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Access 2

Basic competences

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Foreign Languages

English

INTRODUCTION

The Basic Competences

The Basic Competences are a combination of skills, knowledge and attitudes which are developed in a specific learning situation. The basic competences are those aptitudes which everyone needs in order to grow and fulfil themselves as people, be active and functioning members of society, and find and maintain gainful employment. These competences need to be acquired throughout pupils' formal education, and be kept in good order and up-to-date throughout one's life. There are eight different competences in total.

Each of these eight competences is developed in different contexts throughout both levels of Access. We will now briefly describe how Access helps to foster the development of these competences.

• Linguistic communicative competence (C1): Throughout the course, Access uses language as a means of oral and written communication, and as a way to promote learning and to foster harmonious behaviour and emotions. Access provides students with: the ability to understand spoken English in a wide variety of situations; the ability to start and maintain conversations on a range of topics; the ability to understand different types of written text; and the ability to write texts for diverse purposes. Grammar, vocabulary and pronunciation are studied to help students develop these abilities and not as ends in themselves.

• Mathematical competence (C2): Access uses certain mathematical concepts and tools in the process of teaching English as, for example, tables, figures, rates, percentages, measurements, etc. This helps students to learn more about quantitative and spatial descriptions of reality, and to solve problems connected with daily life and the modern world.

• Competence in knowledge of and interaction with the physical world (C3): Access deals with areas such as science, health, physical activity, consumption and technological processes, etc. This helps students interact with the both the natural and man-made physical environment.

• Data processing and digital competence (C4): Access makes use of the possibilities afforded by information and communications technology: it presents information in different formats which, in addition, foster interpersonal communication and teamwork (e-mail, blogs, etc.).

• Interpersonal, social and civic competence (C5): Through the different types of activity which make up the course, Access develops a knowledge and understanding of the values which form the bedrock of democratic societies, codes of conduct, and the interplay of individual rights and responsibilities in society. Pair work and group activities help students to put themselves in the other person's shoes, to accept differences, to be tolerant, and to respect the values, beliefs, culture and personal and collective backgrounds of others.

• Cultural and artistic competence (C6): Throughout the course, Access includes texts and references to different cultural and artistic trends, both past and present-day. This helps students to understand the role which the arts have played, and continue to play, in people's lives. This in turn enables them to gain a better appreciation of the role which the arts can play in their own lives

• Learning to learn (C7): By means of a range of material (Progress Checks, Review Units, or the material included in the appendices to the Students’ Book and Workbook), Access helps students to autonomously monitor their own learning. The course also enables students to cope with uncertainty, to accept different answers to the same problem, and to take the initiative to look for different answers by trying out different approaches.

• Autonomy and personal initiative (C8): Through sections such as Self Study, or the annotated answers to the Progress Checks, Access enables students to independently make up their own minds and to take the necessary steps to see through the choices they have made and to take responsibility for them, whether in the personal, social or work-related domain. Furthermore, by putting together a portfolio of their own work, students will acquire qualities and abilities such as autonomy, self-esteem, perseverance, responsibility, self-appraisal, initiative, creativity, respect for others' ideas, openness to dialogue and teamwork, and project management skills.

Finally, we list a ninth competence included by the autonomous community of Castile La Mancha in its curriculum, and a description of how it is developed in Access:

• Emotional competence (C9): Access develops this competence through the pair work and group work activities which are included throughout both levels. These activities help students cope with stressful situations by improving their powers of self-control. The development of this competence will be evidenced by students' growing maturity, especially when they have to deal with situations which contain an element of conflict.

