TEMA 21.- LA PROGRAMACIÓN DEL AREA DE LENGUAS EXTRANJERAS: UNIDADES DE PROGRAMACIÓN. PROGRAMACIÓN. CRITERIOS PARA LA SECUENCIA Y TEMPORALIZACIÓN TEMPORALIZACI ÓN DE CONTENIDOS CONTENID OS Y OBJETIVOS. SELECCIÓN DE LA METODOLOGÍA A EMPLEAR EN LAS ACTIVIDADES DE APRENDIZAJE Y EV EVALUACIÓN: ALUACIÓN:
1) INTR INTROD ODUC UCTI TION ON 2) FOREIGN FOREIGN LANGUAGE LANGUAGE AREA AREA PLANN PLANNING: ING: DIDACTI DIDACTIC C UNITS ) CRITERIA TO ESTABLIS! ESTABLIS! T!E SE"UENCE OF OBJECTIVES OBJECTIVES AND CONTENTS #) SELECTION SELECTION OF T!E T!E MET!ODOLOGY MET!ODOLOGY TO USE IN LEARNING LEARNING AND ASSESSMENT ACTIVITIES
$) BIBL BIBLIO IOGR GRAP AP!Y !Y
1.- INTRODUCTION:
T%& O'(*+, A, 11//0 G&*&'3 A''*(&4&* %& E56,+*3 S78&4 +*'56,&5 84& +49'* ,%*(&8 +4&5 +49';+*( %& <63+7 &56,+* +* S9+*. A4*( %&8& ,%*(&8 =& ,* 4&*+*: -
T%& &>&*8+* ,49638'7 &56,+* %& (& 1? 7&'8 35
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T%& &8@3+8%4&* *&= &56,+*3 8(&8 86,% 8: I** P'+4'7 *5 C49638'7 S&,*5'7 E56,+*.
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T%&8& 8(&8 '& '(*+8&5 +* ,7,3&8 =%+,% +8 %& 9&'+5 % 8%635 @& ,*8+5&'&5 ' &,%+*( 9'('48 *5 9'4+*.
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-
T%& &8@3+8%4&* ,6''+,6364 =%+,% +* 89+& %;+*( ,&'+* 89&,8 =%+,% '& ,49638'7 ' 33 %& ,6*'7 +8 38 9&* *5 3&>+@3& 8 %& 5+&'&* 6*468 &56,+*3 8&';+,&8 ,635 59 + %&+' '&3 ,*&>. T%&* &,% 8,%3 8%635 59 %& +,+3 ,6''+,6364 %&+' '&3 &*;+'*4&* @7 4&*8 %& 5&8+(* *5 5&;&394&* %& C6''+,63' P'&,. E;&'7 &,%&' 8%635 5&8+(* %+8%&' 9'+,63' &,%+*( 93**+*( ,,'5+*( %& 5&,+8+*8 &* +* %& C6''+,63' 9'&,.
T%&* +*( +* ,,6* %&8& @8+, 89&,8 %& E56,+*3 R&'4 =& '& (+*( 5&3 =+%: -
T%& &3&4&*8 *5 89&,++, ,%',&'+8+,8 '&+*( 3*(6(& &,%+*( 93**+*(.
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T%& ,'+&'+ =& 468 & +* ,,6* ' %& 8&<6&*,& @&,+;&8 *5 ,*&*8
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T%& 4&%53(+,3 9'+*,+93&8 =& 8%635 @&' +* 4+*5 5&8+(* %& 3&'*+*( *5 88&884&* ,+;++&8.
