The document outlines an action-oriented language model used in Cantabria, Spain for teaching language. The model uses task-based learning principles including using authentic materials and real-life tasks to reproduce natural language acquisition. Some key methodological principles are integrating skills and contents through communicative tasks, using texts close to students' experiences, promoting student autonomy, and treating errors positively as part of the learning process. An example task is provided focusing on family topics, with associated learning goals and activities involving listening, reading, writing, and oral interaction.

1. MethodologyMethodology
Jesús Ángel GonzálezJesús Ángel González LópezLópez

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Curricular origin:Curricular origin:
““Currículo de los Niveles Básico e Intermedio enCurrículo de los Niveles Básico e Intermedio en
Cantabria“Cantabria“
http://www.educantabria.es/portal/c/portal/layout?phttp://www.educantabria.es/portal/c/portal/layout?p

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New curricula: Methodological Framework.New curricula: Methodological Framework.
Action-oriented language model. Methodological principles:Action-oriented language model. Methodological principles:
1.1. Use of tasks, activities and contents thatUse of tasks, activities and contents that
reproduce real-life situationsreproduce real-life situations (communicative and(communicative and
integrating tasks that approach the reality of naturalintegrating tasks that approach the reality of natural
acquisition of language)acquisition of language)
2.2. Integration of tasks, skills and contentsIntegration of tasks, skills and contents
(communicative tasks which combine several skills(communicative tasks which combine several skills
with notional, functional, thematic, linguistic andwith notional, functional, thematic, linguistic and
sociocultural contents. Formal knowledge as a meanssociocultural contents. Formal knowledge as a means
to an end: communication)to an end: communication)
3.3. Texts and didactic materials as close as possibleTexts and didactic materials as close as possible
to the student’s direct experienceto the student’s direct experience (the text as basic(the text as basic
unit of communication, texts as basic unit ofunit of communication, texts as basic unit of
communication, texts as real and authentic ascommunication, texts as real and authentic as
possible, with difficulty adapted to the level)possible, with difficulty adapted to the level)
4.4. Use of target language in the classroomUse of target language in the classroom (wider(wider
exposition, real-life situations).exposition, real-life situations).

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Action-oriented language model. Methodological principles:Action-oriented language model. Methodological principles:
5.5. Use of new technologiesUse of new technologies (Internet, sources of(Internet, sources of
information, authentic materials, real-life situations)information, authentic materials, real-life situations)
6.6. Student as central to the teaching and learningStudent as central to the teaching and learning
processprocess (there is no teaching if there is no learning,(there is no teaching if there is no learning,
make the most of students’ backgrounds andmake the most of students’ backgrounds and
“baggage”, focus on students’ diversity and personal“baggage”, focus on students’ diversity and personal
characteristics)characteristics)
7.7. Teacher as learning facilitatorTeacher as learning facilitator (clear definition of(clear definition of
learning goals, fostering interaction andlearning goals, fostering interaction and
communication, cooperative learning, pair work andcommunication, cooperative learning, pair work and
group work)group work)
8.8. Promoting student’s autonomy and learningPromoting student’s autonomy and learning
strategiesstrategies (life-long learning, learning inside and(life-long learning, learning inside and
outside the classroom, students’ active commitment,outside the classroom, students’ active commitment,
use of self-access learning centres, libraries, theuse of self-access learning centres, libraries, the
internet, learning-to-learn strategies)internet, learning-to-learn strategies)

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Action-oriented language model. Methodological principles:Action-oriented language model. Methodological principles:
9.9. Development of communication andDevelopment of communication and
comprehension strategiescomprehension strategies (planning, execution,(planning, execution,
control and repairing, global comprehension, emotioncontrol and repairing, global comprehension, emotion
control, reformulation, “roundabout expressions”)control, reformulation, “roundabout expressions”)
10.10. ““Positive” Error TreatmentPositive” Error Treatment (errors as inevitable, part(errors as inevitable, part
of the interlingua between L1 and L2 and not aof the interlingua between L1 and L2 and not a
symptom of failure, information for the teacher, other-symptom of failure, information for the teacher, other-
initiated and self-completed?, whole-class correction?)initiated and self-completed?, whole-class correction?)
11.11. Promoting positive attitudes towards the L2, itsPromoting positive attitudes towards the L2, its
culture and learning itselfculture and learning itself (linguistic and cultural(linguistic and cultural
difference as positive)difference as positive)

