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1. General Description of the Bsico 2 level

2. Students

3. Teaching Method

4. Objectives

5. Suggestions for Tasks

6. Evaluation

7. Recommended Materials

8. Inclusive Teaching for Diverse Students


In accordance with R.D.1629 / 2006 and the Spanish Ley Orgnica de Educacin, the reference for the Bsico 2 level, known as BA2, is Level A2, the platform level established by the Council of Europe. This level is defined in the Common European Framework of Reference for Languages (CEFR.) Students who have passed Level A2 (basic users): Can understand sentences and frequently used expressions related to areas of most immediate relevance; e.g.,, very basic personal and family information, shopping, local geography, employment. They can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. They can describe in simple terms aspects of their background, immediate environment, and matters in areas of immediate need. (Common European Framework of Reference for Languages, Cambridge University Press) The draft of the Decree regulating language studies establishes that the purpose of the basic level Is to enable students outside the ordinary educational system to speak and write the language efficiently and suitably, in simple, common communicative activities related to immediate needs, which require understanding and producing brief texts in a neutral register, with basic expressions and structures and in simple terms. This level of language use will also allow learners to act as intermediaries between speakers of different languages who cannot understand each other directly, in simple communicative situations. Additionally, the Decree establishes that tuition at the BA2 level will take place in one academic year, with 130 hours lesson time, and will require preparation time outside the classroom.


Access to Bsico 2 requires evidence that the student has a Basic User (A1) level, which can be achieved in different ways: by attending regular lessons in the Language School and having completed the prior level, by sitting the placement test and obtaining the level required, or by recognition of English studies or language certifications.


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 in the CEFR. According to these principles, the starting point for learning and teaching languages should be language as a vehicle for communication in different types of real-life tasks, by means of activities requiring interaction in speech or writing. Thus, the course objectives should relate to carrying out and mastering real and probable tasks in the context of daily life in the globalised environment of the twenty-first century. For this reason, our teaching meth od needs to apply what the CEFR calls a communicative focus for action or use-focused learn ing, that is, it needs to develop communicative competence 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, and practise them during lesson time. Additionally, authentic materials should be employed as far as possible. 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 relationship between form, function and use. The material should help to develop the learners self-confidence with the learning process. Additionally, we propose a process-oriented, learner-centred approach, and consider students interests, needs, rhythms and learning styles when selecting and sequencing tasks and materials, within the syllabus framework for the EOI courses. The teachers role should be to design, present, encourage and assess communicative activities. In addition, teachers should provide guidance for learners, and facilitate acquisition and activation of the strategies they need for self-learning and self-assessment. Students should be encouraged to take their own responsibilities in the process, both in co-operation with other members of the group and, especially, 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 for learning, showing and analysing achievement, other facilities can be used for the same purpose, such as the library for research and the multimedia room for tasks, recording sound or video with or without the 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 make up learning. Evaluation is a tool used for reflection, revision, reorientation, and repair on all the components of the curriculum (syllabi, classrooms, materials, activities, etc.) Given the diversity of our students, attention to diverse levels of competence is required. Diversity can be general, or skill-based, or due to diverse rhythms and interests. Whenever suit able, teachers will attempt to diversify tasks and students working method to facilitate individual progress. The English Department offers a range of complementary activities, which are singleconcern courses and / or workshops 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 and assessment in the classroom. The underlying objective is to get students to be autonomous and to think 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 re sources should 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 on capability for grammatical use of the language, but also on sociolinguistic, pragmatic, inter-

cultural and strategic capability. These components grammar, vocabulary, pronunciation, cultural aspects, learning strategies and so on are not a purpose in themselves, but means to an end, which is to achieve effective communication.

The two basic aspects that derive from the teaching principles set out above are, first, our methodological approach, based on working on real tasks, and, second, the idea that students should take the main responsibility for learning, and are capable of self-learning.


Following the methodological principles set out above, the Objectives are laid out in the form of action objectives (i.e., activities for a specific environment, skill and action level), which develop two of the areas proposed by ALTE, the Association of Language Testers in Europe. These are the social and tourism 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 environment. The purpose of the study area is to provide students with the necessary tools to become able to direct their own learning, both in and out of the school facilities.