2.-FOREIGN LANGUAGE AREA PLANNING: A8 =& %;& 8+5 @&'& 6' &56,+*3 878&4 &8@3+8%&8 *5 9&* *5 3&>+@3& ,6''+,6364 =%+,% 468 @& 59&5 %& 9'+,63' *&&58 865&*8 %'6(% 5+&'&* 3&;&38: T%& First level '&&'8 %& +,+3 ,6''+,6364 =%+,% ,*+*8 %& (&*&'3 @&,+;&8 &,% 8(& ' %& 5+&'&* '&8 %&+' @3,8 ,*&*8 *5 88&884&* ,'+&'+. T%& Second level +*,365&8 %& C6''+,63' P'&, &,% 8(& =%&'& &,% 8,%3 598 %& &3&4&*8 %& +,+3 ,6''+,6364 +8 9'+,63' ,*&>. A,,'5+*( %& R.D. 21//? %& C6''+,63' P'&, 8%635 +*,365& %& 33=+*( &3&4&*8:
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T%& (&*&'3 @&,+;&8 %& 8(& 59&5 %& 8,+-,636'3 ,*&> %& 8,%3. T%& 8&<6&*,& @&,+;&8 ,*&*8 *5 &;36+* ,'+&'+ %& 5+&'&* '&8 9&' ,7,3&. G&*&'3 4&%53(+,3 5&,+8+*8 % &, %& 33=+*( 89&,8: M&%53(+,3 9'+*,+93&8 ('69+*(8 89,& +4& *5 4&'+38. G&*&'3 5&,+8+*8 @6 %& &*+* 969+38 =+% 89&,+3 *&&58.
A*5 +*337 +* the third level ,6''+,63' 5&;&394&* &,% &,%&' 8%635 5&8+(* %+8%&' &,%+*( 93**+*( =%+,% ,*8+8 8& 5+5,+, 6*+8 +*( +* ,,6* %& 5&,+8+*8 45& @7 %& &,%+*( 8 +* %& C6''+,63' P'&,. T%&* %& &,%+*( 93**+*( +8 5&+*&5 +* %& ,6''+,63' 4&'+3 *=* 8 R&5 B>&8 8: the process whereby, starting from the official curriculum and the decisions taken in the Curricular Project, teachers plan the work that is going to be developed in the class. As a result, we have a set of sequenced didactic units for a given cycle’. eaching planning should be!
Adapted to the conte"t and pupil’s needs #le"ible, which implies that we must be ready to change any of it elements if we feel that they are not appropriate for a particular group of students. Concrete, as it should give clear information about the teaching$ learning process which is going to be developed in the classroom. %ealistic, as the teacher should have the space, time and materials to carry out the activities he$she has designed and this activities should be adapted to the student’s level.
T&,%+*( 93**+*( ,;&'8 = 89&,8: 1. F+'8 + +*,365&8 8&;&'3 (&*&'3 5&,+8+*8 &*86'& %& ,%&'&*,& %& &,%+*( 9',&88 *5 %& 3+* @&=&&* %& 5+&'&* 5+5,+, 6*+8 %'6(%6 %& ,7,3&. T%&8& 5&,+8+*8 =%+,% '& &* @7 %& &,%+*( 8 %& ,7,3& 5&3 =+% : - A''*(&4&* *5 8&<6&*,& ,*&*8 %'6(%6 %& ,7,3& - G&*&'3 (6+5&3+*&8 @6: 89,& +4& 4&'+38 969+38 ('69+*(8 *5 &;36+* 2. I* %& 8&,*5 93,& %& &,%+*( 93**+*( +*,365&8 %& 5&8+(* %& 5+5,+, 6*+8. I* '&3+* %& 5&8+(* 5+5,+, 6*+8 %& &,%+*( 8 %& ,7,3& 8%635:
F+*5 9+,8 =%+,% 4&& %& 865&*8 +*&'&88 *5 *&&58 D&,+5& %& @&,+;&8 *5 ,*&*8 @& ='&5 * +* &,% 6*+.
D&8+(* ,+;++&8 ,,'5+*( %&8& @&,+;&8 *5 ,*&*8. C%8& %& 4&'+38 86+@3& ' &,% 6*+. D&,+5& @6 %& 8'&(+&8 88&88 %& 865&*8 9&''4*,& *5 %& &,%+*( 9',+,&.
N= =& '& (+*( 5&3 =+% %& +'8 89&, =& %;& 4&*+* %& (&*&'3 5&,+8+*8 &*86'& %& ,%&'&*,& %& &,%+*( 9',&88 %'6(%6 %& ,7,3& =%+,% +*,365&: T!E SE"UENCE AND TIMING OF OBJECTIVES AND CONTENTS.
