This document outlines the structure and assessments for an English bilingual secondary school program. It describes two options: a bilingual program and a bilingual section. The bilingual program incorporates 1 hour of English instruction daily and allows some subjects to be taught in English, while the bilingual section teaches specific subjects like social sciences in English. It also provides the requirements for admission, including English proficiency certificates, and explains the grading system which divides the final mark into reading/writing, listening, and speaking components.

3. Bilingual program
•1 hour of English everyday
•Some subjects can be taught in English
•Flexible groups according to the students’ levels
•Field trips in English
Bilingual section
•1 hour of English everyday
•In the 1st year of secondary school social science, geography, history and
natural science will be taught in English.
•All the subjects can be in English except for: Matemáticas, Lengua Castellana y
Literatura, and second language.

4. BILINGUAL SECONDARY SCHOOL:
-PET y KET certificate: go to a bilingual secondary school
-Mark higher than70%: CERTIFICATE PET (B1)
-Mark between 70-45%, level A2 (go to a bilingual secondary
school)
-Mark 44% or below: go to a bilingual secondary school, but only
bilingual programs, not bilingual section.

6. GRADING
GRADING
1. Reading and writing: 50% of the total mark
1. Reading and writing: 50% of the total mark
2. Listening: 25% of the total mark
2. Listening: 25% of the total mark
3. Speaking: 25% of the total mark
3. Speaking: 25% of the total mark

7. CERTIFICATES
CERTIFICATES
Pass with distinction: level B1
Pass with distinction: level B1
Pass with merit or pass: level A2
Pass with merit or pass: level A2
Fail but falls within level A1: level A1
Fail but falls within level A1: level A1

11. UNDERSTANDING OF SHORT TEXTS
UNDERSTANDING OF SHORT TEXTS
Communicative texts
(signs, notice, short texts…)
INSTRUCTIONS:
INSTRUCTIONS:
1st: read the texts
1st: read the texts
2nd: read the sentences
2nd: read the sentences
3rd: match 5 sentences to the appropriate sign or notice.
3rd: match 5 sentences to the appropriate sign or notice.

13. KNOWLEDGE OF VOCABULARY
KNOWLEDGE OF VOCABULARY
INSTRUCTIONS:
INSTRUCTIONS:
1st: read the 6 sentences
1st: read the 6 sentences
2nd: think about suitable words to fill in the gaps
2nd: think about suitable words to fill in the gaps
3rd: 3 options provided for each gap
3rd: 3 options provided for each gap

15. UNDERSTAND DAILY ROUTINES
UNDERSTAND DAILY ROUTINES
Study and social situations
in a daily life.
INSTRUCTIONS:
INSTRUCTIONS:
1st: read 10 questions
1st: read 10 questions
2nd: complete 5 conversations (3 options multiple choice)
2nd: complete 5 conversations (3 options multiple choice)
3rd: complete a dialogue (8 options)
3rd: complete a dialogue (8 options)

18. UNDERSTAND THE MAIN IDEA AND SOME DETAILS OF LONGER TEXTS
UNDERSTAND THE MAIN IDEA AND SOME DETAILS OF LONGER TEXTS
Newspapers, magazines,
short stories…
INSTRUCTIONS:
INSTRUCTIONS:
1st: read the text
1st: read the text
2nd::read the questions about the text
2nd read the questions about the text
3rd: answer the questions (3 multiple choice).
3rd: answer the questions (3 multiple choice).

20. KNOWLEDGE OF GRAMMATICAL STRUCTURES
KNOWLEDGE OF GRAMMATICAL STRUCTURES
Newspapers, magazines,
short stories,
encyclopedias…
INSTRUCTIONS:
INSTRUCTIONS:
1st: read the text
1st: read the text
2nd: complete the text by choosing the appropriate words (3 options)
2nd: complete the text by choosing the appropriate words (3 options)
3rd: verb forms, determiners, pronouns, prepositions and conjunctions
3rd: verb forms, determiners, pronouns, prepositions and conjunctions

23. VOCABULARY PRODUCTION (SPELLING)
VOCABULARY PRODUCTION (SPELLING)
Food, school things, freetime activities…
INSTRUCTIONS:
INSTRUCTIONS:
1st: read the definitions
1st: read the definitions
2nd: check the first letter of the word and the dashes (_ _ _ _)
2nd: check the first letter of the word and the dashes (_ _ _ _)
3rd: think about a suitable word for that definition
3rd: think about a suitable word for that definition

25. COMPLETE A GAPPED TEXT
COMPLETE A GAPPED TEXT
The texts are notes,
emails, short letters…
INSTRUCTIONS:
INSTRUCTIONS:
1st: read the text
1st: read the text
2nd: write suitable words in the gaps
2nd: write suitable words in the gaps
3rd: Spelling mistakes are not allowed!
3rd: Spelling mistakes are not allowed!