Social and tourism area

Learning area

Concern: Day-to-day survival

Concern: Developing learning strategies

Activity 1: Shopping. Activity 2: Eating out. Activity 3: Hotel-type accommodation. Activity 4: Renting temporary accommodation. Activity 5: Settling into accommodation. Activity 6: Using financial and postal services.

Activity 1: Developing language skills.

Concern: Course at EOI or abroad

Activity 1: Following and participating in a lesson. Activity 2: Learning about school facilities.

Concern: Course materials Concern: Health

Activity 1: Gathering information. Activity 1: Getting / staying well.

Concern : Management of study Concern: Travel

Activity 1: Developing language awareness. Activity 1: Arriving in a country / meeting and hosting visitors. Activity 2: Going on holiday / planning a holiday. Activity 2: Generating motivation. Activity 3: Planning studies. Activity 4: Monitoring progress.

Concern: Sightseeing

Activity 1: Going on tours / showing people round.

Concern: Socializing

Activity 1: Casual meeting / getting on with people, entertaining. Activity 2: Getting to know people.

Concern: The media / Cultural events

Activity 1: Watching TV, films, plays, etc., listening to the radio, reading newspapers, journals.

Concern: Contacts at a Distance Activity 1: Transactions on the phone. Reading and writing letters, emails, cards.



1. Concern: Day-To-Day Survival

1.1 Shopping Environment: Self-service shops, counter service shops, market place.

Listening / Speaking

Can ask for what is required. Can exchange basic information, related to place in the queue, etc., with other customers. Can, where appropriate, bargain in the market place to a minimal extent.


Can follow simple instructions written on packaging of products, with guidance when necessary. Can understand main points in adverts about shopping centres, products. Can understand common signs in shopping contexts.

1.2 Eating out Environment: Restaurants, self-service establishments, canteens, fast food restaurants.

Listening / Speaking

Can order a meal in a restaurant in an appropriate and polite way (face to face or on the phone.) Can ask simple questions about the menu and understand simple answers. Can express an opinion / give advice about food, restaurants.


Can understand most of what is on a standard menu. Can understand basic recipes.


Can write a basic recipe / explain how to cook dishes in a simple way.

1.3 Hotel-type accommodation Environment: Hotels, Bed & Breakfast, Youth hostels.

Listening / Speaking

Can understand (even on the phone) hotel staff concerning booking matters, hotel facilities. Can check into a hotel (face-to-face), Bed & Breakfast. Can enquire about hotel facilities. Can make simple requests and respond to offers about hotel services.


Can understand most information in advertisements and brochures for hotels. Can understand a routine letter from a hotel as to the availability of rooms or confirmation of bookings. Can understand instructions for using machines or other services.


Can write a simple fax, email or letter, provided this is restricted to the booking of rooms and similar matters (for example, inquiring as to the availability of accommodation) in an appropriate register.

1.4 Renting temporary accommodation Environment: Agency, private landlord.

Listening / Speaking

Can understand and ask for basic information about prices, location and details (rooms, furniture and appliances), in face-to-face conversations and on the phone. Can ask and understand questions about utilities and rules.


Can locate accommodation advertisements in newspapers and on notice boards and understand prices, contact names and numbers and locations. Can extract basic information from a tenancy agreement, for example cost per week.


Can complete most forms related to personal information. Can write a simple notice-board note asking for accommodation. Can write a description or express a simple opinion on the accommodation place.

1.5 Settling into accommodation Environment: Host families

Listening / Speaking

Can understand, and ask questions about, house rules / conventions, such as the time of meals. Is likely to need explanation with demonstration and / or access to a dictionary for matters such as, for example, how to turn the boiler on. Can express likes and dislikes. Can take part in small talk with peers. Can make and understand polite requests and offers.


Can leave a simple message for flatmates / exchange partner. Can write a note of thanks or congratulations.

1.6 Using financial and postal services Environment: Banks, post offices, bureaux de change.

Listening / Speaking

Can ask for simple post office services (e.g., 'I want to send this to Spain', 'One stamp for Europe, please'.) Can ask to change money at a bank (e.g., 'Can I change these here?'.) Can understand simple requests from the cashier / clerk.