2.1.- CRITERIA TO ESTABLIS! T!E SE"UENCE AND TIMING OF OBJECTIVES AND CONTENTS:
A8 =& %;& 8&&* =%&* 3+*( @6 %& C6''+,63' 9'&, *& %& 5&,+8+*8 45& +* 86,% 5,64&* +8 %& 8&<6&*,& @&,+;&8 ,*&*8 *5 88&884&* ,'+&'+ &,% '& 3*( %& 5+&'&* ,7,3&8. T%&* *,& %& &,%+*( 8 %8 5&,+5&5 %& @&,+;&8 *5 ,*&*8 9'('44& 9&' ,7,3& +* %& C6''+,63' P'&, %& ,7,3& &,%&' ' &,%&'8 %;& 5&,+5& @6 %& 8&<6&*,& *5 +4+*( %&8& @&,+;&8 *5 ,*&*8 =+%+* %& ,7,3&. T%& &'4 sequence '&&'8 %& '5&' +* =%+,% =& '& (+*( 9'&8&* %& ,*&*8 =%+3& %& &'4 timing '&&'8 %& 46* +4& =& =+33 *&&5 ,%+&;& %& @&,+;&8 *5 &,% %& ,*&*8.
S+*,& %& &8@3+8%4&* %+8 8&<6&*,& +8 5++,63 8 %& M+*+8'7 E56,+* 96@3+8%&5 R&836+* %& $% M',% 1//2 % &'&5 84& ,'+&'+ &8@3+8% 86,% 8&<6&*,&: 1. T%& @&,+;&8 *5 ,*&*8 8%635 @& '&3&5 %& (3@3 +4 F'&+(* 3*(6(& 3&'*+*( =%+,% +8 %& ,<6+8++* ,446*+,+;& ,49&&*,&. 2. T%& @&,+;&8 *5 ,*&*8 8%635 @& ''*(&5 +* 4&*+*(63 =7 . T%& ''*(&4&* @&,+;&8 *5 ,*&*8 8%635 &*86'& %& ,%&'&*,& %& 3&'*+*( 9',&88
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
C%+35'&* 8' 5&;&39 '+*3 %+*+*( 8'+*( '4 ,*,'&& @&,8 ,388&8 ' '&3+*8. C%+35'&* 4& 9'('&88 +* 9&',&9+;& *5 4' 89&,8. C%+35'&* @&(+* 5&;&39 8,+3+8+* 8+338.
A,,'5+*( %&8& ,%',&'+8+,8 =& 468 '&4&4@&' %& 33=+*( (6+5&3+*&8:
I ,%+35'&* 4&*3 9&'+*8 '& @8&5 * %&+' ,*,'&& &>9&'+&*,&8 =& 8 '&+(* 3*(6(& &,%&'8 8%635 8&3&, 9+,8 *5 ,+;++&8 ,**&,&5 %& 969+38 '&3 &>9&'+&*,&8. I ,%+35'&* 5&;&39 %&+' 9&',&9+;& *5 4' @+3++&8 =& 8%635 ,*'+@6& %+8 5&;&394&* @7 4&*8 ,*&*8 *5 ,+;++&8 =%+,% +*;3;& @57 4;&4&* ' %& 68& %&+' 9&',&9+;& *5 ,'&+;& @+3++&8. & 8%635 38 8&' %& 5&;&394&* 8,+3+8+* 8+338. I* %+8 8&*8& =& 8%635 9'4& %& 5&;&394&* 98++;& +65&8 86,% 8 ,-9&'+* *5 '&89&, ='58 %& ,*'+@6+* %&'8.
?. T%& ,*&*8 8%635 @& 9'&8&*&5 +* ,*&>. T%& *&= ('44+,3 8'6,6'&8 *5 ;,@63'7 468 @& 3&'* +* ,**&,+* =+% %& ,446*+,+;& 6*,+*8 % ,%+35'&* *&&5 &>9'&88 %&48&3;&8 +* 8+6+*8 '&3&5 %&+' *&&58 *5 &>9&'+&*,&8. %&* 93**+*( %& 8&<6&*,& @&,+;&8 *5 ,*&*8 =& 468 & %& 33=+*( 8&98: 1. & 468 5&,+5& %& 5&('&& +* =%+,% %& @+3++&8 &>9'&88&5 +* %& (&*&'3 @&,+;&8 '& (+*( @& 5&;&39&5 +* &,% ,7,3& *5 ,%8& %& ,*&*8 =& *&&5 '&,% %&4. F' +*8*,& 8'+*( '4 %& @&,+;& *64@&' *& %& '&+(* 3*(6(& '&: &o understand simple and oral written te"ts about known objects, situations and events, using general and specific information taken from those te"ts for specific purposes.’
