Basic Competences ______ Foreign Languages

Access 1

Basic competences
______
Foreign Languages

English

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Basic competences– Access 1

INTRODUCTION

The Basic Competences

TheBasic Competencesare 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 andfulfil 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 ofAccess. 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 inthe other person's shoes, to accept differences, to be tolerant, and to respect the values, beliefs, culture and personal and collectivebackgrounds of others.

• Cultural and artistic competence (C6): Throughout the course, Accessincludes 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 ofa range of material (Progress Checks, Review Units, or the material included in the appendices to the Students’ Book and Workbook), Accesshelps 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 answersto 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 howit is developed in Access:

• Emotional competence (C9): Accessdevelops 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.

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Basic competences– Access 1

UNIT 1: TIME OUT
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 written communication. / Show interest and curiosity in the English language as such, and in cultural aspects associated with it.
Mathematical competence (C2) / SB: p. 10, ex. 1;
p. 11, exs. 2–4 / 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: pp. 12–13
Digital Skills Trainer + Digital Active Workbook / Students listen to and talk about free-time activities, including the Internet (chat and Skype).
Students use digital devices as part of their process of learning English. / Use new technologies to learn English.
Take advantage of new technologies to revise and consolidate what one has learnt in the unit.
Cultural and artistic competence (C6) / SB: pp. 6–7 / Students consider graffiti as a contemporary form of artistic expression or as a criminal offence. / Understand and critically evaluate cultural and artistic trends.
RELATIONSHIPS AND INTERACTION
Competence in knowledge of andinteraction with the physical world(C3) / SB: pp. 4–5 / Students speak about physical activities and other hobbies related to technology. / Understand the health benefits of certain everyday practices.
Interpersonal, social and civic competence (C5) / SB: p. 5, ex. 6;
p.13, exs. 7–8
SB: p.152, Unit 1 / Students work in pairs/groups and democratically respect their classmates' opinions.
Students practise accepting or rejecting invitations. / Develop key communication skills, and take into account the interests of others as individuals and the interests of the group as a whole.
PERSONAL DEVELOPMENT
Learning to learn (C7) / SB: pp. 4–15
WB: Progress Check Unit 1 / Students do the activities in the unit and use good learning practices in class and at home (reading strategies, Noticing, translation, error correction, etc.). / Show interest in different learning strategies which boost confidence when faced with new challenges in one's studies.
Autonomy and personal initiative (C8) / SB: p. 15, exs. 5–7
WB Unit 1: Self Study + Progress Check (AK) + Writing Template / Students take responsibility for creating a portfolio of their own work. They produce a description of a daily routine. To this end, they use tools which promote self-study and personal initiative in their learning of English. / Show initiative, be willing to cooperate, learn from mistakes, and find solutions to problems.
Emotional competence
(Castile La Mancha) (C9) / SB: p.5, ex. 6; p.13,
exs. 7–8; p. 15, ex. 8 / Students work in pairs or groups and learn to take turns and respect the opinions and work of others. / Show emotional balance and respect for others in the activitiesdone in class.
UNIT 2: MUSIC
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 written communication. / Show interest and curiosity in the English language as such, and in cultural aspects associated with it.
Mathematical competence (C2) / SB: p. 22, ex. 1; p. 23, exs. 1 and 3 / 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 Skills Trainer + Digital Active Workbook / Students use digital devices as part of their process of learning English. / Take advantage of new technologies to revise and consolidate what one has learnt in the unit.
Cultural and artistic competence (C6) / SB: pp. 16–17; p. 18; pp. 24–25 / Students speak about the iconic British pop, The Beatles; about John Lennon,and about their own tastes in music. / Show interest in landmark musical artists and in contemporary musicians.
RELATIONSHIPS AND INTERACTION