Can understand where to go in a bank or post office by reading the signs (e.g., 'Queue here', 'Foreign Exchange'.) Can understand messages on automatic cash machines and distinguish between personal and promotional mail from banks. Can understand a simple bank form.


Can, with the help of bank / post personnel, complete a form, e.g., for exchanging money or sending a letter by recorded delivery.

2. Concern: Health

2.1 Getting / staying well Environment: Chemist's, doctor's, hospital, dentist's.

Listening / Speaking

Can ask for a medical appointment and understand the reply (face-to-face conversation.) Can indicate the nature of a problem to a health professional, using gestures and body language in relation to small accidents or common illnesses. Can understand and answer simple questions and can follow instructions, e.g., 'take this to a pharmacy', 'stay in bed'. Can understand advice, provided that it is given in simple, everyday language.


Can extract basic information from the labels of off-the-shelf medicines, for example 'Not to be taken if driving'. Can identify off-the-shelf medicines for common problems when the terminology is similar to that of the native language. Can understand the main points of medical leaflets.


Can fill in a form with basic personal, medical and insurance information (with guidance when necessary.)

3. Concern: Travelling

3.1 Arriving in a country / meeting and hosting visitors Environment: Airport, port, railway / bus station, street, garage, travel agency, rental firm.

Listening / Speaking

Can give and understand straightforward directions, provided that these are not lengthy or complex. Can go to a travel information centre at, for example, a railway / bus station and ask for information as to how to get from A to B. Can book and buy tickets, face to face and on the phone.


Can understand timetables, flight arrival and departure screens. Can understand simple forms, for example landing-cards, required for entry into a foreign country. Can understand information given in brochures and maps. Can understand frequent street signs like Diversion, No way out, No entry. Can understand notes giving simple instructions, for example on how to get home from the airport.


Can complete standard forms required when travelling, such as landing-cards. Can write a note giving simple instructions, for example on how to get home from the airport or on how to get to a restaurant.

3.2 Going on holiday / planning a holiday Environment: Home, travel agents, school work, the pub.

Listening / Speaking

Can give basic geographical information. Can ask for information. Can express predictions. Can make simple hypotheses and change plans according to different conditions. Can report and narrate a holiday in a simple way. Can express likes / dislikes and general opinions. Can talk about things in common and simple differences. Can discuss plans making suggestions and arrangements for a trip. Can talk about the weather conditions and make hypotheses and plans. Can understand weather forecasts.


Can understand timetables. Can understand information in brochures and maps.


Can write postcards and informal e-mails giving basic information and mentioning opinions, feelings, plans, present and past activities. Can write a postcard or e-mail narrating / describing events, activities or recommending what to do, what to wear. Can write a postcard describing a place. Can write a formal e-mail / letter asking for information (for instance an embassy.)

4. Concern: Sightseeing

4.1 Going on tours / showing people round Environment: Tourist office, travel agency, tourist attractions, towns / cities / schools / colleges / universities.

Listening / Speaking

Can ask for and understand the information from a tourist office, provided this is of a familiar, non-specialised nature. Can understand the outline of simple information given on a guided tour in a predictable situation, for example 'This is Buckingham Palace, where the Queen lives'. Can give simple explanations and descriptions about familiar places.


Can understand the main points of information given on posters. Can understand the description of the principal attractions of a city or area in a brochure or leaflet. Can understand public signs.

5. Concern : Socializing

5.1 Casual meeting / getting on with people, entertaining Environment: Discos, parties, schools, hotels, campsites, restaurants. Home, away from home. Work.

Listening / Speaking

Can initiate conversation to socialise casually, taking part in routine, predictable conversations e.g., at discos, in hotels. Can express opinions and preferences in simple terms. Can understand the general meaning and predictable specific information in basic conversations in everyday life. Can make suggestions on a familiar topic. Can give details and express opinions about studies, occupation and working experience. Can react appropriately to expressions of sympathy, interest, surprise. Can use expressions to keep a conversation going in a polite way (for instance, turn-taking and giving feedback.)


Can understand invitations to social events when written in simple terms.


Can write an invitation to an informal social event in simple, appropriate terms. Can reply to an invitation to an informal social event in simple, appropriate terms. Can write a thank-you note / e-mail / card.