& ,* 8&<6&*,& %& @+3++&8 &>9'&88&5 +* %+8 @&,+;& ' %& 8&,*5 ,7,3& P'+4'7 &56,+* 8 33=8: &At the end of the second cycle pupils will be able to understand the general meaning of simple oral te"ts emitted by the teacher with a simple structure and vocabulary, in familiar conte"ts, and with the help of gestures, mime and any necessary repetition’
2. A8 =& 468 &,% %& %'&& 79&8 ,*&*8 +* * +*&''&3&5 =7 =& 468 ,%8& *7 %&4 '(*+8& %& 8&<6&*,&. T%& @&8 =7 9'4& %& 5&;&394&* ,446*+,+;& @+3++&8 +8 '(*+8+*( %&4 '6*5 9',&56'&8. I =& 5&,+5& 5 + +* %+8 =7 =& 8%635 ,*8+5&' %& ,'8 =%+,% 5&&'4+*& %& 8&<6&*,& *5 %& 5&('&& ,493&>+7 %& ,446*+,+;& 6*,+*8 8+*,& %&8& =+33 @& %& ,'8 @& &* +* ,,6* 8& %& 8&<6&*,& ,*&*8. T%&8& ,'8 =%+,% '& 5&+*&5 +* %& R&836+* %& $ % M',% '&: -
T%& 79& '3 ' ='+&* &>8 T%& ,%**&3 T%& 79& ,49'&%&*8+* T%& +*&'3,6' T%& 3&;&3 ,''&,+*
N= =& '& (+*( &>93+* %&8& ,'+&'+ +* 5&+3.: -
T%& 79& '3 ' ='+&* &>8
'ere we must consider the length, vocabulary, the linguistic structures, and organisation of the oral or written te"ts that we are going to use in class. (bviously, we must go from short simple te"ts to more comple" ones.
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T%& ,%**&3
As far as channel is concerned we should consider if the oral or written messages that our students should understand or produce are going to be transmitted in a face to face communicative situation, or by means of a cassette recording or a written te"t. )n this sense, we should start from face to face communication, because mime, gestures and e"pressions help pupils to understand.
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T%& 79& ,49'&%&*8+*
he type of comprehension refers to the information we ask them to e"tract from an oral or written message. his comprehension may be global * if they should get the general sense of the message+ or specific *if they have to e"tract specific details+. he most logical progression goes from global to specific comprehension.
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T%& +*&'3,6'
%egarding the interlocutor we should take into account if he$she is known or unknown for the student, if he$she belongs to the school conte"t or not. At the beginning we should work with close interlocutors such as the teacher and the classmates.
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T%& 3&;&3 ,''&,+*
he level of correction deals with the demands about correction in the oral and written production of students. (bviously such demands increase along the cycles. At the beginning, they should produce language correctly enough to be understood.
.- T%&* + =& %;& 5&,+5&5 '(*+8& ,*&*8 '6*5 9',&56'&8 =& 8%635 * '(& % %& %'&& 79&8 ,*&*8 ,*,&98 9',&56'&8 *5 +65&8) 468 @& ,*8+5&'&5 +* * +*&''&3&5 =7. T%&* =& 8%635 '&3& %&4 8 +* %& 33=+*( &>493&: %ecognising the characteristic sounds, rhythm and intonation patterns of the foreign language, realising the importance of being able to communicate in a foreign language
T 8&& %+8 '&3+* 4'& ,3&' %& R&836+* %& $ % M',% 86((&88 % =& ,* 5+8937 %&4 +* ,%' 8 33=8 EXAMPLE OF SE"UENCE OF CONTENTS FOR T!E SECOND CYCLE Procedures
R&,(*+8+*(
I5&*+7+*(
Concepts
Attitudes
-C%',&'+8+, 86*58 -R%7%4 *5 +**+* 9&'*8. -'58 *5 8&*&*,&8 +* &>8 '&3&5 %& ,*&> %& ,388'4 *5 5+37 3+&
- R&3+8+*( %& +49'*,& '3 ,446*+,+* +* '&+(* 3*(6(&.