|UNIT 1: HUMAN RIGHTS |

|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |

|EXPRESSION AND COMMUNICATION |

|Linguistic communicative competence (C1) |SB: pp. 4–15 |All the activities in the unit use language as a means of oral and|Show interest and curiosity in the English language as |

| | |written communication. |such, and in cultural aspects associated with it. |

|Mathematical competence (C2) |SB: p. 10, ex. 1 |Students understand and process information to complete a table. |Use mathematical forms of expression (tables) in the |

| | | |process of learning English. |

|Data processing and digital competence (C4) |Digital Exam Trainer + |Students use digital devices as part of their process of learning |Take advantage of new technologies to revise and |

| |Digital Active Workbook |English. |consolidate what one has learnt in the unit. |

|Cultural and artistic competence (C6) | | | |

|RELATIONSHIPS AND INTERACTION |

|Competence in knowledge of and interaction with the |SB: pp. 4–5; p. 6; |Students speak about global conflicts; read a text about Mahatma |Be aware of ongoing global conflicts and their harmful |

|physical world (C3) |pp. 12–13; pp. 14–15 |Gandhi; listen to texts about Martin Luther King and Gandhi; |effects. |

| | |analyze a text about differences between countries; and produce a |Show curiosity and interest in historical characters |

| | |text about patriotism. |that helped to change the world. |

| | | |Interest in the earth's geography. |

|Interpersonal, social and civic competence (C5) |SB: p. 4, exs. 1 and 4 |Students work in pairs/groups and democratically respect their |Develop key communication skills, and take into account|

| | |classmates' opinions. |the interests of others as individuals and the |

| |SB: p. 110, Unit 1 |Students practise expressing possibility and probability. |interests of the group as a whole. |

|PERSONAL DEVELOPMENT |

|Learning to learn (C7) |SB: pp. 4–15 |Students do the activities in the unit and use good learning |Show interest in different learning strategies which |

| |WB: Progress Check Unit 1 |practices in class and at home (reading strategies, Noticing, |boost confidence when faced with new challenges in |

| | |translation, error correction, etc.). |one's studies. |

|Autonomy and personal initiative (C8) |SB: p. 15, exs. 4–7 |Students take responsibility for creating a portfolio of their own|Show initiative, be willing to cooperate, learn from |

| |WB Unit 1: Self Study + |work: they write an essay in which they express their own opinion |mistakes, and find solutions to problems. |

| |Progress Check (AK) + Writing|on a subject. To this end, they use tools which promote self-study| |

| |Template |and personal initiative in their learning of English. | |

|Emotional competence |SB: p.4, exs. 1 and 4; p.13, |Students work in pairs or groups and learn to take turns and |Show emotional balance and respect for others in the |

|(Castile La Mancha) (C9) |exs. 7–8; p. 15, ex. 8 |respect the opinions and work of others. |activities done in class. |

|UNIT 2: ENJOYING LIFE |

|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |

|EXPRESSION AND COMMUNICATION |

|Linguistic communicative competence (C1) |SB: pp. 16–27 |All the activities in the unit use language as a means of oral and |Show interest and curiosity in the English language as |

| | |written communication. |such, and in cultural aspects associated with it. |

|Mathematical competence (C2) |SB: p. 22, ex. 1 |Students understand and process information to complete a table. |Use mathematical forms of expression (tables) in the |

| | | |process of learning English. |

|Data processing and digital competence (C4) |SB: p. 18 |Students read a text about the ‘Pleasure Machine’ (an example of |Show interest in technological advances and critically |

| | |virtual reality). |appraise them. |

| |Digital Exam Trainer + |Students use digital devices as part of their process of learning |Take advantage of new technologies to revise and |

| |Digital Active Workbook |English. |consolidate what one has learnt in the unit. |

|Cultural and artistic competence (C6) |SB: p. 24 |Students listen to an interview with a famous actor who speaks |Show an open and respectful attitude towards the |

| | |about his holidays. |glamorous life of some film stars. |

|RELATIONSHIPS AND INTERACTION |

|Competence in knowledge of and interaction with the |SB: pp. 18–19 |Students speak about some typical holiday destinations (Greece and|Show interest in different places around the world. |

|physical world (C3) | |Thailand). | |

|Interpersonal, social and civic competence (C5) |SB: p. 17, ex. 3; p.25, |Students work in pairs/groups and democratically respect their |Develop key communication skills, and take into account|

| |ex. 5 |classmates' opinions. |the interests of others as individuals and the |