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An example of Task-Based LearningAn example of Task-Based Learning
LEARNING GOALS (B1)LEARNING GOALS (B1)
Listening Comprehension: UnderstandingListening Comprehension: Understanding
the main idea of TV programs dealingthe main idea of TV programs dealing
with topics of personal interest, whenwith topics of personal interest, when
the delivery is relatively slow andthe delivery is relatively slow and
clear.clear.
Reading comprehension: UnderstandingReading comprehension: Understanding
texts written in daily-use language.texts written in daily-use language.
Writing: filling in questionnaires about well-Writing: filling in questionnaires about well-
known topics.known topics.
Oral Interaction: Spontaneous participationOral Interaction: Spontaneous participation
in a conversation about topicsin a conversation about topics
relevant in daily life (family).relevant in daily life (family).
Writing: Writing simple connected texts onWriting: Writing simple connected texts on
topics which are familiar or oftopics which are familiar or of
personal interest.personal interest.
ACTIVITIESACTIVITIES
Listening comprehension activity based on aListening comprehension activity based on a
“Supernanny” program (Channel 4)“Supernanny” program (Channel 4)
Vocabulary exercise about family membersVocabulary exercise about family members
and about personality adjectivesand about personality adjectives
Reading an article about:Reading an article about:
- Differences between brothers and sistersDifferences between brothers and sisters
according to birth orderaccording to birth order
- Traditional families vs. ContemporaryTraditional families vs. Contemporary
families (single-parent families, lessfamilies (single-parent families, less
extended, homosexual marriages)extended, homosexual marriages)
Filling in a questionnaire about the topicsFilling in a questionnaire about the topics
introduced in the audiovisual and writtenintroduced in the audiovisual and written
texts.texts.
Conversation in pairs/groups, and, later,Conversation in pairs/groups, and, later,
whole class, about the introduced topics.whole class, about the introduced topics.
Revision of commonest errors .Revision of commonest errors .
Composition about one of the topics dealtComposition about one of the topics dealt
with in the class/participation in thewith in the class/participation in the
Supernanny-Channel 4 Forum.Supernanny-Channel 4 Forum.

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An example of Task-Based LearningAn example of Task-Based Learning
LEARNING GOALS (B1)LEARNING GOALS (B1)
Listening Comprehension: UnderstandingListening Comprehension: Understanding
the main idea of TV programs dealingthe main idea of TV programs dealing
with topics of personal interest, whenwith topics of personal interest, when
the delivery is relatively slow andthe delivery is relatively slow and
clear.clear.
Reading comprehension: UnderstandingReading comprehension: Understanding
texts written in daily-use language.texts written in daily-use language.
Writing: filling in questionnaires about well-Writing: filling in questionnaires about well-
known topics.known topics.
Oral Interaction: Spontaneous participationOral Interaction: Spontaneous participation
in a conversation about topicsin a conversation about topics
relevant in daily life (family).relevant in daily life (family).
Writing: Writing simple connected texts onWriting: Writing simple connected texts on
topics which are familiar or oftopics which are familiar or of
personal interest.personal interest.
ACTIVITIESACTIVITIES
Listening comprehension activity based on aListening comprehension activity based on a
“Supernanny” program (Channel 4)“Supernanny” program (Channel 4)
Vocabulary exercise about family membersVocabulary exercise about family members
and about personality adjectivesand about personality adjectives
Reading an article about:Reading an article about:
- Differences between brothers and sistersDifferences between brothers and sisters
according to birth orderaccording to birth order
- Traditional families vs. ContemporaryTraditional families vs. Contemporary
families (single-parent families, lessfamilies (single-parent families, less
extended, homosexual marriages)extended, homosexual marriages)
Filling in a questionnaire about the topicsFilling in a questionnaire about the topics
introduced in the audiovisual and writtenintroduced in the audiovisual and written
texts.texts.
Conversation in pairs/groups, and, later,Conversation in pairs/groups, and, later,
whole class, about the introduced topics.whole class, about the introduced topics.
Revision of commonest errors .Revision of commonest errors .
Composition about one of the topics dealtComposition about one of the topics dealt
with in the class/participation in thewith in the class/participation in the
Supernanny-Channel 4 Forum.Supernanny-Channel 4 Forum.