich non verbal and verbal answers to simplequestions are given, to declare immediateneeds and/or to carry out classroom activitiesin communicative contexts.

2. Use of the strategies of non verbal, verbal,and basic communication (expression,gesture, mime, sounds, images, to employ asimilar word or more general, etc.), that permitto supply the deficiencies of the linguistic

knowledge to participate in oral linguisticexchanges.

3. Listening and comprehension ofinstructions and brief oral messages, to obtainspecific and global information, produced indifferent situations of communication (narrationand explanations of the teacher, collaborativespeech, recording in video or DVD ..) related toimmediate communicative needs, owninterests or classroom activities.

4. Use of the strategies of comprehension andbasic oral expression (to be set in theprominent information of the message, to use

the elements of the non-verbal and visualcontext) and of the previous knowledge on thetheme or the situation, transferred from theknown languages to the foreign language.

5. Oral interaction in real situations orsimulated to give verbal or non-verbalanswers, in contexts progressively lessdirected.

6. Production of oral texts, previously workedthrough the active participation in songs,dramatisations, recitals and interactionsdirected or well prepared by means of a priorwork, with aids and model, that show interest

by being expressed in group and oral activities.7. Use of the strategies of verbal basicproduction and non-verbal (rhythm, intonation,expression, gesture, mime) to improve the oralproduction.

8. Listening and extraction of concreteinformation originated in multimedia recordingsand oral interactions directed to becommunicated and/or to complete determinedtasks.


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9. Reproduction of oral messages to expressimmediate needs in the classroom.

10. Interest by being expressed orally inindividual and group activities.

11. Appraisal of the foreign language as acommunicative tool.


1. Reading and comprehension of various andvery simple texts (letters, notes amongclassmates, stories, placards, pamphlets,prescriptions, classroom rules, instructions forgames ..), in backup and digital role, to identifyand to obtain specific and global information, inorder to enjoy a reading experience in foreignlanguage or as part of a task or project.

2. Guided use of the basic strategies offundamental reading to improve thecomprehension (to be set in the prominentinformation of the message, to reread, to usethe elements of the verbal and visual context)and of the previous knowledge on the theme orthe situation transferred from the knownlanguages.

3. Approach to the stories, comics, dictionariesof images and other types of books ormotivating and adequate texts, in order toinitiating reading habits.

4. Reading of activities carried out by the own

student (congratulations, notes, notices,pamphlets) increasingly more elaborated,with a playful and/or communicative end.

2.2. Initiation in the writing

1. Simple and brief directed writing of textsalready worked and achieved in the oral level,like part of the execution of a task or project(letters, notes among classmates, comics,placards, various pamphlets, rules, albums) ina communicative or playful determinedsituation.

2. Use of the basic strategies in the productionof texts: decision on the basic elements of thesituation of enunciation (receiver, purpose andcontent) planning, editing of the rough draft,evaluation and review of the text to improve it.

3. Knowledge of different own texts of thepractical communication (notes, invitations,cards. ..), literary (stories, songs, poems. ..)and of the non-linguistic areas; knowledge ofthe different types of speech (narrative,


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descriptive, explanatory. ..), to be helped in thecomprehension and the production.

4. Usage of the information andcommunication technologies to read, to writeand to transmit information.

5. Interest by the care and the presentation ofthe written texts.

Block 3. Knowledge of the language3,1. Linguistic knowledge3.1.1. Language uses

1. Knowledge of the possibility to give and toobtain information, to express feelings anddesires or to give orders and instructions, bymeans of the appropriate linguistic resourcesto the communicative situation.

2. Use of the basic linguistic functions insimple communicative exchanges, using

for each one the simplest adequatelinguistic structures: To ask and to give personal information. To ask for people and to identify them. To ask and to express physical

characteristics of people, animal andobjects.

To give and to ask information on locatingof people, animal or things.

To speak about preferences and abilities. To ask and to say the hour.

