CONTENTS 1st Cycle With regard to the integrated treatment of languages, it has been distinguished the curriculum contents

to match the skills and strategies common to the contents that need to be treated independently in each language. The content relating to the skills and strategies common to all languages can be worked in any of the languages in the curriculum. These contents are shown in the left column. Block 1. To listen, to talk and to converse 1. Comprehension of simple oral messages and close to the reality of the students for the elaboration of tasks in the classroom. 2. Attentive listening and comprehension of very simple brief oral texts originated in different audiovisual and data processing backups. 3. Participation in real oral exchanges or simulated related to acts of the speech ritualized, through non-verbal and verbal answers facilitated by routines of communication, to carry out classroom activities in communicative contexts. 4. Reproduction of oral messages to express basic needs inside the classroom. 5. Attentive listening and comprehension of simple and very brief texts, related to significant classroom activities produced in different situations of communication. . 6. Reproduction of brief oral texts previously worked through songs, rhymes, dramatizations and very simple stories with gestures or visual support. 7. Development of basic strategies of communication, to support the comprehension and oral expression: use of the non-verbal and visual context (expression, gesture, mime, sounds, images etc.), repetition, previous knowledge on the theme or the situation transferred from the known languages. 8. Appraisal of the foreign language as a communicative tool. Block 2. To read and to write 2,1. Reading encouragement 1. Reading of words and very simple phrases (presented inside a context and previously known) in real oral interactions or simulated, in different communicative or playful situations, like part of the execution of a task or by pleasure and interest for reading.

2. Initiation in the use of basic strategies of reading: use of the verbal and visual context and of the previous knowledge on the theme or the situation transferred from the known languages. 2,2. Initiation in the writing 1. Basic directed writing of vocabulary and very simple phrases, previously known by the students in the oral level, in different communicative or playful situations, and/or as part of a task or with playful intention. Playful or communicative, and/or as a part of a task or with playful intention. 2. Use of the strategies of fundamental basic comprehension to facilitate the written comprehension (to use the elements of the verbal and visual context), and of the previous knowledge on the theme. 3. Knowledge of different texts of the literary communication (stories, songs, poems. ..) and its application in the comprehension and the production in foreign language. 4. Initiation in the utilisation of educational data processing programs to read and to write simple messages. 5. Interest by the care in the presentation of the texts.

Block 3. Knowledge of the language 3,1. Linguistic knowledge 3.1.1. Language uses 1. Knowledge of the possibility to give and to obtain information, to express feelings and desires or to give orders and instructions, by means of the linguistic resources appropriate to the communicative situation. 2. Use of the basic linguistic functions in simple communicative exchanges, utilising for each one the simplest adequate linguistic structures: To greet and to say good-bye. To be identified and to be presented. To express feelings, inclinations and abilities. To answer to simple instructions and to questions to give information on locating of objects, people and animal 3. Practice of various linguistic uses contextualised in real communicative situations or simulated, utilising the adequate linguistic elements:

 3.1.2. Language reflection

To identify colours and objects. To express quantity. To recognise sizes. To recognise the characteristics of the weather

1. Initiation and use of some phonetic aspects, of rhythm, stress and intonation of the foreign language as a strategy of comprehension and models for the oral production. 2. Taking conscience of determined forms and structures of the foreign language to reuse them in the expression in different situations of communication. 3. Approach to guidelines of rhythm, stress and characteristic intonation, by means of routines, songs and tongue-twisters. 4. Recognition and use of some forms and own habitual structures of the foreign language previously used. 5. Global association of spelling, pronunciation and meaning from model writings that represent oral expressions known by the students. 6. Familiarisation with the use of simple strategies in the production of texts, starting always from a model and/or comparing with the techniques used in their own language. 7. Interest by using the foreign language in various situations. 3,2. Learning reflection 1. Use of the strategies, abilities and procedures (repetition, memorisation, relation of words with images, organisation of vocabulary around a topic, observation of models. ..) for the acquisition of dictionary and elementary structures of the language or for the consolidation of those already acquired. 2. Progressive utilisation of graphic media of consultation and information (dictionaries of images, thematic vocabularies. ..), that support at work of language, to reinforce and complement it. 3. Progressive use of the new information technologies and communication to introduce and to reinforce the learning of the foreign tongue. 4. Gradual employment of basic techniques directed to promote a good organisation of the work and to favour more increasingly autonomous learning.

