ACTIVITY 1.4.1.

ROYAL DECREE

ROLE OF THE TEACHER ACCORDING TO THE ROYAL DECREE.

Desing learning tasks r situations that allow: Problem solving Application of learned knowledge Promotion of student activity

METODOLOGY GUIDELINES IN THE CURRICULUM OF CASTILLA – LA MANCHA Based on action Usage of the language for communicative purposes

in real contexts set of practical learning, teaching and assessment 

Acquire the various skills involved in communication Develop the ability to put these skills into practice

Classes must be taught in English. Propose communicative tasks and the projects designed:

elements of the curriculum Teacher’s role Active methodologies: cooperative learning structures Sociocultural and sociolinguistic elements. Classroom life is through the use of daily routines  New approach to the role of the student

METODOLOGY GUIDELINES IN THE CURRICULUM OF CASTILLA – LA MANCHA II Use of spoken language Learning using games, role-plays, etc. Correct pronunciation, stress and intonation Vocabulary Functions, structures and integrated into a

whole and in a contextualized vocabulary Variety of assessment procedures  Self-assessment, group assessment and peer

assessment Tools: systematic observation of student

work, oral and written tests, portfolio, registration protocols or class work (rubrics or assessment scales)

METODOLOGY GUIDELINES IN THE CURRICULUM OF CASTILLA – LA MANCHA III

Cooperative activities among students Technologies of communication and

information Usage of the English language in real

communicative situations Attention to student diversity Development of coordination with other

teachers