5.2 Getting to know people Environment: Discos, parties, schools, hotels, campsites, restaurants. Home, away from home. Work.

Listening / Speaking

Can ask for, give and understand personal information about hobbies, routines, work, for example I like playing football, I work in an office. Can make comparisons using simple descriptive language. Can give and understand descriptions about objects. Can give and understand descriptions about people's appearance and personality. Can express likes, dislikes and general opinion in a simple way.


Can understand personal letters and e-mail messages if they are brief and simple.


Can write very simple personal letters or e-mail messages. Can describe people or objects.

6. Concern: The media / cultural events

6.1 Watching TV news, reading newspapers, journals, readers Environment: Home, pub, airport.

Listening / Speaking

Can identify the main idea and basic predictable details of news items dealing with events and accidents provided that there is visual support. Can identify changes of section or news items in news programmes. Can explain the main idea of news items, films, books.


Can identify the sections of a newspaper. Can understand the general meaning and identify some specific information in a newspaper report of events, where the topic is known and there is a high level of predictability, and especially if there is visual aid.

7. Concern: Contacts at a distance

7.1 Transactions on the phone. Reading and writing letters, emails, cards Environment: Home, away from home, work, school.

Listening / Speaking

Can understand a simple phone message and confirm details of the message, provided that the message is about personal and predictable experiences and situations and it is articulated slowly and in standard language. Can book a table or a hotel room on the phone. Can order food on the phone using predictable language.


Can understand a simple letter which describes people or events. Can understand simple messages and notes (e.g., written on post-its.) Can understand a letter expressing personal opinions about a familiar topic. Can understand basic types of letters or faxes in common use (order forms, letters of confirmation, etc.)


Can write a simple letter / e-mail asking for information when given an example. Can write a simple letter / e-mail / card, for example, birthday / Christmas / get-well card. Can write simple letters / e-mail of a routine nature. Can write simple letters / e-mails relating facts and events. Can write simple messages and notes (e.g., written on post-its.)


1. Concern: Developing learning strategies

1.1 Developing language skills Environment: School, home. Listening / Speaking Can predict content of text. Can infer meaning from context. Can grasp general meaning from partial understanding. Can recognise known words in real utterances. Can identify purpose of text. Can recognise and imitate basic stress and intonation patterns. Can repeat and imitate model utterances. Can communicate basic information using the language they know, even if limited. Can monitor own production. Can maintain basic interaction in L2 without resorting to L1. Can compensate for lack of words. Can activate the vocabulary needed to perform a task.


Can predict content of text. Can skim and scan text. Can infer meaning from context. Can grasp general meaning from partial understanding. Can identify purpose of text. Can understand whole phrases or sentences rather than individual words. Can adapt reading technique to type of text.


Can associate sound to spelling. Can communicate basic information using the language they know, even if limited. Can find vocabulary needed to perform given task. Can revise and spot mistakes in writing outcomes. Can organise ideas in paragraphs. Can organise paragraphs in a text. Can write a draft and / or an outline.

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 understand teacher and classmates. Can ask questions, for example for repetition, reasons, clarification. Can understand simple requests, instructions concerning basic learning tasks. Can work in pairs or groups in L2. Can take notes in English.

2.2 Learning about school facilities Environment: EOI or a school abroad.

Listening / Speaking / Reading / Writing

Can understand and give basic information / instructions about school facilities, courses, timetables. Can read school leaflets, course offers, course advertisements. Can fill in school forms (enrolment, students' records.)

3. Concern: Course materials

3.1 Gathering information Environment: Classroom, home, libraries, the Internet.

Listening / Speaking / Reading / Writing

Can understand the general meaning of information presented in textbooks. Can use reading strategies such as scanning / skimming in resource books. Can use a bilingual dictionary and understand the non-meaning-related information, such as phonetic symbols. Can understand indexes and locate information in reference books. Can select texts for extensive reading / listening. Can select relevant data from written or spoken texts and write them down.

4. Concern: Management of study

4.1 Developing language awareness Environment: Classroom, home, library, the Internet.

Listening / Speaking / Reading / Writing

Can look for and deduce language patterns. Can be cautious about word-for-word translations and direct transfers. Can identify text type from layout (i.e., advertisements, e-mail.) Can apply visual aids, sounds or physical response to create mental associations.