| |SB: p. 110, Unit 2 |Students practise expressing possibility and probability. |interests of the group as a whole. |

|PERSONAL DEVELOPMENT | |PERSONAL DEVELOPMENT |

|Learning to learn (C7) |SB: pp. 16–27 |Students do the activities in the unit and use good learning |Show interest in different learning strategies which |

| |WB: Progress Check Unit 2 |practices in class and at home (reading strategies, Noticing, |boost confidence when faced with new challenges in |

| | |translation, error correction, etc.). |one's studies. |

|Autonomy and personal initiative (C8) |SB: p. 27, exs. 6–8 |Students take responsibility for creating a portfolio of their own|Show initiative, be willing to cooperate, learn from |

| |WB Unit 2: Self Study + |work: they write an informal letter to a friend. To this end, they|mistakes, and find solutions to problems. |

| |Progress Check (AK) + Writing|use tools which promote self-study and personal initiative in | |

| |Template |their learning of English. | |

|Emotional competence |SB: p. 17, ex. 3; p.25, |Students work in pairs or groups and learn to take turns and |Show emotional balance and respect for others in the |

|(Castile La Mancha) (C9) |ex. 6 |respect the opinions and work of others. |activities done in class. |

|UNIT 3: PEOPLE |

|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |

|EXPRESSION AND COMMUNICATION |

|Linguistic communicative competence (C1) |SB: pp. 28–39 |All the activities in the unit use language as a means of oral and|Show interest and curiosity in the English language as |

| | |written communication. |such, and in cultural aspects associated with it. |

|Mathematical competence (C2) |SB: p. 29, ex. 5 |Students understand and process information to complete a table. |Use mathematical forms of expression (tables) in the |

| | | |process of learning English. |

|Data processing and digital competence (C4) |Digital Exam Trainer + |Students use digital devices as part of their process of learning |Take advantage of new technologies to revise and |

| |Digital Active Workbook |English. |consolidate what one has learnt in the unit. |

|Cultural and artistic competence (C6) |SB: pp. 28–29; p. 30 |Students speak about the personalities of currently famous people.|Show interest in historical and contemporary literary |

| | |Reference to the British writer Virginia Woolf. |figures. |

|RELATIONSHIPS AND INTERACTION |

|Competence in knowledge of and interaction with the | | | |

|physical world (C3) | | | |

|Interpersonal, social and civic competence (C5) |SB: p. 29, ex. 6; p. 30; pp. |Students work in pairs/groups and democratically respect their |Develop key communication skills, and take into account|

| |36–37, exs. 3, 6, 7 |classmates' opinions. |the interests of others as individuals and the |

| |SB: p. 111, Unit 3 |Students practise expressing possibility and probability. |interests of the group as a whole. |

|PERSONAL DEVELOPMENT | |PERSONAL DEVELOPMENT |

|Learning to learn (C7) |SB: pp. 28–39 |Students do the activities in the unit and use good learning |Show interest in different learning strategies which |

| |WB: Progress Check Unit 3 |practices in class and at home (reading strategies, Noticing, |boost confidence when faced with new challenges in |

| | |translation, error correction, etc.). |one's studies. |

|Autonomy and personal initiative (C8) |SB: p. 39, exs. 4–6 |Students take responsibility for creating a portfolio of their own|Show initiative, be willing to cooperate, learn from |

| |WB Unit 3: Self Study + |work: they write a description of a friend. To this end, they use |mistakes, and find solutions to problems. |

| |Progress Check (AK) + Writing|tools which promote self-study and personal initiative in their | |

| |Template |learning of English. | |

|Emotional competence |SB: p. 29, ex. 6; |Students work in pairs or groups and learn to take turns and |Show emotional balance and respect for others in the |

|(Castile La Mancha) (C9) |pp. 36–37, exs. 3, 8 |respect the opinions and work of others. |activities done in class. |

|UNIT 4: CRIMES |

|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |

|EXPRESSION AND COMMUNICATION |

|Linguistic communicative competence (C1) |SB: pp. 42–53 |All the activities in the unit use language as a means of oral and|Show interest and curiosity in the English language as |