3. Practice of various linguistic usescontextualised in real communicative

situations or simulated, using theadequate linguistic elements:

To express what occurs at the moment. To express quantity. To express possession. To describe places. To identify and to name the days of the

week and the months of the year. To speak of daily routines. To describe states of mood. To describe the weather.


1. Repetition and imitation of determinedrhythmic, sonorous aspects, of stress and ofintonation through oral texts close to thestudents: tongue-twisters, stories and songs.

2. Recognition and use of some forms andbasic structures of the foreign languagepreviously worked and comparison with theones used in the known languages.


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3. Association of spelling, pronunciation andmeaning that start from model writings and oralexpressions previously worked.

4. Initiation to the knowledge and use of thebasic strategies of the production of texts(selection of the receiver, purpose, planning,editing of the rough draft, review of the textand final version) from very structured modelsand/or comparing with the techniques used inthe known languages.

5. Interest by using the correct and concreteform of language in various situations.

3.2. Learning reflection

1. Development of abilities and simpleprocedures that facilitate the communicationand the autonomous learning: association of

words and expressions with visual and gestureelements, relation, classification, repetition,memorization, reading of texts, observation ofmodels and use of multimedia backups.

2. Reflection on the own learning andacceptance of the error as part of the process.

3. Progressive use of graphic media ofconsultation and of the new communicationand information technologies to reinforce andto expand the learning of the foreign language.

4. Control of the own process of learning(reflection on the own learning, organisation ofthe own work, search of occasions to use and

to practice the language, self-correction. ..).5. Comparison among forms and uses of theforeign language with the L1 and the L2 toacquire or to clarify them.

6. Confidence in the own capacity to learn aforeign language and appraisal of the co-operative work.

7. Consultation and information instrumentsuse (dictionaries of equivalence, of images, ofdefinitions; thematic vocabularies. ..), thatsupport the language work, to reinforce andcomplement it.

8. Value of the foreign language as instrument

to do, to organize and to learn.9. Appraisal of the own process of learning inwhich the confidence in themselves and theself-esteem is guaranteed.


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1. Development of the vocabulary related tothe interests and experiences of the students,starting, mainly, of concepts already acquiredin the L1 or the L2.

2. Execution of simple projects and/ordevelopment of lessons about themes relatedto the interests and experiences of thestudents, in which contents of non-linguisticareas with little cognitive demand are taken upagain, guaranteed or widen.

3. Use of consultation strategies, selection andorganisation of the information, for theelaboration of small texts that systematise theresults (mural, albums. ..).

4. Appraisal of the foreign language as aninstrument to learn, to be organised and tothink


1. Motivation to learn languages, to acquireinformation about the countries where they arespoken and the people that live there; to knowthe peculiarities of the culture that they entail.

2. Appraisal of the own culture.

3. Interest and curiosity by knowing informationabout the people and the culture of thecountries where the foreign language isspoken.

4. Knowledge of some resemblance anddifferences more characteristic in the dailycustoms and in the use of some basic forms ofsocial relation among our country and thosewhere the foreign language is spoken officially.

5. Recognition and use of formulae and basicexpressions for the social relation (to askthings, to ask permission, to ask aid. ..) insituations of concrete communication.

6. Appraisal of the foreign language as aninstrument of communication.

7. execution of activities of socio-culturalcharacter relating to the foreign language

studied.8. Receptive attitude toward the people thatspeak another language and have a differentculture to the own one.


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1. Use of the basic technological media(cassette, video. ..) for the access to an inputof oral and written quality in the foreign

language, for the purpose of facilitating theapplication of the own strategies of learning(repetition, practice of fragments. ..) or to beused in the own productions (recordings ofsongs or dialogues, film of smalldramatisations).

2. Interest by a progressive personal usage ofthe information and communicationtechnologies as way of contact with othercultures and speakers, of access to theinformation in other languages and ofautonomous learning.


