Student's needs

The level that we are going to consider here for developing the task is 3rd ESO in the subject of English as First Foreign Language.

As we can see in the curricula, the subject of English is organized according to the CEFR into five blocks: the 1st block is the comprehension of oral texts (listening), the 2nd one is the production of oral texts (speaking), the 3rd one is the comprehension of written texts (reading), the 4th one is the production of written texts : expression and interaction and the 5th one is concerned with transversal elements.

The content of each block is composed at the same time by six sections: strategies, sociolinguistic and sociocultural aspects, communicative functions, vocabulary, expressions and idioms of frequent use, morphosyntactic and discursive structures, sound, phonics, rhythmic and intonation patterns, graphic patterns and orthographic conventions.

In the following charts, I have selected some contents from the chosen level and I have also provided some examples of linguistic exchanges related to the contents selected that we can use in a typical class:

Block 1: Comprehension of oral texts

Contents

- Identification of the type of text, support and structure: formal and informal conversation, interviews, telephonic calls, announcements, biographies, reports, news, songs, fables, poems, histories, podcast, videoconferences, etc.

- Cultural and artistic manifestations like famous prominent figures, art, and authors.

- Literary language

An activity that we can do related to the contents chosen can be the following one: students have to listen and also to watch a video talking about the life of Charles Dickens. As we can see, with this activity, we are not only developing their listening skills but also, we are making them identify types of texts (in this case biographies) and encouraging them to know more about cultural prominent figures. This is very important because we have to teach language as well as culture as they are a unique element.

Block 2: Production of oral texts

Contents

- Production of the message with clarity, distinguishing the idea or principal ideas and its basic structure.

- Adequacy of the monological text or dialogues to the addressee, context, and channel, applying the record and the structure of speech adapted to every case.

- Expression of the message with clarity, coherence, structuring it adequately and adjusting, in its case, to the models and formulas of every type of text.

- Social formulas and treatment of the social daily contacts in formal or informal situations.

- Development and expansion of the usual vocabulary for the following topics:

- Personal identification

- Holidays

An example that teachers can use in their classes to promote speaking skills and help students to differentiate formal from informal contexts is the following one: students in groups have to perform a dialogue in which they have to book a room in a hotel using formal language as this situation requires it. Here are some useful phrases that can be used in their dialogues:

Block 3: Comprehension of written texts

Contents

- Identification of the type of text, its structure, and format: reports, letters and e-mails, instructions, articles and news, fables, poems, and adapted statements. Identification of the formal, informal or neutral record.

- The distinction of types of comprehension. General sense, essential information, principal points, relevant details in a variety of more complex texts. Summary and explanation of the most important ideas and of the details of interest.

- Sociocultural aspects and sociolinguistics

- Language and communication. Metalanguage

The example proposed for this block is reading a text about Body Language because, in this way, we are going to make them aware not only about the main ideas of the text but also, about the importance of non-verbal communication and how this changes in different parts of the world. Here is an example of a text that can be used:

Block 4: Production of written texts

Contents

- Expression of the message with clarity adjusting to the models and formulae of every type of text: questionnaires, informative, descriptive and narrative texts, personal correspondence and formal correspondence.

- Social formulae and of treatment of the social daily contacts in formal or informal situations.

- Request and offer of information, indications, opinions, and advice.

- Free time, leisure and sport

In order to achieve the contents selected, students will write a formal email asking for information about a course in a youth center. This type of activity will help them to analyze the main structure of a formal email and how to use formal language asking for information:

Block 5: Transversal elements

Contents

- Search, selection and organization of the information in digital means.

- Digital tools of search and visualization: search in blogs, wikis, forums, the bank of sounds, specialized web pages, dictionaries and virtual encyclopedias, specialized databases.

- Critical thought

The activity proposed for those contents is to create a PowerPoint Presentation talking critically about topics such as tolerance and respect. For doing these, they will use a film treating those topics as a base. In this case, I have proposed the film Matilda (1996).

References: 

-  A. Davies, P. and Falla, T. (2007) Oxford Spotlight 4 Student's Book. Oxford: Oxford University Press

- DECREE 87/2015, of June 5 th , of the Consell, by which establishes the curriculum and develops the general ordination of the Compulsory Secondary Education and of the Baccalaureate in the Valencian Comunitat.