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- S%=+*( * 9+4+8+, +65& ='58 %&+' =* @+3+7 6*5&'8*5 %& '&+(* 3*(6(&
4&88(&8 =+% %& 33=+*( communicative intentions:
HG'&&+*( hello-,good morning...+
G3@3 ,49'&%&*8+*
HI5&*+7+*( *&8&3 *) - S%=+*( '&,&9+;& +65& ='58 9&93& =% 89& am. y name is...) HG+;+*( *5 8+*( ' 5+&'&* 3*(6(&. @8+, 9&'8*3 +*'4+* *using e"pressions such as! /hat0s your name, 'ow old are you1...+
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T%&8& ,446*+,+;& 6*,+*8 8%635 @& '&3&5 9+,8 (&*&'3 68& *5 =+5& *+*8 =%+,% '& +*&'&8+*( ' ,%+35'&* 86,% 8: HT%& 8,%3
4+37 '+&*58 *+438 @57 %4& *64@&'8 ,36'8... -
S9&,++, ,49'&%&*8+*
O +*'4+* - S%=+*( '&,&9+;& +65& 9'&;+6837 '&<6+'&5 ='58 9&93& =% 89& +* ,*&>63+8&5 '&+(* 3*(6(&. 8+6+*8H
HF' +*8*,&
=& 8 ,%+35'&* +33 ,%' @6 %& ;6'+& 89'8 5+&'&* ,%',&'8 '4 %& &>@. F+'8 =& &33 %&4 =% %&7 '& (+*( 3+8&* ,*;&'8+* =%&'& %& ,%',&'8 3 @6 %+*(8 %&7 3+& *5 5+83+& *5 =% +*'4+* %&7 8%635 97 &*+* . T%&* =& 937 %& ,88&& ' '&5 %& &> 365 *5 %&7 8%635 ,493&& %& ,%' =+% %& 89&,++, +*'4+* =& %;& 8&5 %&4 ' 89'8 +* %+8 ,8&) TENNIS
BASETBALL
FOOTBALL
STEVIE
yes
yes
no
LUCY
yes
no
yes
ANNIE
no
yes
no
As we can see this task ask them to e"tract specific information *about favourite sports+, previously required by the teacher, in a conte"tualised situation,* as they already recognise the characters voices, and know what they are talking about+.
I =& 5 %+8 =+% 33 %& (&*&'3 @&,+;&8 =& =+33 %;& 3+8 %& ,*&*8 &,% ,7,3& +*,365+*( ,*,&98 9',&56'&8 *5 +65&8. T%&8& '+&*+*8 '& <6+& 68&63 &8@3+8% %& 8&<6&*,& @&,+;&8 ,*&*8 *5 88&884&* ,'+&'+ +* %& 8&,*5 *5 %+'5 ,7,3& @6 =& 468 * '(& % E*(3+8% %8 @&&* +*'56,&5 +* %& 1 8 ,7,3& +* 6' A6*468 C446*+7. T%&* %& Order of 30 th of August 96@3+8%&5 @7 %& D&9'4&* E56,+* S,+&*,& *5 T&,%*3(7 6' A6*468 G;&'*4&* 878 +* +8 '+,3& *64@&' %: he centres must change and adapt their Curricular Projects to this change as the objectives, contents and evaluation criteria of the foreign language area, should be sequenced for three cycles, instead of two2
O@;+6837 8 =& %;&*K ( 6' =* ,6''+,6364 7& =& 468 & 8 '&&'&*,& %& @&,+;&8 ,*&*8 *5 &;36+* ,'+&'+ %& R.D. 1##/1 %& ? % S&9&4@&' =%+,% &8@3+8%&8 %& *+*3 ,6''+,6364 ' 9'+4'7 E56,+*.