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1. To grasp the global sense and to identify specific information in oral texts, related toclassroom activities and of the environment of the students, with support of non-linguistic and linguistic elements present in the communication.

2. To read and to grasp the global sense and some specific information of, simple andvaried texts suitable to their communicative competence, on known themes, with aid ofbasic strategies and with a concrete purpose.

3. To participate in classroom activities and in oral directed interactions on known themes,in situations of predictable, routine communication, simulated or related to needs ofimmediate communication (to speak on abilities and likes, to ask permission),respecting the basic norms of the exchange, as to listen and to look at to whom speaks.

4. To write sentences and diverse significant short texts in school and routine situations,from models, with a specific purpose and a format established, so much in papersupport as digital.

5. Using forms and structures of the foreign language that contain sonorous aspects (ofrhythm, stress and intonation) in different communicative contexts of significant form, inactivities of reading aloud and where they participate actively in an oral form.

6. To use some strategies to learn to learn: to ask explanations, to observe models, toaccompany the communication with gestures, to carry out associations, to utilisebilingual and visual dictionaries, to recover, to seek and to compile information onknown themes in different backups and to identify some personal aspects that helpthem to learn better.

7. Valuing the foreign language as an instrument of communication with other people and

to show curiosity and interest toward the speakers of the foreign tongue.

8. Identifying some aspects of the everyday life, customs and celebrations of the countrieswhere the foreign language is spoken, and to compare them with the own.


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CONTENTS3rd Cycle

Block 1. To listen, to talk and to converse

1. Listening and comprehension ofinstructions, explanations, oral directedinteractions and other oral messages ofprogressive complexity for the obtaining ofspecific and global information.

2. Listening, comprehension and extraction ofconcrete information originating in recordingsin audio-visual and data processing backup tocarry out diverse tasks. .

3. Participation in oral exchanges concerning

to real or simulated situations related tohabitual acts of speech, through non-verbaland verbal answers facilitated by routines ofcommunication, to express basic needs or tocarry out classroom activities in communicativecontexts.

4. Use of non-verbal, verbal, and basiccommunication strategies (expression,gesture, mime, sounds, images, etc.), toparticipate in oral linguistic exchanges incommunicative contexts.

5. Attentive listening and comprehension ofsimple and very brief texts, related to

significant classroom activities, and producedin different situations of communication.

6. Production of adequate correct oralmessages to their age with progressiveautonomy, efficacy and complexity of theexpressions utilised.

7. Development of fundamental basicstrategies to support the comprehension andoral expression: use of the non-verbal andvisual context and of the previous knowledgeon the theme or the situation transferred fromthe known languages to the foreign language.

8. Communication strategies transfer of theknown languages as aid to surpass the owndifficulties of the oral communication.

9. Appraisal of the foreign language as aninstrument to communicate.


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1. Reading and understanding global andspecific diverse texts, in paper and digital

backup (letters, e-mails, messages amongclassmates, stories, placards, prospects,menus and timetables, prescriptions,classroom rules, instructions for games, webpages ...), adapted to the linguisticcompetence of the students and related totheir experiences and interests, to develop atask or project.

2. Reading and understanding of variouswritten texts from simple authentic or adaptedtexts or not, to seek information, to enjoy areading experience in foreign language or aspart of a task, project, investigation, etc.

3. Progressively autonomous use of strategiesof reading (utilisation of the elements of thevisual context and of the previous knowledgeon the theme or the situation, transferred fromthe known languages), in which to identify themost important information, deduce themeaning of words and unknown expressions,and utilise dictionaries.

4. Reading of stories, comics and other typesof books or adequate texts (in paper or dataprocessing backup), in order to promote the

reading habit.5. Management of the dictionary as element ofconsultation, to know the meaning of the wordsand to learn new ones.

6. Reading of elaborated texts elaborated bythe students to communicate or as finalproduct of an assembly of tasks carried out inthe classroom.