5. Positive attitude and of confidence in the own capacity to learn a foreign language and pleasure for the co-operative work. 6. Control of the own process of learning (reflection on the own learning, organisation of the own work, search of occasions to use and to practice the language, sefl-correction. ..). 7. Comparison among forms and uses of the foreign language with the L1 and the L2 to acquire them or to clarify them. 8. Appraisal of the foreign languge as instrument to do and to learn. 9. Value of the own process of learning guaranteeing the confidence in themselves and the self-esteem.

Block 4. Language as an instrument of learning 1. Development of the vocabulary and themes related to the immediate environment of the students, its interests and experiences, starting from already acquired concepts in the L1 or the L2. 2. Execution of activities contextualised in foreign language taking up again contents with little cognitive demand, of the non-linguistic areas already acquired in L1 or L2. 3. Organisation strategies usage of the information for the elaboration of mural, albums. .., that systematise the results. 4. Appraisal of the foreign language as another instrument to learn, to be organised and to think.

Block 5. Socio-cultural aspects and intercultural awareness 1. Curiosity, respect and interest for other languages and different cultures to the own. 2. Recognition and use of expressions and basic formulae of social relation: to be greeted, to say good-bye, to thank, to ask "please" in situations of concrete communication. 3. Receptive attitude toward the people that speak another language and they have a different culture to the own one. 4. Execution of activities with a socio-cultural character of the foreign language studied. 5. Appraisal of the own culture as a result of the knowledge of other different cultures. 6. Appraisal of the importance of the foreign language as instrument of communication.

Block 6. Communication and information technology 1. Use of the basic technological media (cassette, video. ..) for the access to an oral and written input of quality in the foreign language, for the purpose of facilitating the application of the own strategies of learning (repetition, practice of fragments. ..) or to be used in the own productions (recordings of songs or dialogues, film of small dramatisations).

CRITERIA OF EVALUATION 1. To grasp the global idea and to identify some specific elements in oral texts, with aid of nonlinguistic and linguistic elements related to classroom activities and of the environment of the student and of the students. 2. To read and to identify words and simple sentences previously worked of oral form on family themes and of interest, through communicative and playful activities, and with the support of verbal, gestures, and visual elements. 3. To write words and expressions used orally or known by the students, from models and with a specific purpose. 4. To participate in classroom activities and in oral interactions very directed on known themes, in situations of easily predictable communication or related to needs of immediate communication, such as: to greet, to speak of likes, to express feelings and basic needs. 5. To recognise and to reproduce some sonorous aspects of rhythm, stress and intonation of expressions that appear in communicative contexts or in activities of reading aloud, always from models. 6. To use some basic strategies to learn to learn as to ask for help, to accompany the communication with gestures, to use visual dictionaries and to identify some personal aspects that help them to learn better. 7. To value the acquisition of certain autonomy in the spontaneous use of forms and simple routine structures. 8. To show interest and curiosity by learning the foreign language, and to recognise the linguistic diversity as an enriching element.

CONTENTS 2nd Cycle

Block 1. To listen, to speak and to converse 1. Participation in different oral linguistic exchanges connected with acts of speech ritualised, in real situations or simulated, in which non verbal and verbal answers to simple questions are given, to declare immediate needs and/or to carry out classroom activities in communicative contexts. 2. Use of the strategies of non verbal, verbal, and basic communication (expression, gesture, mime, sounds, images, to employ a similar word or more general, etc.), that permit to supply the deficiencies of the linguistic knowledge to participate in oral linguistic exchanges. 3. Listening and comprehension of instructions and brief oral messages, to obtain specific and global information, produced in different situations of communication (narration and explanations of the teacher, collaborative speech, recording in video or DVD ..) related to immediate communicative needs, own interests or classroom activities. 4. Use of the strategies of comprehension and basic oral expression (to be set in the prominent information of the message, to use the elements of the non-verbal and visual context) and of the previous knowledge on the theme or the situation, transferred from the known languages to the foreign language. 5. Oral interaction in real situations or simulated to give verbal or non-verbal answers, in contexts progressively less directed. 6. Production of oral texts, previously worked through the active participation in songs, dramatisations, recitals and interactions directed or well prepared by means of a prior work, with aids and model, that show interest by being expressed in group and oral activities. 7. Use of the strategies of verbal basic production and non-verbal (rhythm, intonation, expression, gesture, mime) to improve the oral production. 8. Listening and extraction of concrete information originated in multimedia recordings and oral interactions directed to be communicated and/or to complete determined tasks.