| | |written communication. |such, and in cultural aspects associated with it. |

|Mathematical competence (C2) | | | |

|Data processing and digital competence (C4) |SB: p. 44 |Students read a newspaper article. |Recognize the importance of the media and its influence|

| |Digital Exam Trainer + |Students use digital devices as part of the process of learning |on society. |

| |Digital Active Workbook |English. |Take advantage of new technologies to revise and |

| | | |consolidate what one has learnt in the unit. |

|Cultural and artistic competence (C6) |SB: p. 44 |Students read references to the British journalist and writer |Consider literature as a source of enjoyment and |

| | |George Orwell and the TV programme ‘Big Brother’. |personal enrichment, and as part of a country's |

| | | |cultural heritage. |

|RELATIONSHIPS AND INTERACTION |

|Competence in knowledge of and interaction with the | | | |

|physical world (C3) | | | |

|Interpersonal, social and civic competence (C5) |SB: pp. 42–43, exs. 3, 6; p. |Students work in pairs/groups and democratically respect their |Develop key communication skills, and take into account|

| |51, ex. 10 |classmates' opinions. |the interests of others as individuals and the |

| |SB: p. 111, Unit 4 |Students practise expressing possibility and probability. |interests of the group as a whole. |

|PERSONAL DEVELOPMENT | |PERSONAL DEVELOPMENT |

|Learning to learn (C7) |SB: pp. 42–53 |Students do the activities in the unit and use good learning |Show interest in different learning strategies which |

| |WB: Progress Check Unit 4 |practices in class and at home (reading strategies, Noticing, |boost confidence when faced with new challenges in |

| | |translation, error correction, etc.). res |one's studies. |

|Autonomy and personal initiative (C8) |SB: p. 53, exs. 5–9 |Students take responsibility for creating a portfolio of their own|Show initiative, be willing to cooperate, learn from |

| |WB Unit 4: Self Study + |work: they write a summary. To this end, they use tools which |mistakes, and find solutions to problems. |

| |Progress Check (AK) + |promote self-study and personal initiative in their learning of | |

| |Writing Template |English. | |

|Emotional competence |SB: pp. 42–43, exs. 3, 6; p. |Students work in pairs or groups and learn to take turns and |Show emotional balance and respect for others in the |

|(Castile La Mancha) (C9) |51, ex. 10 |respect the opinions and work of others. |activities done in class. |

|UNIT 5: OBEYING THE RULES |

|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |

|EXPRESSION AND COMMUNICATION |

|Linguistic communicative competence (C1) |SB: pp. 54–65 |All the activities in the unit use language as a means of oral and|Show interest and curiosity in the English language as |

| | |written communication. |such, and in cultural aspects associated with it. |

|Mathematical competence (C2) |SB: p. 61, ex. 2 |Students understand and process information to complete a table. |Use mathematical forms of expression (tables) in the |

| | | |process of learning English. |

|Data processing and digital competence (C4) |SB: p. 56 |Students read a newspaper-style article. |Be aware of the importance of the media and its |

| |Digital Exam Trainer + |Students use digital devices as part of the process of learning |influence on society. |

| |Digital Active Workbook |English. |Take advantage of new technologies to revise and |

| | | |consolidate what one has learnt in the unit. |

|Cultural and artistic competence (C6) |SB: pp. 54–55 |Students learn about school rules and regulations in public |Understand and critically appraise aspects of British |

| | |places. |culture and customs. |

|RELATIONSHIPS AND INTERACTION |

|Competence in knowledge of and interaction with the | | | |

|physical world(C3) | | | |

|Interpersonal, social and civic competence (C5) |SB: pp. 54–55, exs. 3, 5; p. |Students work in pairs/groups and democratically respect their |Develop key communication skills, and take into account|

| |63, exs. 5–7 |classmates' opinions. |the interests of others as individuals and the |

| |SB: p. 112, Unit 5 |Students practise trying to understand, and asking for |interests of the group as a whole. |