Competence in knowledge of andinteraction with the physical world(C3) / SB: p. 18 / Students focus on the reference to the National Trust which works towards the restoration and recovery of the natural and cultural heritage. / Show interest in non-profit-making organisations which contribute to the preservation of the environment and of our natural heritage.
Interpersonal, social and civic competence (C5) / SB: p. 16, ex. 3; p.25, exs. 4–5
SB: p.152, Unit 2 / Students work in pairs/groups and democratically respect their classmates' opinions.
Students practise different ways of keeping a conversation going. / Develop key communication skills, and take into account the interests of others as individuals and the interests of the group as a whole.
PERSONAL DEVELOPMENT
Learning to learn (C7) / SB: pp. 16–27
WB: Progress Check Unit 2 / Students do the activities in the unit and use good learning practices in class and at home (reading strategies, Noticing, translation, error correction, etc.). / Show interest in different learning strategies which boost confidence when faced with new challenges in one's studies.
Autonomy and personal initiative (C8) / SB: p. 27, exs. 5–8
WB Unit 2: Self Study + Progress Check (AK) + Writing Template / Students take responsibility for creating a portfolio of their own work. They produce a narrative text about an important event. To this end, they use tools which promote self-study and personal initiative in their learning of English. / Show initiative, be willing to cooperate, learn from mistakes, and find solutions to problems.
Emotional competence
(Castile La Mancha) (C9) / SB: p. 16, ex. 3; p.25, exs. 4–5; p. 27, ex. 8 / Students work in pairs or groups and learn to take turns and respect the opinions and work of others. / Show emotional balance and respect for others in the activitiesdone in class.
UNIT 3: READ IT
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 written communication. / Show interest and curiosity in the English language as such, and in cultural aspects associated with it.
Mathematical competence (C2) / SB: p. 34, ex. 1; p. 35,
ex. 3 / 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.30
Digital Skills Trainer + Digital Active Workbook / Students read a text about the use and abuse of TV (andPlay station).
Students use digital devices as part of their process of learning English / Understand that we need to judiciously evaluate each technological advance.
Take advantage of new technologies to revise and consolidate what one has learnt in the unit.
Cultural and artistic competence (C6) / SB: pp. 36–37; p. 38 / Students speak about their reading preferences, and mentionAgatha Christie, Che Guevara, Roald Dahl or Nick Hornby. / Show interest in iconic historical literary figures and in contemporary authors.
RELATIONSHIPS AND INTERACTION
Competence in knowledge of andinteraction with the physical world(C3) / SB: p. 18 / Students pay attention to the reference to National Geographic. / Show interest in those organisations and peoplewho strive to spread knowledge of the geography of the world.
Interpersonal, social and civic competence (C5) / SB: p. 29, ex. 6; p.37, exs. 7–9
SB: p. 152, Unit 3 / Students work in pairs/groups and democratically respect their classmates' opinions.
Students express their preferences. / Develop key communication skills, and take into account the interests of others as individuals and the interests of the group as a whole.
PERSONAL DEVELOPMENT
Learning to learn (C7) / SB: pp. 28–39
WB: Progress Check Unit 3 / Students do the activities in the unit and use good learning practices in class and at home (reading strategies, Noticing, translation, error correction, etc.). / Show interest in different learning strategies which boost confidence when faced with new challenges in one's studies.
Autonomy and personal initiative (C8) / SB: p. 39, exs. 5–8
WB Unit 3: Self Study + Progress Check (AK) + Writing Template / Students take responsibility for creating a portfolio of their own work. They produce a review of a book or a film. To this end, they use tools which promote self-study and personal initiative in their learning of English. / Show initiative, be willing to cooperate, learn from mistakes, and find solutions to problems.
Emotional competence
(Castile La Mancha) (C9) / SB: p. 29, ex. 6; p.37, exs. 7–9; p. 37, ex. 9 / Students work in pairs or groups and learn to take turns and respect the opinions and work of others. / Show emotional balance and respect for others in the activitiesdone in class.
UNIT 4: HEALTH
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 written communication. / Show interest and curiosity in the English language as such, and in cultural aspects associated with it.
Mathematical competence (C2) / SB: p. 48, ex. 1; p. 52,