4.2 Generating motivation Environment: Classroom, home, real life.

Listening / Speaking / Reading / Writing

Can collaborate with peers, offer help, share ideas. Can show interest by using the language for real communication. Can show initiative (i.e., be unafraid to interact, take advantage of opportunities to use the language.) Can take risks wisely. Can value own progress positively. Can develop a positive attitude to L2 culture. Can keep a language learning diary.

4.3 Planning studies Environment: Classroom, home.

Listening / Speaking / Reading / Writing

Can organise and plan studies. Can make plans to accomplish a task autonomously. Can design and organise the sections of their notes. Can design and keep a portfolio. Can design and write records of performance. Can take part in free-time activities connected to L2. Can set own needs and goals, both short and long term, in a realistic way. Can find and develop a learning style that best suits learning objectives. Can organise personal time to learn language adequately.

4.4 Monitoring progress Environment: Classroom, home.

Listening / Speaking / Reading / Writing

Can understand how to manage mistakes. Can understand how to use mistakes for learning. Can spot and correct mistakes in own outcomes (e.g., recording short messages to reflect on mistakes, editing their 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. Can assess own strong and weak points. Can do appropriate remedial work when needed. Can tolerate partial understanding in a communicative situation.

5. SUGGESTIONS FOR TASKS The following are suggested tasks to attain the objectives set out in the previous point.


1. Having a party (with students from a different class, preferably from the same level and with the same schedule.) a. Planning the party: the students will decide what they need to do to throw a party and who will be in charge of what. Here is a list of possible activities: choosing what to bring (drinks and food, music, ornaments, games.) reaching an agreement about the type of party. writing an invitation / replying.

b. At the party: socialising. Suggested activities: initiating conversation, making small-talk, talking about oneself. getting to know somebody. introducing people and describing them briefly. offering drinks and food. playing games.


After the party (suggested activities):

talking about the party; what they did and who they met. write an e-mail to other students and the teacher describing somebody they met at the party and giving their opinion about it. 2. Eating out (in a restaurant of their choice in Vigo or a nearby town. If possible, in an Englishspeaking restaurant.) a. Preparing for the outing:

Choosing a restaurant. Looking at different menus and comparing. The students will decide on a menu from the restaurant where they intend to eat. Organising groups according to restaurant chosen. Rehearsing ordering a meal in preparation for the real task. Agreeing on a time and place to meet for lunch / dinner. b. Eating at the restaurant c. Recording a video of the meal

3. Going shopping Shopping on-line. Outcome: make a list of possible Christmas shopping for your family choosing the best presents for them.

4. Touring an English-speaking country Planning the trip and designing the itinerary in groups. Suggested activities: Surfing the net to look for hotel accommodation. Writing e-mails to other types of accommodation (cottage, farms, B&B, lighthouses, apartments) asking for information. The students will find the cheapest ways of getting there and moving around. They will book the tickets they need. Sightseeing: the students will get information about the main attractions of the area from the tourist office or the Internet.

b. During the trip: Getting information at a tourist office. Buying tickets at the station. Finding their way in the city. Checking into a hotel. Sending a card to the other students. c. Back at the school: The students who travelled will keep a diary of the trip where they will mention what they did and their impressions of the place. This diary will be used to answer questions from the students who didn't go on the trip. These students will design a questionnaire for the students who went. All the group will make a list of tips for future travellers.

5. A short stay abroad a. Finding accommodation in a shared flat / house. Write and read newspaper advertisements and notice-board notes. Phone flatmate or landlord / landlady to arrange a meeting to see the flat / house Role-play a face-to-face conversation with the flatmate or landlord / landlady (asking about house rules, appliances.) Completing rental forms. Writing a short note to flatmate (using post-its.) b. Dealing with a minor health problem: Simulating a visit to the hospital / doctor's surgery. Filling out a form. Describing the symptoms associated with a minor illness, with the help of body language or gestures. Understanding the doctor's instructions or advice. Going to the chemist's: buying medicine for a headache, cold, twisted ankle, etc.