| | |clarification of, information communicated by their interlocutor. | |

|PERSONAL DEVELOPMENT | |PERSONAL DEVELOPMENT |

|Learning to learn (C7) |SB: pp. 54–65 |Students do the activities in the unit and use good learning |Show interest in different learning strategies which |

| |WB: Progress Check Unit 5 |practices in class and at home (reading strategies, Noticing, |boost confidence when faced with new challenges in |

| | |translation, error correction, etc.). res |one's studies. |

|Autonomy and personal initiative (C8) |SB: p. 65, exs. 6–8 |Students take responsibility for creating a portfolio of their own|Show initiative, be willing to cooperate, learn from |

| |WB Unit 5: Self Study + |work: they write an essay in which they explore arguments for and |mistakes, and find solutions to problems. |

| |Progress Check (AK) + Writing|against a proposition. To this end, they use tools which promote | |

| |Template |self-study and personal initiative in their learning of English. | |

|Emotional competence |SB: pp. 54–55, exs. 3, 5; p. |Students work in pairs or groups and learn to take turns and |Show emotional balance and respect for others in the |

|(Castile La Mancha) (C9) |63, exs. 6–7 |respect the opinions and work of others. |activities done in class. |

|UNIT 6: TELLING STORIES |

|COMPETENCE |REFERENCE |DESCRIPTION |ASSESSMENT CRITERIA |

|EXPRESSION AND COMMUNICATION |

|Linguistic communicative competence (C1) |SB: pp. 66–77 |All the activities in the unit use language as a means of oral and|Show interest and curiosity in the English language as |

| | |written communication. |such, and in cultural aspects associated with it. |

|Mathematical competence (C2) | | | |

|Data processing and digital competence (C4) |SB: pp. 66–67 |Students work on the subject of communication by means of tools |Be aware of the importance of new technologies in |

| | |such as blogs. |communication. |

| |Digital Exam Trainer + |Students use digital devices as part of the process of learning |Take advantage of new technologies to revise and |

| |Digital Active Workbook |English. |consolidate what one has learnt in the unit. |

|Cultural and artistic competence (C6) |SB: pp. 66–67; p. 68 |Students look at blogs about music, photography and other cultural|Consider literature as a source of enjoyment and |

| | |aspects. |personal enrichment, and as part of countries' cultural|

| | |Students read an extract from ‘Alice in Wonderland’ (Lewis |heritage. |

| | |Carroll). | |

|RELATIONSHIPS AND INTERACTION |

|Competence in knowledge of and interaction with the | | | |

|physical world C3) | | | |

|Interpersonal, social and civic competence (C5) |SB: p. 66, ex. 2; p. 68, |Students work in pairs/groups and democratically respect their |Develop key communication skills, and take into account|

| |ex. 1; p. 75, exs. 6–7 |classmates' opinions. |the interests of others as individuals and the |

| |SB: p. 112, Unit 6 |Students improve their ability to communicate by the appropriate |interests of the group as a whole. |

| | |use of emphasis. | |

|PERSONAL DEVELOPMENT |

|Learning to learn (C7) |SB: pp. 66–77 |Students do the activities in the unit and use good learning |Show interest in different learning strategies which |

| |WB: Progress Check Unit 6 |practices in class and at home (reading strategies, Noticing, |boost confidence when faced with new challenges in |

| | |translation, error correction, etc.). res |one's studies. |

|Autonomy and personal initiative (C8) |SB: p. 77, exs. 5–8 |Students take responsibility for creating a portfolio of their own|Show initiative, be willing to cooperate, learn from |

| |WB Unit 6: Self Study + |work: they write a blog entry. To this end, they use tools which |mistakes, and find solutions to problems. |

| |Progress Check (AK) + Writing|promote self-study and personal initiative in their learning of | |

| |Template |English. | |

|Emotional competence |SB: p. 66, ex. 2; p. 68, ex. |Students work in pairs or groups and learn to take turns and |Show emotional balance and respect for others in the |

|(Castile La Mancha) (C9) |1; p. 75, ex. 7; p. 77, ex. 7|respect the opinions and work of others. |activities done in class. |

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