CASO PRACHED. / CASE STLOY 3 Desan otasie for the Hest eycle io Wenich xe ‘Ss foods”, mein FOPIC 0. INTRODECROD Plasining a gous conge of ochvihes |S essenic® Jo gue O FesFect leasing Heachicg pro@sé 4S recessay to Soler Seek sices. osge co seveso! ipsiyMenrs Od Precesures feeekeohon ‘conerent Plan. Cus didacse one wait GGOST Gy chadent-ceAwes GppEOEh OMA URI be adoetess fo HVE neesand lal in order to Tothate HEM Bince Odterding to Organic Low 8/2013 of Dacembes gm, aos Sor the Improvennent of Gducation Qualsty CMEC, 2018) we mest fetch Collasing jne psccigle of MOTwaHGT . Fa asthhen TIS irpertent $0 vignteght se forth Stoge. whicn uovid be loved 4@ Pe atiention to daessity Contos, 2002) Lanicn Udill be present im the didochke junt A. CONTEXT. We ose Ga school Romded in q peyhioochond With medium - Bigh soctociPrsxek Core®, i a class OF Second Grose Wit twenty TWO Students, Huelve boys amet 1 YS Rprls mre a gud lack op Sgeish, Ninety ferent Gteeds piucte closes Of GQgQksh i the NOQS , ON AMSA allasss Lesa Quid lessons j Tnaices som, wo") Ore of Ane SAUENS presents ADHD ( alention Svesitty nigsactive descxtes), phe. x. 2. key Conpere Nce~ adebedia habeclo Eset completo? Rowe Decree 4126/2014 (NEC, 2014) Stores Hho PriroyEducation snoutd Pronote, ce Ge Seep 7 gy Key Cmpereces Ue alum Garg © daelop +7 tae Communicochon Genpdence 19 o ICSE way NAN she cctiies seceuse 1S agyiity teloded 2 Foreign languages Area ond it ensxes. He development OF ANE Rove Stectls in the Forign language : Listenig, , SPECS» Rechecg anes Wxting, Fourver, we wit Morte en digite® compelence when WS clornmk te Quser Kink vas]st OO WHE Foad Yami a; they ‘should Find informaunen gy internet, ord also Shose tus inforruhos cud cede nanbiny NEO to sena oy emcnue to jreic classes: by eros AS welt, we SOE GSN lear, fe leacn, 1) Cortes Conmmtiuety based aa the Kogan Sucks, Soch aS Rally Robin , beget} teeters Mis tained OF SthHCG Lill help ShatantsS to provide AAMAS COWES, Previowsly DISCUSS AO includs eb ane Pouses Rint, Lonich iS HE MOLN tesle designed for Ini Cos]e Stecly, 3 ossecwes, Reyer es 426/ 2014 (NEC.2514 ) only proposes: OHECHES 4 ‘ fer te Pramocy Eaumuio. As egacas, Engiksh os © Foreing ovr max, lanquose. 0 Stoge ObECHVe to Haas in mand tshe, Svjectie £)"% acquire basic Communicative ae 40 OH bees one ferwign banguage Ye enable damn +o © PS . tenderste pol single. messages on. get by “a eveylay sthahons* One® iWroerteant plage chiecmes dhe WE must QE ae SKE ObectKes b) and m) cosrat students COU Gry A = worole Homans-peing: "7p develop aclkividual arol fam- usrlere habts , effort, reporwbility for their Work, self -conFiclence, Crrticead planning anol taking dleceens abikities” and "Te develop Heir effeche Capacities in all aspects of personality and 19 their telahonstSith others. Develop an aitbide aguns+ violence, PRivdicas of any Ape anol seust Skrectypes’. Tis also significant to emphasite +he Wxpcrtonce of Ave Prec. Objecties , Which are defined OS the Coyacines: (elo dees AO dhe FeWIgn Language TO be derclopett by students ENG Promacy Eaccodien Loithin +S GFE Och Aney appeas In Aanex Lin Order c€ Mosch 12h, 2501S Cdunta de Andalucia, 2015)! Pecioe ay ch prem 1S eSSENtal but UE Are QING to focus 1s aid), a22),0.4.3) aud a44), because +ney Ose Fightly Closed to the Four Sieills 9 the foresgn Losguage : Listening, Spenting , Reading, “es (oe Bre 2) : Usten are understand messages 47 olipporent veckal rnterachi wag the transmitted farraticn to carry out speafic task. relOkd 40 +he chiédren’s experience", "TO express anol 4nkerac orally in simple cleuly sinations that hove o kncwwn content, uss verbal and non-verbal proceduces ard taking a respectful apd colatoranng abitede", "To wrik varied texts with clifferen? pupeses , about topics already dealt with in the classrcem with the help of seme mecebs” and" Te read and sudlenstand puedo? 