ex. 3 / 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 Skills Trainer + Digital Active Workbook / Students use digital devices as part of the process of learning 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 study the development of the desire to be tanned in British society. / Understand and critically evaluate cultural tendencies (fashion).
RELATIONSHIPS AND INTERACTION
Competence in knowledge of andinteraction with the physical world(C3) / SB: p. 42, exs. 1–2;
pp. 50–51 / Students consider the elements which go to make up a healthy lifestyle, including diet and physical exercise. / Understand the health benefits of certain healthy practises carried out on a daily basis.
Interpersonal, social and civic competence (C5) / SB: p. 42, ex. 2; p. 51, exs. 8–9; p. 43, exs. 4–5
SB: p. 152, Unit 4 / Students work in pairs/groups and democratically respect their classmates' opinions.
Students practise making suggestions. / Develop key communication skills, and take into account the interests of others as individuals and the interests of the group as a whole.
PERSONAL DEVELOPMENT
Learning to learn (C7) / SB: pp. 42–53
WB: Progress Check Unit 4 / Students do the activities in the unit and use good learning practices in class and at home (reading strategies, Noticing, translation, error correction, etc.). / Show interest in different learning strategies which boost confidence when faced with new challenges in one's studies.
Autonomy and personal initiative (C8) / SB: p. 53, exs. 5–8
WB Unit 4: Self Study + Progress Check (AK) + Writing Template / Students take responsibility for creating a portfolio of their own work. They write text in which they express arguments for and against a proposition.To this end, they use tools which promote self-study and personal initiative in their learning of English. / Show initiative, be willing to cooperate, learn from mistakes, and find solutions to problems.
Emotional competence
(Castile La Mancha) (C9) / SB: p. 42, ex. 2; p. 51, exs. 8–9; p. 53, ex. 8 / Students work in pairs or groups and learn to take turns and respect the opinions and work of others. / Show emotional balance and respect for others in the activitiesdone in class.
UNIT 5: PLACES
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 written communication. / Show interest and curiosity in the English language as such, and in cultural aspects associated with it.
Mathematical competence (C2) / SB: p. 63, ex. 3 / 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: pp. 62–63
Digital Skills Trainer + Digital Active Workbook / Students listen to ads on the radio for different holiday destinations, and make their own ad.
Students use digital platforms to help them learn languages. / Be aware of the importance of the influence of radio on our lifestyle.
Use new technologies to revise and consolidate what one has learnt in the unit.
Cultural and artistic competence (C6) / SB: p. 54, exs. 1–2; p. 56 / Students learn about British culture and customs. / Understand and critically evaluate cultural trends in other countries.
RELATIONSHIPS AND INTERACTION
Competence in knowledge of andinteraction with the physical world(C3) / SB: pp. 62–64 / Students listen to and read information about Scotland, Jamaica, Ireland and Iceland. / Show interest in different places around the world.
Interpersonal, social and civic competence (C5) / SB: p. 54, ex. 2
SB: p. 153, Unit 5 / Students work in pairs/groups andrespect their classmates' opinions.
Students practise how to make complaints and to apologise. / Develop key communication skills, and take into account the interests of others as individuals and the interests of the group as a whole.
PERSONAL DEVELOPMENT
Learning to learn (C7) / SB: pp. 54–65
WB: Progress Check Unit 5 / Students do the activities in the unit and use good learning practices in class and at home (reading strategies, Noticing, translation, error correction, etc.). / Show interest in different learning strategies which boost confidence when faced with new challenges in one's studies.
Autonomy and personal initiative (C8) / SB: p. 63, exs. 4–5;
p. 65, exs. 4–6
WB Unit 5: Self Study + Progress Check (AK) + Writing Template / Students take responsibility for creating a portfolio of their own work. They write a radio ad for their country and a description of a place To this end, they use tools which promote self-study and personal initiative in their learning of English. / Show initiative, be willing to cooperate, learn from mistakes, and find solutions to problems.
Emotional competence
(Castile La Mancha) (C9) / SB: p. 54, ex. 2; p. 63, ex. 9; p. 65, ex. 7 / Students work in pairs or groups and learn to take turns and respect the opinions and work of others. / Show emotional balance and respect for others in the activitiesdone in class.
UNIT 6: LANGUAGES
COMPETENCE / REFERENCE / DESCRIPTION / ASSESSMENT CRITERIA
EXPRESSION AND COMMUNICATION