!=&;&' %& D&9'4&* E56,+* S,+&*,& *5 T&,%*3(7 6' A6*468 G;&'*4&* %8 96@3+8%&5 5,64&* 45& @7 '&+(* 3*(6(& &,%&'8 ,-'5+*&5 @7 %& T&,%*+,3 I*89&,+* S&';+,& ,33&5 E*(3+8% +* %& +'8 ,7,3& P'+4'7 E56,+*. T%+8 5,64&* +8 * 3= + %8 @&&* 96@3+8%&5 68 %&39 &,%&'8. R&('5+*( %& @+3++&8 8+338 *5 ,*&*8 =%+,% 8%635 @& ='&5 +* %+8 ,7,3& %+8 5,64&* 878 %: I* %& FIRST CYCLE: - T%& 48 +49'* 8+33 +* %& +'8 ,7,3& 8%635 @& 3+8&*+*(. - & 468 * ',& ,%+35'&* 89& 6*+3 %&7 '& '&57 5 +. T%&* %&
@&(+**+*( %&7 ,* 8%= =% %&7 %;& 6*5&'85 @7 4&*8 **-;&'@3 ,+*8 86,% 8 4;&4&*8 (&86'&8 5'=+*( ,6+*( 9+*+*( ,36'+*(...
- T3 P%78+,3 R&89*8& TPR) ,+;++&8 *5 8*(8 '& (5 =7 %&39 %&4
3+* ='58 *5 ,+*8 *5 &>9'&88 %&48&3;&8 +* E*(3+8% +* 6**7 *5 4&*+*(63 =7.
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-
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'+&* 3*(6(& 8%635 @& ;+5&5 &89&,+337 +* %& +'8 7&' %& ,7,3& @&,68& %&7 '& 3&'*+*( '&5 *5 ='+& +* %&+' *+;& 3*(6(& *5 %& ,493&> E*(3+8% 89&33+*( ,635 @& ,*68+*( ' %&4. C*&*8 8%635 @& 6(% @7 4&*8 5+5,+, 6*+8 '(*+8&5 '6*5 4&*+*(63 9+,8 86,% 8: F4+37 F'+&*58 C%'+848 T%+*(8 %& ,388'4 T%& %68& F5 T78 C3%&8... C%+35'&* 468 @& 3'&57 4+3+' =+% 86,% 9+,8 +* %&+' *+;& 3*(6(&. T%&* %& ,-'5+*+* =+% %& ,388-&,%&' +8 ;&'7 +49'* &8@3+8% %& 8&<6&*,& %& 5+&'&* 5+5,+, 6*+8 3*( %& ,7,3&.
2.2.- DIDACTIC UNITS:
N= =& '& (+*( 3 @6 %& 8&,*5 44&* %& &,%+*( 93**+*(: %& 5&8+(* *5 5&;&394&* 5+5,+, 6*+8. D+5,+, 6*+8 '& 5&+*&5 +* %& ,6''+,63' 4&'+3 *=* 8 %ed 3o"es 96@3+8%&5 @7 %& S9*+8% M+*+8'7 E56,+* 1//1) 8: A unit of educational action formed by a set of activities that are developed in an specific time, to reach a set of didactic objectives.
A 5+5,+, 6*+ +8 %& *8=&' 33 %& ,6''+,63' <6&8+*8: -
% &,% I* %& '4 O@&,+;&8 *5 ,*&*8
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%&* T%'6(% %& 8&<6&*,& @&,+;&8 *5 ,*&*8.
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!= B7 4&*8 %& 3&'*+*( ,+;++&8 89,& *5 +4& '(*+8+* 5+5,+, '&86',&8 *5 4&'+38.