9. Reproduction of oral messages to express immediate needs in the classroom. 10. Interest by being expressed orally in individual and group activities. 11. Appraisal of the foreign language as a communicative tool.

Block 2. To read and to write 2,1. Reading encouragement 1. Reading and comprehension of various and very simple texts (letters, notes among classmates, stories, placards, pamphlets, prescriptions, classroom rules, instructions for games ..), in backup and digital role, to identify and to obtain specific and global information, in order to enjoy a reading experience in foreign language or as part of a task or project. 2. Guided use of the basic strategies of fundamental reading to improve the comprehension (to be set in the prominent information of the message, to reread, to use the elements of the verbal and visual context) and of the previous knowledge on the theme or the situation transferred from the known languages. 3. Approach to the stories, comics, dictionaries of images and other types of books or motivating and adequate texts, in order to initiating reading habits. 4. Reading of activities carried out by the own student (congratulations, notes, notices, pamphlets) increasingly more elaborated, with a playful and/or communicative end. 2.2. Initiation in the writing 1. Simple and brief directed writing of texts already worked and achieved in the oral level, like part of the execution of a task or project (letters, notes among classmates, comics, placards, various pamphlets, rules, albums) in a communicative or playful determined situation. 2. Use of the basic strategies in the production of texts: decision on the basic elements of the situation of enunciation (receiver, purpose and content) planning, editing of the rough draft, evaluation and review of the text to improve it. 3. Knowledge of different own texts of the practical communication (notes, invitations, cards. ..), literary (stories, songs, poems. ..) and of the non-linguistic areas; knowledge of the different types of speech (narrative,

descriptive, explanatory. ..), to be helped in the comprehension and the production. 4. Usage of the information and communication technologies to read, to write and to transmit information. 5. Interest by the care and the presentation of the written texts. Block 3. Knowledge of the language 3,1. Linguistic knowledge 3.1.1. Language uses 1. Knowledge of the possibility to give and to obtain information, to express feelings and desires or to give orders and instructions, by means of the appropriate linguistic resources to the communicative situation. 2. Use of the basic linguistic functions in simple communicative exchanges, using for each one the simplest adequate linguistic structures: To ask and to give personal information. To ask for people and to identify them. To ask and to express physical characteristics of people, animal and objects. To give and to ask information on locating of people, animal or things. To speak about preferences and abilities. To ask and to say the hour. Practice of various linguistic uses contextualised in real communicative situations or simulated, using the adequate linguistic elements: To express what occurs at the moment. To express quantity. To express possession. To describe places. To identify and to name the days of the week and the months of the year. To speak of daily routines. To describe states of mood. To describe the weather.

3.

3.1.2. Language reflection

1. Repetition and imitation of determined rhythmic, sonorous aspects, of stress and of intonation through oral texts close to the students: tongue-twisters, stories and songs. 2. Recognition and use of some forms and basic structures of the foreign language previously worked and comparison with the ones used in the known languages.

3. Association of spelling, pronunciation and meaning that start from model writings and oral expressions previously worked. 4. Initiation to the knowledge and use of the basic strategies of the production of texts (selection of the receiver, purpose, planning, editing of the rough draft, review of the text and final version) from very structured models and/or comparing with the techniques used in the known languages. 5. Interest by using the correct and concrete form of language in various situations.

3.2. Learning reflection 1. Development of abilities and simple procedures that facilitate the communication and the autonomous learning: association of words and expressions with visual and gesture elements, relation, classification, repetition, memorization, reading of texts, observation of models and use of multimedia backups. 2. Reflection on the own learning and acceptance of the error as part of the process. 3. Progressive use of graphic media of consultation and of the new communication and information technologies to reinforce and to expand the learning of the foreign language. 4. Control of the own process of learning (reflection on the own learning, organisation of the own work, search of occasions to use and to practice the language, self-correction. ..). 5. Comparison among forms and uses of the foreign language with the L1 and the L2 to acquire or to clarify them. 6. Confidence in the own capacity to learn a foreign language and appraisal of the cooperative work. 7. Consultation and information instruments use (dictionaries of equivalence, of images, of definitions; thematic vocabularies. ..), that support the language work, to reinforce and complement it. 8. Value of the foreign language as instrument to do, to organize and to learn. 9. Appraisal of the own process of learning in which the confidence in themselves and the self-esteem is guaranteed.