Simple phone conversations. Ordering take-away food on the phone. Booking a table.

d. Understanding basic information in the news. Watching TV news. Students identify the number of news items in a news broadcast and its sections. Finding a news item in a newspaper about a known topic.

e. Writing cards

Write a card (birthday / Christmas / get-well) to somebody you know or you met during your stay.


LEARNING ENGLISH AT EOI VIGO Suggested tasks and procedures. 1. Designing and carrying out a survey about what they want to learn in this course and their motivations, and deciding which are the most popular. 2. Making charts with the most common classroom language. 3. Designing a plan to practise pronunciation on a regular basis. Making a chart with possible ways / places / sources. 4. Making the class telephone and e-mail directory. 5. Making the most of school facilities: the class will be divided into groups. Each group will be in charge of checking a different section in the school library, the cafeteria, and the first basement. These are the places where the materials for self-study are located. The students will make a list of the types of materials available, present it to the class and answer possible questions. One of the groups will be in charge of explaining the rules to use those materials. The students will make suggestions on how to make the most of school facilities. 6. Comparing monolingual / bilingual dictionaries and reference materials: the students and the teacher will bring dictionaries and reference books to class, make a list of good and bad points, and use the list to choose the ones that suit their needs best. 7. Making study groups or conversation clubs according to students' time availability to work and practise outside class. Students will ask each other when they could get together and will agree on the day of the week, time and place. 8. Making the most out of a reader: A. Before choosing a reader the students can develop their reading skills with the following activity: the students will get samples of different readers. They will have to predict what the book is about, skim through the sample to assess the level of difficulty, state the purpose of the text and then recommend it to their peers, or not. The students can use this information to choose a reader from the library. B. Making choices and reporting, in either writing or speaking, about extensive reading. Creating a chart with short comments on books they have already read. 9. Writing a chart with the top 20 best tips to learn English. 10. Keeping an open class diary to cooperate with teacher in the evaluation of the lessons and the course. Students will write constructive comments on different aspects of the class: success of activities, pace, organization, atmosphere, ideas to improve, things that went wrong, suggestions, etc. 11. Designing a kind of simplified portfolio, with the help of given samples, to monitor own progress. 12. Assessing work. A. Assessing a written exercise, using an assessment sheet with the course criteria and comparing marks given to it. The exercise will be anonymous but will be chosen by the teacher among the ones submitted by students of the same level. B. Correcting and assessing peers' written work and giving tips for remedial self-study. They will use the assessment sheet and a list of symbols that will indicate the different types of mistakes found in compositions. C. Assessing own written work using the assessment sheet and the symbol list to correct and rewrite their work. 13. Recording oral performance in conversation or role-play for self-assessment focusing on fluency (meaning spontaneity, naturalness, no awkward pauses) and then planning remedial work. 14. Gathering and putting into practice ways in which other speakers deal with difficulties (doubts, lack of words, misunderstandings, etc.) They can watch recordings, films, TV interviews; listen to recordings of foreign and native people, etc. Students will then simulate having those problems in conversation to rehearse. They will use them as preparation for real problems in real practice.

15. Designing tests for listening and reading in groups. The tests can be exchanged or given to a different group and then average results can be compared. 16. Designing a poster with a title like ONLY ENGLISH ALLOWED WHEN... in which they will list as many likely situations in the school as possible where they can and must use English to communicate with one another and the teacher. 17. Taking part in free-time activities connected to L2: A. The students will do some research about free-time activities in English (concerts, radio shows, films, conversation clubs, etc.) that take place in / around Vigo and then present the options to the class. This can be done on a weekly basis. B. Setting up a conversation exchange group with English speakers: the students will decide where, when, etc. and will write an ad with the details that they can post in the school, in private language schools, at the university.