7. Appraisal of reading in a foreign languageas instrument of learning.

2.2. Initiation in the writing

1. Composition of various written texts (letters,e-mails, messages among classmates, simplenarrative and descriptive texts, simpleinstructive texts, comics, placards, variouspamphlets, regulations, use of data processingapplications for word processing), previouslyprepared, with the concrete purpose tocommunicate knowledge, experiences andneeds or with literary intention, and/or inside asituation of progressively more extensive and


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specific communication and rich in words andstructures.

2. Use of the basic strategies in the productionof texts: decision on the basic elements of thesituation of enunciation (receiver, purpose andcontent) planning, editing of the rough draft,evaluation and review of the text to improve it.

3. Knowledge of different texts of the practicalcommunication (notes, invitations, cards...),literary (stories, songs, poems...) and of thenon-linguistic areas, and of the different typesof speech that they entail (narrative,descriptive, explanatory...), to be helped in thecomprehension and the production.

4. Use of the information and communicationtechnologies to produce texts andpresentations and to transmit information.

5. Interest by the care, elaboration,presentation and organisation of the written

texts and value of the role they perform tosatisfy the needs of communication.

6. Appraisal of writing in a foreign language asinstrument of communication.

Block 3. Knowledge of the language3,1. Linguistic knowledge3.1.1. Language uses

1. Knowledge of the possibility to give and toobtain information, to express feelings anddesires, or to give orders and instructions, bymeans of the appropriate linguistic resources

to the communicative situation.2. Use of the basic linguistic functions insimple communicative exchanges, by meansof the simplest adequate linguistic structures: To interrogate and to answer on the origin

of people, its professions and jobs. To ask and to give directions. To talk about others likes and abilities,

and of past events. To ask and to speak about belongings,

dates, hours, habits and weather. To ask and to speak on plans in an

immediate future.

To formulate suggestions and to answerto them.

3. Practice of various linguistic usescontextualised in real or simulatedcommunicative situations, using the adequatelinguistic elements: To describe people, places and objects. To speak of simple sequenced processes. To do comparisons.


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1. Correct pronunciation, rhythm, intonationand adequate stress; so much in theinteraction and oral expression, as in the

recital, dramatisation and reading aloud.2. Careful pronunciation and discrimination ofthe most characteristic phonemes of theforeign language.

3. Recognition of the use and functionality ofsome forms and structures of the foreignlanguage to reuse them in the expression inthe different situations of communication.

4. To relate pronunciation and graphicrepresentation of known vocabulary andexpressions of the language.

5. Use of the basic strategies in the production

of texts (election of the receiver, purpose,planning, editing of the rough draft, review ofthe text and final version), from very structuredmodels.

6. Interest to use the foreign languagecorrectly various situations of progressiveextension attending to the correction and to theadaptation of the expressions.

7. Comparison and reflection on the operationof the foreign language from the knownlanguages.

3.2. Learning reflection

1. Use of abilities and procedures that facilitatethe communication and the autonomouslearning: association, relation, classification,memorisation, organisation, reading and/orconsultation of texts, observation of modelsand use of multimedia backups for theacquisition of new linguistic elements or for theconsolidation of the already acquired.

2. Control and reflection on the own learning(organisation of the own work, search ofoccasions to use and to practice thelanguage...)

3. Implication in the own educational process,through the self-correction and self-assessment. Acceptance of the error as partof the learning process.

4. Appraisal of the necessary, co-operativework to carry out specific activities, tasks,dramatisations and projects inside thelanguage class.

5. Consultation instruments use andinformation (dictionaries of equivalence, of


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images, of definitions; thematic vocabularies,manuals of adequate grammar...), that supportthe language work, to reinforce andcomplement it.

6. Confidence in the own capacity to learn aforeign language.

7. Management of the new information andcommunication technologies to reinforce andto expand the learning of the foreign language.


1. Development of the vocabulary related tothe interests and experiences of the students,starting, mainly, from concepts alreadyacquired in the L1 or the L2.

