English Language Competence Analysis

interpretation, representation and understanding of reality, construction and communication of knowledge and organization and self-regulation of thoughts, emotions and behaviour. This competence will enable students to express thoughts, emotions, experiences and opinions, as well as interact, generate ideas, structure knowledge, and use coherence and cohesion in discourse and tasks. Therefore, this competence will enable them to communicate effectively and know how language works.

The contribution of this Unit of Work to the Linguistic Competence is direct and permanent since English is not only understood as an instrument for communication, but also as a means to achieve other non- communicative goals. In order to foster an environment of

The Mathematical Competence consists not only of the ability to understand and solve mathematical operations, but also to use a logical reasoning and expressing information in a clearly structured way. This is a non-compulsory and does not directly relate to the study of Foreign Languages However, it is reinforced in the Unit of Work every time students are required to organise their ideas and apply logical techniques to resolve tasks. In addition, students’ autonomous work, greatly fostered in this Unit of Work will demand the use of organisational strategies and time management skills to meet deadlines for the final-task. This will help pupils improve their Mathematical Competence as they will need to establish an action, considering the most suitable structure and

The wide array of ICTs available will enormously benefit students when constructing their own knowledge. Similarly, the knowledge of a FL facilitates the access to the information available in that language and interpersonal communication in order to create real-life situations. As part of the class routine, students will make a regular use of the smart board, will complete tasks on the virtual platform [Edmodo], will interact between them and with the teacher through this site for feedback, comments or group-work, will conduct online research to develop tasks and a final-task (websites, videos, online articles, etc.), and will make posters and presentations to support their work with the aid of ICTs. Finally, videos, songs and online resources will be played and encouraged for. New technologies will be a key tool: audio-visual resources, such as videos taken from the Internet will be employed in this Unit of Work, especially to work on Listening skills. Anyways, the use of traditional visual resources such as flashcards will be promoted since “they are a good way to present, practice and recycle vocabulary and they can be given out to be used in group work” (Pérez,