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A*5 =% =%&* *5 %= &;36& @7 4&*8 %& 88&884&* ,'+&'+ *5 %& 5+&'&* ,+;++&8 ,''7 6 %& +*++3 '4+;& *5 +*3 &;36+*
A 5+5,+, 6*+ 8%635 %;& %& 33=+*( &3&4&*8: 1.- D&8,'+9+* 2.- D+5,+, @&,+;&8 .- L&'*+*( ,*&*8 #.- A,+;++&8 $.- M&'+38 ?.- S9,& *5 +4& ''*(&4&*. .- E;36+* ,'+&'+ *5 &,%*+<6&8 68&5 ,''7 6 %+8 9',&88. & '& (+*( *378& %+8 &3&4&*8 +* 5&+3: 1.- T%& D&8,'+9+* +8 +*5 +*'56,+* =%+,% +*,365&8 :
T%& 9+, %& 5+5,+, 6*+ A @'+& '&&'&*,& @6 969+38 9'&;+68 *=3&5(& C7,3& 3&;&3 *5 &'4 N64@&' 8&88+*8 C**&,+* =+% %& 9'&;+68 5+5,+, 6*+8
2.-T%& 5+5,+, @&,+;&8 '& 4'& 89&,++, %* %8& 5&8+(*&5 ' %& ,7,3& 8 %&7 &>9'&88 %& @+3++&8 % =& =* 969+38 ,<6+'& 8 '&863 %& =' 5&;&39&5 +* (+;&* 5+5,+, 6*+. T%& 5+5,+, @&,+;&8 468 4&& 33 %& 865&*8K *&&58. T%+8 4&*8 % %& &,%&' 8%635 +*,365& 84& @8+, @&,+;&8 8 =&33 8 4'& 5++,63 *&8 5&8+(*&5 '&+*',& %& ,<6+8++* 9',&88. I* %+8 =7 &;&'7*& ,635 9'('&88 ,,'5+*( %+8 %&' 988+@+3++&8. .- L&'*+*( ,*&*8: T%& 5+5,+, 6*+ 468 +*,365& %& %'&& 79&8 ,*&*8 ,*,&98 9',&56'&8 *5 +65&8) +*( +* ,,6* %:
T%&'& 468 @& @3*,& @&=&&* %&4 T%&7 8%635 @& +*&''&3&5 *5 ,**&,&5 %& 865&*8 &>9&'+&*,& *5 *&&58. T%& &,%&' 8%635 +*,365& ,*&*8 '&3&5 ,'88-,6''+,63' 9+,8 %&3% 9&,& &*;+'*4&* 9'&,+*...)
#.- A,+;++&8 ' 3&'*+*( &>9&'+&*,&8:
O*,& =& %;& &>93+*&5 %& 4+* ,'+&'+ 5&8+(* %& 3&'*+*( ,+;++&8 =& =+33 ,68 * &;36+* ,+;++&8 : T%& (&*&'3 4&%53(+,3 9'+*,+93&8 ' P'+4'7 &56,+* +*,365&5 +* %& R.D. 1## 1//1 %& 1#% J6*& &;36+* +8 ,*8+5&'&5 8 (3@3 *5 ,*+*668 9',&88 =%+,% 468 @& 68&5 8 3 +49';& %& &,%+*(3&'*+*( 9',&88. A,,'5+*( %& 5,64&* &78 ' %& &,%+*( '&+(* 3*(6(&MEC1//1) %& 4+* +4 &;36+* +* %& '&+(* 3*(6(& '& +8 to check if students are able to use the language in communicative situations2
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
BIBLIOGRAP!Y. -
-
-
L&7 O'(*+, 11//0 5& 5& ,6@'& 5& O'5&*,+* G&*&'3 5&3 S+8&4 E56,+;. RD 1##1//1 5& ? 5& 8&9+&4@'& 9' &3 <6& 8& &8@3&,& &3 ,6''Q,63 5& 3 E56,,+* P'+4'+. RD 21//? 5& 2? 5& &*&' <6& &8@3&,& &3 R&(34&* O'(*+, 5& 38 E8,6&38 5& E56,,+* +**+3 7 ,3&(+8 5& E56,,+* 9'+4'+. R&836,+* 5& $ 5& 4' 5& 1//2 5& 3 S&,'&'+ 5& E85 9' 3 E56,,+* <6& '&(63 3 &3@',+* 5& 9'7&,8 ,6''+,63'&8 7 &8@3&,& '+&*,+*&8 9' 3 5+8'+@6,+* 5& @&+;8 ,*&*+58 7 ,'+&'+8 5& &;36,+*. O'5&* 5&3 0 5& (8 5& 2000 9' 3 <6& 8& &8@3&,& 7 '&(63 3 +49'+,+* 5& 3 3&*(6 &>'*&' &* &3 9'+4&' ,+,3 5& E56,,+* 9'+4'+ &* &3 4@+ 5& 3 C46*+55 A6*4 5& E>'&456'. MEC: M&'+3&8 9' 3 R&'4 '& 5& 3&*(6 &>'*&'. M5'+5. S&';+,+ 5& 96@3+,,+*&8 5&3 MEC. 1//1. MEC. P'7&, C6''+,63'. M&'+3&8 9' 3 '&'4. M5'+5. S&';+,+ 5& 96@3+,,+*&8 5&3 MEC 1//1. B'&=8&' E33+8 *5 G+''5. T%& 9'+4'7 E*(3+8% T&,%&'K8 G6+5&. L*5*. P&*(6+*. 1//2.