6. EVALUATION Process evaluation has been dealt with in chapter on methodology. Orde dated Sept 8th 2008 establishes that the purpose of assessment and evaluation objectives is to measure the standard of students use of English, with a view to certification. Each linguistic skill is tested and assessed separately, although all four are taught and learnt simultaneously. Students are evaluated according to the objectives, communicative competence and assessment criteria for Basic, Intermediate and Advanced levels. Students who demonstrate they have mastered the objectives for each level will be awarded the relevant certification. Students are entitled to objective assessment criteria. The criteria for assessment and marking for each skill, formal evaluation procedures and correction criteria will be made public, as will the criteria for 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. The second evaluation is the final, global annual evaluation. b) At the beginning of each school year, teachers carry out an initial or diagnostic evaluation. For students, this has informative value. For teachers, the initial evaluation is a guide to help establish appropriate 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 midyear progress 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 is designed to evaluate achievement of the objectives for the level (Bsico, Intermedio, Avanzado) with a view 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 by the English Department teaching staff. The mid-year test is written and corrected according to the specifications set out by the English Department. End-of-year tests are written by the english Department, and are corrected by the groups teacher.

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

For Bsico 2, Intermedio 2 and Avanzado 2, mid-year progress tests are simply meant to give students a helpful report on their progress, and help teachers assess the extent to which students achieve syllabus outcomes. Students are assessed and certified solely by means of the Final Test in June. 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, the end-of-year test makes up 70% of the final mark. However, the end-of-year test makes up 100% of the final mark if (i) the end-of-year test score is higher than that of the February examination, or (ii) the student 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 of the 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 each of the 4 skills. c) However, students can progress to the second year with one failed skill, if the skill is marked 10 points 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 again for each skill. e) Marks are expressed as Apto (pass) or Non Apto (failed). In September, students may also be marked Non Presentado (missed examination). Pass grades are specified between brackets, from 5 to 10, with no decimal points. The grade is shown on the final certificate and on the students academic record. Final Certification tests Bsico 2, Intermedio 2, Avanzado 2 To obtain certification for the Bsico, Intermedio and Avanzado levels, students are required to pass the 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 on to the next level. The English Department is responsible for administering, correcting and marking the tests. Test structure, content and organisation a) Tests are structured in four parts: reading comprehension, listening comprehension, writing and speaking. 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 texts from sources of spoken or written communication. Tests are designed to evaluate both global comprehension and detailed understanding. d) For the writing test, students are required to produce different types of texts, in different registers.

e) The speaking test is designed to evaluate students success in completing the required communication task, correctness and phonetic and linguistic suitability. The minimum content of the test 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 parts of 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 be marked Apto (pass), Non Apto (failed) or Non Presentado (missed examination). Students who regularly 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 mastered one 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 to the Intermedio level. Passing the final certification test for the Intermedio level enables the student to progress to the Avanzado level. e) Students have the chance to re-take the examination in September. Students who fail the re-take must 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 in September. 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, in the first half of September.

Evaluation results: Information, communication and complaints Information and communication After mid-year progress tests, teachers provide each student with information in writing about their progress. After end-of-year promotion tests and final certification tests, students (and the parents or guardians of underage students) are provided with information in writing about the results. This communication should 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 promotion test 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 within two 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 the official 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 two working days after the complaint is filed. 5. Students (parents or guardians for under-age students) may contest the decision with the teaching authorities (Delegacin Provincial, Consellera de Educacin e Ordenacin Universitaria), in two working days after they are notified of the decision. 6. If the decision is contested, the teaching authorities will ask for a report from the education inspector, 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. After using 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 for that year will not be counted. They will then have to go through the admissions procedure again, in order to continue their studies at the E.O.I. 3. In exceptional circumstances (which include illnesses that make it significantly difficult to finish the course), students may be allowed an extra year to finalise the level. A special authorisation must be obtained from the education authorities (the Delegacin Provincial, Consellera de Educacin e Ordenacin Universitaria). When requesting authorisation, the student should provide documentary evidence for the special circumstances. 4. Students should not miss more than 20% of total class hours without a valid excuse. If a student does not comply with this requirement, their mark for the mid-term progress test (February) will not be counted, and neither will their participation in class activities. However, they will be allowed to take the end-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 teacher team with a valid, documented excuse. Otherwise they will lose their place at the school and another candidate 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 equal opportunity, non-discrimination and compensation for differences. The duration and method of the test may be adapted if necessary. 2. When signing up for a course, disabled students should provide documentary evidence of their disability and fill in the ad hoc form supplied by the E.O.I. The E.O.I. will inform the authorities in order to carry out the necessary adaptations.


