● Identification, collection, storage and retrieval of information.

● Evaluation of the suitability of the information sources and information itself.

● Comprehension (compare, classify, sequence, analyze and synthesize), Memorization and Expression (describe,
define, summarize, expose ...) of the information.
● Valuation and expression of information (argue, justify ...)
● Creation, choice and expression of ideas.
● Planning and analysis of the feasibility of ideas, tasks and projects.
● Execution of the planned and, where appropriate, adjustment.
BLOCK 1 ● Evaluation of the planned and carried out and development of improvement proposals.
THIS BLOCK OF CONTENTS ● Communication of the achieved result.
INCLUDES PROCEDURES AND ● Development of relationships and interpersonal communication (empathy and assertiveness).
ATTITUDES FOR: ● Collaboration and cooperation in group learning tasks.
● Respect for human rights and social conventions.
● Conflict management.
● Self-regulation of the body dimension.
● Self-regulation of emotions.
● Self-regulation of cognitive style.
● Self-regulation of verbal, non-verbal and digital communication.
● Self-regulation of moral behaviour.
● Self-regulation of motivation and willpower.

● Understanding of specific and explicit information in simple oral texts, very brief and contextualized, in different
mediums, used in interpersonal relationships in the classroom, in simulated everyday situations and in learning:
BLOCK 2 information, explanations, descriptions, instructions, telling about lived experiences, about movies ...
ORAL COMMUNICATION:
● Guided application of basic strategies for the comprehension and production of oral texts.
LISTENING, SPEAKING AND
● Participation in real or simulated routine communication situations through verbal (especially memorized
CONVERSING
formulas) and non-verbal answers, in targeted contexts: peer conversations, interaction in a game ...
● Production and guided interaction of very short, simple and very contextualized oral texts used in the
 interpersonal exchange and learning situations in the classroom: information about everyday events, give
opinions, instructions, stories of experiences and experiences, descriptions ...
● Initiation and transfer of the guided process of oral texts production (starting from the reproduction and
transformation of models): planning and search of information, elaboration of the text and revision.
● Use and transfer of the rules that rule oral interaction: attention, shifts of words, politeness rules.
● Imitation of sounds, patterns of rhythm, intonation and accentuation characteristic of the language with special
attention to those who may hinder communication, due to the phonetic differences of the foreign language with
the languages present in the field school and family.
● Progressively autonomous oral production of some of the most common basic communicative functions in the
classroom context:
o Greetings, presentations, acknowledgements...
o Expression of taste, capacity, existence...
o Request for help, information, objects, permission...
● Some basic characteristics of the oral genres worked on: interlocutors, purpose, specific linguistic elements...
● Active, cooperative and respectful participation in shared learning situations.
● Interest in expressing oneself and communicating orally in the foreign language.
● Interest in pronouncing properly taking care of rhythm and intonation.