2. Execution of tasks, small projects andinvestigations and development of topics,

about themes related to the interests andexperiences of the students, or taking them upagain, guaranteeing or widening contentsalready acquired in L1 or L2 and/or contentswith little cognitive demand of the non-linguisticareas.

3. Development of tasks, small projects,investigations and topics, around untreatedsimple contents of non-linguistic areas,complementing the curriculum given in the L1or L2.

4. Consultation strategies usage, selectionand organisation of the information, for the

elaboration of small texts that systematise theresults (mural, albums...).

5. Appraisal of the foreign language as aninstrument to learn, to be organised and tothink.


1. Motivation to learn languages, to acquireinformation on the countries where they arespoken and the people that live there, and toknow the peculiarities of the culture that they

entail.2. Interest by establishing communication withother speakers with the help of the newcommunication technologies.

3. Appraisal of the foreign language asinstrument to know other cultures, to haveaccess to new information and as means tocommunicate and to relate to classmates ofother countries.

4. Knowledge of customs and use of social


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relation forms of other countries where theforeign language is spoken officially.

5. Tolerant, positive, and receptive attitudetoward people that speak a foreign languageand/or they have a different culture to the ownone.

6. Execution of activities of socio-culturalcharacter related to the foreign languagestudied.

7. Knowledge and use of social interactionformulae (greetings and farewells, norms ofcourtesy, treatments...), that facilitate theinterpersonal relations in situations of concretecommunication, to be used in the classroom inthe adequate moments and contexts.


1. Use of the basic technological media(cassette, video. ..) for the access to an inputof oral quality and written in the foreignlanguage, for the purpose of facilitating theapplication of the own strategies of learning(repetition, practice of fragments. ..) or to beused in the own productions (recordings ofsongs or dialogues, film of smalldramatisations).

2. Use of various supports and dataprocessing resources (encyclopaedias or othermultimedia documents, Internet...) as source ofinformation in the work by topics or tasks and

in the elaboration of simple projects.3. Knowledge and use of the adequatesoftware for the word processing (planning,textualization, evaluation and review), theincorporation of texts and images to thedocument, and its publication in paper or someprogram of multimedia presentation.

4. Use of the e-mail for the communicationand exchange of experiences with classmatesthat speak or study the foreign language, andthe contribution with these in the planning andput into practice of common projects.

5. Interest by a progressive personal usage of

the information and communicationtechnologies as means of contact with othercultures and speakers, like access toinformation in other languages and as a tool ofautonomous learning.


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1. To grasp the global sense and to identify specific information in various oral texts emitted indifferent situations of communication.

2. To read in silence and aloud, different texts with vocabulary increasingly more extensive andexpressions of greater complexity, with aid of the basic strategies, to obtain explicitinformation and to extract direct inferences.

3. To maintain daily and familiar conversations on known themes in situations of predictablecommunication, respecting the basic norms of the exchange, as to listen and to look at towhom speaks.

4. To elaborate different models starting from different written texts types, so much in paper ordigital backup, paying special attention to the phases of production: planning, textualizationand review.

5. To recognise and to reproduce with greater correction, sonorous aspects, of rhythm, stressand intonation, in different communicative contexts, and inside the use of forms and basicstructures of the foreign language.

6. To use some strategies that favour the process of learning as: use of gestures and visualresources, to ask suitable questions to obtain information, to ask for explanations, to usemonolingual and bilingual dictionaries, to seek, to compile and to organise information indifferent backups, to use the information and communication technologies for contrast andto verify information, and to identify some aspects that help them to learn better.

7. To value the foreign language as an instrument of communication with other people and asa learning tool, and to show curiosity toward the foreign language speakers and interest byestablishing personal relations with the aid of the new technologies.

8. To identify some characteristics, customs and traditions of countries where the foreignlanguage is spoken, relating and comparing them with the own to develop an interculturalconscience.

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Decree 111 (Fl Area Contents)

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