The document describes the bilingual project at a Spanish secondary school. It introduces the project's main objective of improving students' communicative competence in English. It discusses teaching methodology which includes the use of English textbooks, vocabulary lists, visual aids, and activities to practice listening, reading comprehension, and reviewing content. Evaluation focuses on assessing subject content mastery, and students are motivated to recognize their progress and continue improving. The conclusion states the bilingual project provides students a great opportunity to enhance their English skills and receive a well-rounded education to prepare them for the globalized 21st century world.

1. C O L E G I O L A M I L A G R O S A O V I E D O
EL PROYECTO BILINGÜE EN
EDUCACIÓN SECUNDARIA
OBLIGATORIA

2. INTRODUCCIÓN: EL BILINGÜISMO
• Objetivo principal: mejor competencia comunicativa.
• Áreas no lingüísticas (Geography and History).
• Lengua inglesa + contenidos de forma complementaria.
• Grandes beneficios a medio plazo.
• Progresivo: de lo simple a lo complejo.
• Motivación del alumnado: reconocen sus propios avances y
quieren mejorar.
• Viaje: se inicia en Primaria y finaliza en Secundaria.

3. METODOLOGÍA
• Expresión oral. Speaking + listening.
• Uso de un libro de texto íntegramente en inglés, con
imágenes útiles y de calidad.

6. METODOLOGÍA
• Empleo de un USEFUL VOCABULARY, que se entrega
al inicio de cada unidad didáctica.

10. METODOLOGÍA
• Apoyo visual constante: imágenes, vídeos,
presentaciones PowerPoint…

11. PERGAMON MUSEUM

18. METODOLOGÍA
• Aprender a aprender: proceso de construcción de su
propio conocimiento.
• Subrayados
• Esquemas
• Mapas conceptuales
• Actividades de síntesis
• Ejercicios de escucha activa y comprensión lectora
• Ejercicios de revisión del vocabulario acerca de los contenidos
que se tratarán en la siguiente sesión
• (…)
• Actividades voluntarias de investigación.

19. PREHISTORIC CAVES IN SPAIN

20.  They appeared on Earth 2.4 million years ago.
 They were the first homo genus considered
human.
 They were the first hominid that made tools.
 They lived in Africa.

22. In ancient Egypt, linen was the most common textile. It helped people to be
comfortable in the subtropical heat. Wool was known, but considered impure.
Only the wealthy wore animal fibers that were the object of taboos. They
were used on occasion for overcoats, but were forbidden in temples and
sanctuaries. Peasants, workers and other people of modest condition often
wore nothing, but the shenti (made of flax) was worn by all people. Slaves
often worked naked. The most common headdress was the khat or nemes.

23. THE HARVEST SEASON
FEBRUARY-MAY
When the waters of the Nile dropped to their less level and the crops
were developed, peasants harvested this crops and finally they stored
them into granaries. The tool they used to harvest the crops was the
sickle.

24. • Ra was the Egyptian
god of the Sun and
was frequently
depicted as a hawk
crowned with a solar
disk and a serpent.

25. SOME OF ITS SACRED ANIMALS
WERE ...
The cat was for the Egyptians a sacred animal.
The beetle was their favorite sacred symbol, which was
shared and worn to protect themselves from bad
omens.

26. The deceased say to the gods the following:
“I didn’t commit damages to the people,
I didn´t stole the poor
I didn´t make cry anybody
I didn´t kill anybody
I didn´t stole milk from the mouth of any children”
But Osiris doesn´t believe in the deseased. He thinks
that the deseased can lie.

27. HERE YOU CAN SEE SOME PHOTOS OF
EGYPTIAN SPHINXES

29. At the first part of the travel he lost seventy- two of his
companions in the city of the Cicones. They arrived to
the country of the cyclopes. He lost six of his men. All
the travel he was persecuted by the anger of Poseidon
and he lost all the men. At the end, he returned home
with his wife and son.

30. LIFE IN AN ANCIENT GREEK CITY
The daily life of an ancient Greek city was very similar to our lives.
Of course, ancient Greeks did not have smart phones, computers or
electricity.
Greek society was similar to the society that most of us enjoy. This means
that ancient Greeks could enjoy exotic foods, good music, and read
literature, just as we do.

31. Education in Ancient Greece
Athens and Sparta.

33. What are we
going to
learn?
1º Geographical
situation.
2º What idea do we
have about Sparta?
3º The women in
Sparta.
4º Philosophy in Sparta.
5º Education in Sparta.
6º With which symbols
was Sparta
represented?
7º Confusing words.

34. Olympia
• The city is at the foot of
Mount Cronio and on the
right side of the river Alfeo.
• It is known for having been
held in it in antiquity the first
Olympic Games.
• Olympia was also famous
for being a religious center,
and for its gigantic statue of
gold and ivory of Zeus made
by Phidias.

35. HADES
 God of the underworld and the dead .He had a helmet of
invisibility and a horn of plenty .The dog Cerberus bars the
path to any living person who tries to enter the realm of the
dead.

39. MAIN CONSTRUCTIONS
- “Augusto Prima Porta”: originally
a monument commemorating in the
Forum. Made of bronze and gold.
- “Mausoleum of Augustus” and
“Forum of Augustus” in Rome.
- “Ara Pacis”: in Rome.
- “The colony of Emerita Augusta,
present Mérida.
- “The colony of Caesar
Augusta”, present Zaragoza.
- “Horologium Augusti”, (Clock of
Augustus), in Rome.
Augusto Prima Porta
Forum of
Augusto
Ara
Pacis

40. Latin as a scientific
language
• Today, Latin is still used around the world to give its
scientific name to many animals and plants.
Wolf. «Canis Lupus» Oak. «Quercus Robur»

41. ASTURIAN GOLD
Roman conquest of Astur region
and its gold

42. Celtic peoples.

43. MILAENGLISH BLOG
• Las diferentes presentaciones voluntarias realizadas por
nuestros alumnos se van subiendo a lo largo del curso
en el blog del Departamento de Bilingüe:
http://beaenglishblog.blogspot.com/
• Puede accederse fácilmente a la información deseada a
través de las pestañas de la parte superior.

45. EVALUACIÓN
• Programación didáctica.
• Se evalúan los contenidos propios de la asignatura.
• Los errores dentro del aprendizaje de una lengua son
inevitables.
• Alumnos motivados y que buscan superarse a ellos
mismos.

46. CONCLUSIÓN
• El Proyecto Bilingüe representa para nuestros alumnos:
• Una gran oportunidad para mejorar su competencia
comunicativa.
• Un recurso adicional para alcanzar una formación lo más
completa posible.
• Para ello contamos con una metodología:
• Variada y actualizada.
• Que va de lo simple a lo complejo.
• Que consigue que los alumnos reconozcan sus propios avances
y quieran seguir mejorando.

47. CONCLUSIÓN
• Desde el Departamento de Bilingüe creemos firmemente
en la importancia de un proyecto como el que nos
ocupa.
• Un proyecto que prepara a nuestos alumnos para ser
parte del mundo del siglo XXI: un mundo global y
cosmopolita.

48. MUCHAS GRACIAS POR SU ATENCIÓN