● Comprehension of specific and explicit information from simple written texts on subjects previously worked on in
class orally, in different media, specific to areas close to the experience of the students, the media and academic
life: stories and poems adapted or authentic, invitations, congratulations, notes, regulations, menus, simple
information, news, posters, educational websites ...
BLOCK 3.
● Initiation in the use and transfer of comprehension strategies and production of written texts.
WRITTEN COMMUNICATION:
● Recreation and guided production of very short and simple written texts, in different media, used in the fields of
READING AND WRITING
interpersonal relations, media and learning: invitations, greetings, notes, headlines, captions, brief news, posters,
descriptions, elementary explanations...
● Initiation of the guided process shared with other languages in the production of written texts (from the analysis,
reproduction and transformation of models): planning and search for information, elaboration of the text and
 revision.
● Use of the classroom library as a source of pleasure and information.
● Guided use of information and communication technologies (basic educational software, Internet) to read and
write simple messages.
● Compression and production of written texts in the context of basic communicative functions common in the
classroom:
○ Greetings, presentations, invitations and congratulations.
○ Expression of taste, existence, possession, capacity, feeling...
● Some basic characteristics of the textual genres worked on: interlocutors, purpose, structure, certain specific
linguistic elements...
● Basic vocabulary of very common use related to areas close to the experience of the students and the life of the
classroom.
● Basic conventions of the writing system: alphabet, spelling of the lexicon worked, some punctuation marks and
specific uses of capital letters.
● Interest in the care and presentation of written texts.
● Active listening and comprehension of literary texts adapted to the age and interests of the students, with visual
and gestural support: stories, songs and rhymes from the oral tradition.
● Comprehensive, personal and group reading of literary texts adapted from oral tradition and children's literature,
in different media.
● Use of the classroom library and progressively autonomous selection of texts to develop the reading habit.
● Oral expression of opinions on the literary texts read and listened to.
BLOCK 4.
● Meaningful memorization, dramatization and recitation of very simple literary texts, imitating the rhythm,
LITERARY EDUCATION
pronunciation and intonation of the given model: adapted simple stories, rhymes, songs, tongue twisters and
known riddles.
● Application of simple staging strategies acquired in other languages: speaking loudly and with clear diction,
addressing the audience and using facial and body expression as an expressive resource.
● Recreation and guided written production, following a model, of simple texts of literary intention: comics,
dramatizations and short stories.
 ● Some basic characteristics of the literary genres worked on: narrative, dramatic...
● Appreciation of literary text as a source of pleasure.
● Participation in literary activities in the classroom and in the school.
● Activation and very guided transfer of the linguistic knowledge acquired in the other languages in order to favour
the comprehension and production of texts written in a foreign language.
● Identification and use of very frequent basic lexicon related to everyday and academic subjects, common
expressions, idioms and elementary structures corresponding to the most common functions associated with
communicative situations in the classroom.
● Knowledge and guided use of some basic orthographic rules in one's own texts.
● Initiation in the use of strategies for learning vocabulary and elementary structures: repetition, memorization,
association of words and expressions with gestures and visual elements, observation of models...
● Recognition of the specific characteristics of the foreign language with respect to non- correspondence of spelling
and pronunciation.
● Recognition and reproduction of basic patterns of pronunciation, rhythm and accentuation of words in the oral
BLOCK 5. texts worked.
REFLECTION ON LANGUAGE ● Recognition and reproduction of specific sounds of the foreign language that may hinder communication.
● Initiation to reflection on one self’s learning process, work organization, assumption of error as part of the
learning process, self-correction and self-assessment.
● Guided and shared identification and correction of very basic errors in the revision and improvement of own and
other people's productions.
● Introduction to the use of learning resources: visual and bilingual dictionaries, glossaries...
● Linguistic expression of functions associated with usual communication situations in the classroom (routines):
idioms, expressions and ready-made phrases.
● Cohesive elements of the text: connectors (and), deictic: personal pronouns, possessive (mine, yours) and
demonstrative, possessive adjectives, adverbs of place (here, there...).
● Ways of expressing aspects such as quantity (singular/plural, most common cardinal and ordinal ...), existence
(there is/are), space (in, on, under, and some expressions of place), time (today, this morning, now, in June, on
Sunday...), mode (well, slowly, quickly, fast...) time expressions (present, simple/continuous (aspect) and
 modality (can, can't...).
● Affirmation, negation, interrogation and exclamation.
● Conventions of the writing system: alphabet, spelling of the vocabulary worked, some punctuation marks and
specific uses of capital letters.
● Interest in using the foreign language in various situations.
● Introduction to becoming aware of the achievements and difficulties experienced in learning the foreign
language.

● Recognition and use of some basic social interaction rules in the foreign language in communicative exchanges by
means of an active, cooperative and respectful participation.
● Awareness of some everyday habits and basic forms of social relations and conventions of at least one country
where the foreign language is spoken and connection with one's own.
BLOCK 6.
● Appreciation, interest and respect for the multilingual and multicultural reality of the environment, considering
SOCIAL DIMENSION OF THE
diversity and inclusion enabling resources as a great richness.
LANGUAGE
● Interest in finding out about the people and culture of the countries where the foreign language is spoken.
● Recognition of the foreign language and other languages as a means of communicating and accessing new
information through ICT.