1.

INTRODUCTION

1.1. GENERAL CONSIDERATIONS Regarding the legal framework, this English Teaching Programme is based on the new Organic Law LOE 2/2006 on May 3rd (BOE n. 106 on May 4th 2006) which regulates the current Educational System at the Educational centres. The LOE was concreted in the Royal Decree 1631/2006, 29th December (BOE 5/01/2007) and thirdly, each autonomous community will elaborate a concrete Decree for its own region (add your Decree)

CURRICULAR DECREES OF AUTONOMOUS COMMUNITIES

COMUNITY Andalucia Aragn Canarias Cantabria Castilla la Mancha Castilla Len Catalua Comunidad de Madrid Comunidad Valenciana Extremadura Galicia Isla Baleares Navarra Pas Vasco Principado de Asturias Regin de Murcia Territorio MEC DECREE 230/2007 69/2007 127/2007 57/2007 69/2007 52/2007 143/2007 126/2007 112/2007 83/2007 133/2007 73/2008 25/2007 175/2007 74/2007 291/2007 2220/2007 DATE de 31 de julio de 29 de mayo de 24 de mayo de 10 de mayo de 29 de mayo de 17 de mayo de 26 de junio de 29 de mayo de 20 de julio de 24 de abril de 5 de julio de 27 de junio de 19 de marzo de 16 de octubre de 14 de junio de 14 de septiembre de 12 de julio

I have decided to focus the programme on the Compulsory Secondary Education because it is a compulsory stage for all students and I have selected the SECOND FORM OF CSE as this level gives us the opportunity to transmit elements and attitudes in class which are essential for the students to become civil citizens. This document must not be considered static or close, but flexible as it can and must be adapted according to a real teaching-learning situation becoming the most useful and permanent guide for the teacher throughout the educative course. A didactic programme can be defined as:

It is a written document included in the School Curricular Project based on the decisions and conclusions taken by each Didactic Department. The organization of all curricular and academic activities of the area of English Foreign Language- to be performed along a school is found in this document.

And it contains the basic competences, the objectives, the contents to be included, the methodological criteria and the evaluation criteria. Other contents included in didactic programmes are cross curricular aspects, assessment procedures and percentages, plans for students who fail the subject in previous years, attention to diversity, materials and other resources and additional and out-of-school activities such as extra-curricular and complementary activities. According to MEC, the two fundamental tasks for the teacher to be developed in the classroom programme are: Firstly, the Sequencing and Timing of contents and objectives Secondly, the Planning and Timing of activities and Evaluation One outstanding aspect the LOE has incorporated is the so called Basic Competences on which the different ways of learning are integrated, and permit our students to compare them with different types of contents and in different communicative contexts. According to the European Union we can distinguish eight basic competences:

 Competence in Linguistic communication Mathematics competence Competence in the knowledge and interaction with the physical world Treatment of the information and digital competence Social and civic competence Cultural and artistic competence Competence for learning to learn Personal autonomy and initiation The curriculum of Compulsory Secondary Education is divided into subjects, in which we can look for referent items that permit the development and acquisition of the competences in this stage. On the other hand, not only the objectives but also the own selection of the contents will achieve the development of every competence. As we can see, the different levels of curricular development are a set of interrelated decisions, ranging from general, open and flexible plans to the very specific and particular decisions of the classroom. To sum up, the Classroom Teaching Programme is the last level of specification of the curriculum. It is made up of a set of ordered and sequenced didactic units for each group of students. At the same time, we must consider that at this stage most of the students are 13 or 14 years old, so when thinking of the development of the contents of the area of English, we must take their age into account. Most of them are suffering deep changes, both in the physical and psychological domain, in order to choose materials and activities which would meet better the new interest and to make the learning of the Foreign Language as attractive and motivating as possible. It is worldwide known that English has become and international language. It is the official or special status of around seventy-five countries with a total population of over two billion; it is the second most spoken language in the world; it is the main language of books, newspapers, cinema, airports and airtraffic control, international business and academic conferences, technology,

diplomacy, sports, international competitions, pop music, advertising, the Internet and a long etc. Almost everybody needs English at a certain moment of his/her life: to read information on the instructions of a machine, to gain access to, and understand any web site when surfing the Net, or to communicate with other people, either native English speakers or people from other countries who do not speak Spanish. (Add information about the bilingualism of the Autonomous Community if it is the case)

1.2 SETTING In the elaboration of this Teaching Planning and my 15 didactic units I will consider the school features because of its direct influence upon the school organization and results. The High school to which this Teaching Plan is addressed to is located in . It has got over . students, and the facilities are: (language Lab, audiovisual room, gym) The selection and sequencing of contents as well as specific methodology used, will all consider the characteristics of our school and of our students which, on the other hand, are outlined and developed in the School Educational Project and School Curricular Project. The socioeconomic background is a middle class one, although the increasing growth of immigrant population in the past years has brought about many immigrants mainly from Eastern Europe and South America origin. C.S.E. comprises 4 academic years which together with the six-school-year stage of Primary Education, covers the Spanish Compulsory decade ranging from 6 to 16 years of age. Here we will work with students at the SECOND FORM that is students about 13-14 years old and I will consider this age as being a difficult one due to the changes they are suffering which requires constant motivation.