Block 4. Language as an instrument of learning 1. Development of the vocabulary related to the interests and experiences of the students, starting, mainly, of concepts already acquired in the L1 or the L2. 2. Execution of simple projects and/or development of lessons about themes related to the interests and experiences of the students, in which contents of non-linguistic areas with little cognitive demand are taken up again, guaranteed or widen. 3. Use of consultation strategies, selection and organisation of the information, for the elaboration of small texts that systematise the results (mural, albums. ..). 4. Appraisal of the foreign language as an instrument to learn, to be organised and to think

Block 5. Socio-cultural aspects and intercultural awareness 1. Motivation to learn languages, to acquire information about the countries where they are spoken and the people that live there; to know the peculiarities of the culture that they entail. 2. Appraisal of the own culture. 3. Interest and curiosity by knowing information about the people and the culture of the countries where the foreign language is spoken. 4. Knowledge of some resemblance and differences more characteristic in the daily customs and in the use of some basic forms of social relation among our country and those where the foreign language is spoken officially. 5. Recognition and use of formulae and basic expressions for the social relation (to ask things, to ask permission, to ask aid. ..) in situations of concrete communication. 6. Appraisal of the foreign language as an instrument of communication. 7. execution of activities of socio-cultural character relating to the foreign language studied. 8. Receptive attitude toward the people that speak another language and have a different culture to the own one.

Block 6. Communication and information technology

1. Use of the basic technological media (cassette, video. ..) for the access to an input of oral and written quality in the foreign language, for the purpose of facilitating the application of the own strategies of learning (repetition, practice of fragments. ..) or to be used in the own productions (recordings of songs or dialogues, film of small dramatisations). 2. Interest by a progressive personal usage of the information and communication technologies as way of contact with other cultures and speakers, of access to the information in other languages and of autonomous learning.

CRITERIA OF EVALUATION 1. To grasp the global sense and to identify specific information in oral texts, related to classroom activities and of the environment of the students, with support of nonlinguistic and linguistic elements present in the communication. To read and to grasp the global sense and some specific information of, simple and varied texts suitable to their communicative competence, on known themes, with aid of basic strategies and with a concrete purpose. To participate in classroom activities and in oral directed interactions on known themes, in situations of predictable, routine communication, simulated or related to needs of immediate communication (to speak on abilities and likes, to ask permission), respecting the basic norms of the exchange, as to listen and to look at to whom speaks. To write sentences and diverse significant short texts in school and routine situations, from models, with a specific purpose and a format established, so much in paper support as digital. Using forms and structures of the foreign language that contain sonorous aspects (of rhythm, stress and intonation) in different communicative contexts of significant form, in activities of reading aloud and where they participate actively in an oral form. To use some strategies to learn to learn: to ask explanations, to observe models, to accompany the communication with gestures, to carry out associations, to utilise bilingual and visual dictionaries, to recover, to seek and to compile information on known themes in different backups and to identify some personal aspects that help them to learn better. Valuing the foreign language as an instrument of communication with other people and to show curiosity and interest toward the speakers of the foreign tongue. Identifying some aspects of the everyday life, customs and celebrations of the countries where the foreign language is spoken, and to compare them with the own.

2.

3.

4.

5.

6.

7.

8.

CONTENTS 3rd Cycle

Block 1. To listen, to talk and to converse 1. Listening and comprehension of instructions, explanations, oral directed interactions and other oral messages of progressive complexity for the obtaining of specific and global information. 2. Listening, comprehension and extraction of concrete information originating in recordings in audio-visual and data processing backup to carry out diverse tasks. . 3. Participation in oral exchanges concerning to real or simulated situations related to habitual acts of speech, through non-verbal and verbal answers facilitated by routines of communication, to express basic needs or to carry out classroom activities in communicative contexts. 4. Use of non-verbal, verbal, and basic communication strategies (expression, gesture, mime, sounds, images, etc.), to participate in oral linguistic exchanges in communicative contexts. 5. Attentive listening and comprehension of simple and very brief texts, related to significant classroom activities, and produced in different situations of communication. 6. Production of adequate correct oral messages to their age with progressive autonomy, efficacy and complexity of the expressions utilised. 7. Development of fundamental basic strategies to support the comprehension and oral expression: use of the non-verbal and visual context and of the previous knowledge on the theme or the situation transferred from the known languages to the foreign language. 8. Communication strategies transfer of the known languages as aid to surpass the own difficulties of the oral communication. 9. Appraisal of the foreign language as an instrument to communicate.