2 *differen} ty pes OS kets, related to thege expenences rot (Oterests , clrawing speapc and globue antormaticn cxccercling foc previews aim Contents, We must wher to sne Royo! Decree 4126/2014 Cec, 2014) in tts Annex TE .whese we found +e organ tokicn OF coments AS Foor blocks, Inese Would bE developed and +tWece CHE + = Block. A: Comprenension cf cok texts = Block 2: Prokuction Of ml 4ex45: expressian cud {MesaAnc), = Block 3 Comprehhention of Luniten 45, = Blodie 4: Poauchon CF Lon Hen ets: expression OF intesochin. AMA accercine, 4O Acrcle 10 in Royal Decree 126/20) CNEC, 2014) We also Nore to Woske Ga SOME valLaS © cross- CuriGa®s Contents such os Reading which Must iUupegnce Phe entire, Educcorad ETUC . Ardalusion leysioken makes anomer COSC 1 Coton Cor We blocks cf content to Work On IN Mis CuO. Use Shroud combine woth & Inem nocdes +O Crecte tha pesfect scorasts Sous cur Silents +o acnie= tere losguage Acreloopmens, The blocks of CententS Ushich +he Ores ce Mosch 14h, 2015 Caunte de Artlolucion 201) sets consist Of aiffeent Furchos: Qu 3) ADA ~ A> Comprenensicn / PrOALENN StegIes. bak thes = = 2: Commumucodhie £unchon - Sebocdvicen ~ 3) Logauste Cunchon “4: SououRrwml and Socolinguishe Punction - Noy all 4he functions. OpPees within all the blocks atneogh We Snood look for all Ane Cuchens yuhen worms Gn any Content & feoKo~.S.Mer HODELORY 49 Order to increase alan, Ne ask. srodents motivahan, we est\ & “2 9. rrerredclogy posed 1 CoopecLnLe, IRA6199- Besides, 1+ wail MW develop self eggem nd Will bud Communic Skills. The feisle Wil be. carried out in eams cf Four od Aney Loxtl USE one of tre sue bosea 19 Ire KOs Gopeahe Learning, Using RSearees such the Classen ComeLIes, the digited Hock boas, Ave answers and soustion Hed hove beea made thanks to Lixagen Me Rallyobin sructere and Fhe modenal supplied (0 class (pencils ,cotullecs. rlobers, e1¢), 6 EVALoATONS KOR to Royo Pecsee 426/201 CNEL, 20! wea the To see in doi! the cchiearaws of Tre shteots, we Wil excliaded accocing Whar S States 0 He Graee of Uih of Noember, 2015 Counta de ArWuClO 2015) nich soles aro the OSSEESEN} moc be csilerial and fotmodive ; ard Fo Hob FeOseN UE Will USE RuLoIcS, Loch will Show tne different Jeuds hod Weestcdolish in ce Inditadoe IN Order to Kocobe dre shdents reocding, the Jerel of acquisition of frog indicator, 4. OweRsiTy Rermang ove grove F shodants we wilh fows here. in Hne CehvineS AADPIRS +O CLS Shdent who PESENES AOND ( vention diessity wiperactve deserter), She wosldFRinfercement and ExHeENSien Sheetg Oo NSEC Kenowleage. SeQuistion. Wha 2? + Th exter to SESE, jae) Uasnarg environment, WE Ui Chase a heterogeneous fea fo Camyout He tasks In MIS Gee, INE task will be develop Hhrough a Caoperatie SMRUCHE Cind GUE ADD STEEN Will MALE Some MEDELIES 10 SOKEMUILy Qude her taste Inese will be “SMAplfy Ine iastuctions, — re year ‘Ret Soper’ TD Pe Gace J a gpd alancas = Greater Freeern cf TFOVEMEMY TO make sure tray this Shadent jAtemorize cul Ine Contents, KE WI precace eas about Food Gud WL Coil Use LheN © class. 8-CONCLY S\ond Throughout He repuukion OF 4nis Case Shady We hose Boorcdecs all Specete ClauamtS 40 ersore a get Gassing sacking EROUSS Thus Ordactic Unit it Wel based @y NE CUUTeEN Jeguslotion , OR OS Con gurantee We use c& untectolble tools and RScurcaS tO MMxe. Cur sient iLUpreLE bheie leer ledge CLA Who + WOst iLugertant ro achieve. (he, Oblates Set +hroagh a highly mused Methodology, beac 1 MINE CHETORIENSINCS Cind NEEL CE SUS chidentsS Arcs, Finally, 9 OrEC FO CONCLUAE, UZ MUS Hach ColLowing ave pincple CE POHVake, Which is Set in LOMCE (MeL,208) eee WE Lil) POTS alors CUS Aidoche tut