Required (check with teacher before purchasing) Coursebook: English Unlimited elementary, coursebook with e-Portfolio DVD-ROM, Editorial CUP Self-Study: English Unlimited elementary, self-study pack with DVD_ROM and audio CD, Ed. CUP Optional Grammar Practice: The Good Grammar Book, (with answer key) (Ed. Oxford University Press) Language Links. Pre-Intermediate (With answer key) CUP Or any other grammar practice book (check with teacher) Listening Comprehension Practice: Active Listening 1 (2nd edition), (Ed. Cambridge University Press) Vocabulary Practice: Oxford Word Skills. Basic. OUP. Links: Access links on School web and audiovisual materials at School library.

Reading: Students are required to read at least two graded readers adapted to Basic 2 Level (visit the School Library or ask your teacher for titles). Bilingual Dictionary: use a good updated bilingual dictionary for English learners with CDROM, examples, use of English notes, British-American pronunciation, etc. Some good examples: Oxford Study , Oxford Pocket, Cambridge Klett, Cambridge Advanced, Oxford Avanzado, Longman Learners Dictionary, McMillan Learners Dictionary, etc. Or use a good bilingual online dictionary.

Useful information _Basic 2 Level Syllabus here _Basic 2 Level Certificate info and instructions (Gua do candidato) here: %C3%A1sico.pdf _Basic Level Certificate test sample here:

8. INCLUSIVE TEACHING FOR DIVERSE STUDENTS An important goal for the English Department at the Escola Oficial de Idiomas is to enable every student, regardless of diversity, to learn about language and culture at the Escola. The EOI provides non-compulsory teaching, and our students are unusually diverse as regards age, academic achievement, language, learning styles, capabilities and special needs. We believe that this feature enriches the Escola, and is a crucial aspect when planning and developing our teaching processes. Our purpose is to recognise students differences and give each individual the attention he or she needs, to achieve inclusive teaching for all our students. A commitment to inclusive teaching implies providing quality education for each and every stu dent, under standards of equality, equal opportunities and non-discrimination. Differences should be compensated for, with special emphasis on differences deriving from disabilities. Flexibility is a must if the curriculum is to include students with different skills, interests and needs, and achieve equal treatment and non-discrimination for disabled students. In a wider context, the entire Escola Oficial de Idiomas is guided by principles of inclusive teaching. The Escola will provide the resources to ensure effective equality so disabled students can access the non-compulsory education framework the Escola is a part of. Steps will be taken to ensure the physically challenged can comfortably stay on, make academic progress and exercise their rights as students at the Escola. The Escola may co-operate with other public bodies or NGOs, to facilitate better inclusion for disabled students. Specific educational attention will begin from the moment special needs are identified. The Escola will provide material resources and physical and technological adaptation to guarantee support and specific educational attention for disabled students. The Escola will be ready to create teaching materials that provide for disabled students needs. Additionally, examinations at the EOI will be adapted for disabled students whenever necessary. Special adaptations are allowed for students with special educational needs. For official students, the procedure is for the teacher to report special needs to the English Department. Then, the teacher and school personnel will provide the resources to ensure inclusion for students with disabilities. Individual attention to students with special needs will take first place when allocating the use of teachers office hours and tutorial sessions. For visually impaired students, copies of materials will be provided on larger, A3 size paper. Additionally, the ONCE (Spanish National Organisation for the Blind) actively helps teachers to create easy-to-use, attractive materials, and helps and encourages the visually impaired to continue their studies. Students with hearing difficulties will be provided with headphones and special timeframes for tests. Disabled parking spaces are available in front of the main entry to the Escola, and in the car park at the back of the building. Janitors are apprised of disabled students timetables and will help them reach the lift if required. Non-official students (i.e. students who take the final examination without attending lessons) should inform the Escola about their special needs when they sign up for the examination, generally in the month of April. They should provide a doctors certificate or a disability certificate. The Escola will contact the student to specify what special provisions are made for the certification test. To state some examples, students could be allowed extra time for specific tasks, computers with special keyboards might be provided, or headphones might be employed for listening comprehension tests. The student could be excused part of the test if a doctors certificate specifies that this is necessary.