Block 2. To read and to write 2,1. Reading encouragement 1. Reading and understanding global and specific diverse texts, in paper and digital backup (letters, e-mails, messages among classmates, stories, placards, prospects, menus and timetables, prescriptions, classroom rules, instructions for games, web pages ...), adapted to the linguistic competence of the students and related to their experiences and interests, to develop a task or project. 2. Reading and understanding of various written texts from simple authentic or adapted texts or not, to seek information, to enjoy a reading experience in foreign language or as part of a task, project, investigation, etc. 3. Progressively autonomous use of strategies of reading (utilisation of the elements of the visual context and of the previous knowledge on the theme or the situation, transferred from the known languages), in which to identify the most important information, deduce the meaning of words and unknown expressions, and utilise dictionaries. 4. Reading of stories, comics and other types of books or adequate texts (in paper or data processing backup), in order to promote the reading habit. 5. Management of the dictionary as element of consultation, to know the meaning of the words and to learn new ones. 6. Reading of elaborated texts elaborated by the students to communicate or as final product of an assembly of tasks carried out in the classroom. 7. Appraisal of reading in a foreign language as instrument of learning.

2.2. Initiation in the writing 1. Composition of various written texts (letters, e-mails, messages among classmates, simple narrative and descriptive texts, simple instructive texts, comics, placards, various pamphlets, regulations, use of data processing applications for word processing), previously prepared, with the concrete purpose to communicate knowledge, experiences and needs or with literary intention, and/or inside a situation of progressively more extensive and

specific communication and rich in words and structures. 2. Use of the basic strategies in the production of texts: decision on the basic elements of the situation of enunciation (receiver, purpose and content) planning, editing of the rough draft, evaluation and review of the text to improve it. 3. Knowledge of different texts of the practical communication (notes, invitations, cards...), literary (stories, songs, poems...) and of the non-linguistic areas, and of the different types of speech that they entail (narrative, descriptive, explanatory...), to be helped in the comprehension and the production. 4. Use of the information and communication technologies to produce texts and presentations and to transmit information. 5. Interest by the care, elaboration, presentation and organisation of the written texts and value of the role they perform to satisfy the needs of communication. 6. Appraisal of writing in a foreign language as instrument of communication. Block 3. Knowledge of the language 3,1. Linguistic knowledge 3.1.1. Language uses 1. Knowledge of the possibility to give and to obtain information, to express feelings and desires, or to give orders and instructions, by means of the appropriate linguistic resources to the communicative situation. 2. Use of the basic linguistic functions in simple communicative exchanges, by means of the simplest adequate linguistic structures: To interrogate and to answer on the origin of people, its professions and jobs. To ask and to give directions. To talk about others likes and abilities, and of past events. To ask and to speak about belongings, dates, hours, habits and weather. To ask and to speak on plans in an immediate future. To formulate suggestions and to answer to them. 3. Practice of various linguistic uses contextualised in real or simulated communicative situations, using the adequate linguistic elements: To describe people, places and objects. To speak of simple sequenced processes. To do comparisons.

3.1.2. Language reflection 1. Correct pronunciation, rhythm, intonation and adequate stress; so much in the interaction and oral expression, as in the recital, dramatisation and reading aloud. 2. Careful pronunciation and discrimination of the most characteristic phonemes of the foreign language. 3. Recognition of the use and functionality of some forms and structures of the foreign language to reuse them in the expression in the different situations of communication. 4. To relate pronunciation and graphic representation of known vocabulary and expressions of the language. 5. Use of the basic strategies in the production of texts (election of the receiver, purpose, planning, editing of the rough draft, review of the text and final version), from very structured models. 6. Interest to use the foreign language correctly various situations of progressive extension attending to the correction and to the adaptation of the expressions. 7. Comparison and reflection on the operation of the foreign language from the known languages. 3.2. Learning reflection 1. Use of abilities and procedures that facilitate the communication and the autonomous learning: association, relation, classification, memorisation, organisation, reading and/or consultation of texts, observation of models and use of multimedia backups for the acquisition of new linguistic elements or for the consolidation of the already acquired. 2. Control and reflection on the own learning (organisation of the own work, search of occasions to use and to practice the language...) 3. Implication in the own educational process, through the self-correction and selfassessment. Acceptance of the error as part of the learning process. 4. Appraisal of the necessary, co-operative work to carry out specific activities, tasks, dramatisations and projects inside the language class. 5. Consultation instruments use and information (dictionaries of equivalence, of

images, of definitions; thematic vocabularies, manuals of adequate grammar...), that support the language work, to reinforce and complement it. 6. Confidence in the own capacity to learn a foreign language. 7. Management of the new information and communication technologies to reinforce and to expand the learning of the foreign language.

Block 4. Language as an instrument of learning 1. Development of the vocabulary related to the interests and experiences of the students, starting, mainly, from concepts already acquired in the L1 or the L2. 2. Execution of tasks, small projects and investigations and development of topics, about themes related to the interests and experiences of the students, or taking them up again, guaranteeing or widening contents already acquired in L1 or L2 and/or contents with little cognitive demand of the non-linguistic areas. 3. Development of tasks, small projects, investigations and topics, around untreated simple contents of non-linguistic areas, complementing the curriculum given in the L1 or L2. 4. Consultation strategies usage, selection and organisation of the information, for the elaboration of small texts that systematise the results (mural, albums...). 5. Appraisal of the foreign language as an instrument to learn, to be organised and to think.

Block 5. Socio-cultural aspects and intercultural awareness 1. Motivation to learn languages, to acquire information on the countries where they are spoken and the people that live there, and to know the peculiarities of the culture that they entail. 2. Interest by establishing communication with other speakers with the help of the new communication technologies. 3. Appraisal of the foreign language as instrument to know other cultures, to have access to new information and as means to communicate and to relate to classmates of other countries. 4. Knowledge of customs and use of social

relation forms of other countries where the foreign language is spoken officially. 5. Tolerant, positive, and receptive attitude toward people that speak a foreign language and/or they have a different culture to the own one. 6. Execution of activities of socio-cultural character related to the foreign language studied. 7. Knowledge and use of social interaction formulae (greetings and farewells, norms of courtesy, treatments...), that facilitate the interpersonal relations in situations of concrete communication, to be used in the classroom in the adequate moments and contexts.

Block 6. Communication and information technology 1. Use of the basic technological media (cassette, video. ..) for the access to an input of oral quality and written in the foreign language, for the purpose of facilitating the application of the own strategies of learning (repetition, practice of fragments. ..) or to be used in the own productions (recordings of songs or dialogues, film of small dramatisations). 2. Use of various supports and data processing resources (encyclopaedias or other multimedia documents, Internet...) as source of information in the work by topics or tasks and in the elaboration of simple projects. 3. Knowledge and use of the adequate software for the word processing (planning, textualization, evaluation and review), the incorporation of texts and images to the document, and its publication in paper or some program of multimedia presentation. 4. Use of the e-mail for the communication and exchange of experiences with classmates that speak or study the foreign language, and the contribution with these in the planning and put into practice of common projects. 5. Interest by a progressive personal usage of the information and communication technologies as means of contact with other cultures and speakers, like access to information in other languages and as a tool of autonomous learning.

CRITERIA OF EVALUATION
1. To grasp the global sense and to identify specific information in various oral texts emitted in different situations of communication. 2. To read in silence and aloud, different texts with vocabulary increasingly more extensive and expressions of greater complexity, with aid of the basic strategies, to obtain explicit information and to extract direct inferences. 3. To maintain daily and familiar conversations on known themes in situations of predictable communication, respecting the basic norms of the exchange, as to listen and to look at to whom speaks. 4. To elaborate different models starting from different written texts types, so much in paper or digital backup, paying special attention to the phases of production: planning, textualization and review. 5. To recognise and to reproduce with greater correction, sonorous aspects, of rhythm, stress and intonation, in different communicative contexts, and inside the use of forms and basic structures of the foreign language. 6. To use some strategies that favour the process of learning as: use of gestures and visual resources, to ask suitable questions to obtain information, to ask for explanations, to use monolingual and bilingual dictionaries, to seek, to compile and to organise information in different backups, to use the information and communication technologies for contrast and to verify information, and to identify some aspects that help them to learn better. 7. To value the foreign language as an instrument of communication with other people and as a learning tool, and to show curiosity toward the foreign language speakers and interest by establishing personal relations with the aid of the new technologies. 8. To identify some characteristics, customs and traditions of countries where the foreign language is spoken, relating and comparing them with the own to develop an intercultural conscience.