27. COMPLETE INFORMATION
COMPLETE INFORMATION
No marks will be given if:
1.Spelling mistakes
INSTRUCTIONS:
INSTRUCTIONS:
1st: read 2 short texts
1st: read 2 short texts
2nd: use the information in the texts to complete a note, form, diary
2nd: use the information in the texts to complete a note, form, diary
entry…
entry…
3rd: similar to note taking
3rd: similar to note taking

29. COMMUNICATIVE MESSAGE
COMMUNICATIVE MESSAGE
Notes, emails, postcards to
a friend…
INSTRUCTIONS:
INSTRUCTIONS:
1st: read the 3 prompts
1st: read the 3 prompts
2nd: write 25-35 words
2nd: write 25-35 words
3rd: make sure you address those prompts!
3rd: make sure you address those prompts!

37. IDENTIFY SIMPLE FACTS IN SHORT LISTENING TEXTS
IDENTIFY SIMPLE FACTS IN SHORT LISTENING TEXTS
INSTRUCTIONS:
INSTRUCTIONS:
1st: listen to 5 short conversations
1st: listen to 5 short conversations
2nd: information is about prices, numbers, times, dates,
2nd: information is about prices, numbers, times, dates,
locations, directions, sizes, weather, descriptions of people,
locations, directions, sizes, weather, descriptions of people,
current actions…
current actions…
3rd: choose the right visual image
3rd: choose the right visual image

40. IDENTIFY SIMPLE FACTS IN A LONG CONVERSATION
IDENTIFY SIMPLE FACTS IN A LONG CONVERSATION
INSTRUCTIONS:
INSTRUCTIONS:
1st: listen to the conversation
1st: listen to the conversation
2nd: information about personal interests, experiences, daily life,
2nd: information about personal interests, experiences, daily life,
free-time activities…
free-time activities…
3rd: match two lists of items
3rd: match two lists of items

42. IDENTIFY SIMPLE FACTS IN A LONG CONVERSATION
IDENTIFY SIMPLE FACTS IN A LONG CONVERSATION
INSTRUCTIONS:
INSTRUCTIONS:
1st: listen to the informal conversation (personal interests)
1st: listen to the informal conversation (personal interests)
2nd: answer 5 multiple-choice questions
2nd: answer 5 multiple-choice questions
3rd: 3 options in each question
3rd: 3 options in each question

44. EXTRACT SPECIFIC FACTS
EXTRACT SPECIFIC FACTS
INSTRUCTIONS:
INSTRUCTIONS:
1st: listen to the dialogue/ monologue (shops, schools…)
1st: listen to the dialogue/ monologue (shops, schools…)
2nd: extract information and write it down
2nd: extract information and write it down
3rd: write numbers, times, dates, prices, spellings and words
3rd: write numbers, times, dates, prices, spellings and words

46. EXTRACT SPECIFIC FACTS
EXTRACT SPECIFIC FACTS
INSTRUCTIONS:
INSTRUCTIONS:
1st: listen to the dialogue/ monologue (shops, schools…)
1st: listen to the dialogue/ monologue (shops, schools…)
2nd: extract information and write it down
2nd: extract information and write it down
3rd: write numbers, times, dates, prices, spellings and words
3rd: write numbers, times, dates, prices, spellings and words

53. SIMPLE SOCIAL INTERACTION
SIMPLE SOCIAL INTERACTION
INSTRUCTIONS:
INSTRUCTIONS:
1st: general conversation lead the by interlocutor
1st: general conversation lead the by interlocutor
2nd: talk about personal details (spell their names), country of
2nd: talk about personal details (spell their names), country of
origin, subject of study, family, home town, school, free time
origin, subject of study, family, home town, school, free time
activities, likes and dislikes…
activities, likes and dislikes…
3rd: don’t use one-word answers (extend your answers!)
3rd: don’t use one-word answers (extend your answers!)

55. CANDIDATES INTERACTION
CANDIDATES INTERACTION
INSTRUCTIONS:
INSTRUCTIONS:
1st: the candidates speak to each other making positive
1st: the candidates speak to each other making positive
contributions
contributions
2nd: they will be given prompts cards
2nd: they will be given prompts cards
3rd: they have to: ask and answer questions about daily life,
3rd: they have to: ask and answer questions about daily life,
leisure activities and social life
leisure activities and social life

60. GRADING
GRADING
1. Reading and writing: 50% of the total mark
1. Reading and writing: 50% of the total mark
2. Listening: 25% of the total mark
2. Listening: 25% of the total mark
3. Speaking: 25% of the total mark
3. Speaking: 25% of the total mark

61. CERTIFICATES
CERTIFICATES
Pass with distinction: level B2
Pass with distinction: level B2
Pass with merit or pass: level B1
Pass with merit or pass: level B1
Fail but falls within level A2: level A2
Fail but falls within level A2: level A2

65. UNDERSTANDING OF VARIOUS TEXTS
UNDERSTANDING OF VARIOUS TEXTS
Communicative texts
(emails, notes, cards,
postcards…), notices, signs,
packing information (food
package)…
INSTRUCTIONS:
INSTRUCTIONS:
1st: read the text
1st: read the text
2nd: read the answers
2nd: read the answers
3rd: reread both the text and the choice of answer
3rd: reread both the text and the choice of answer

67. DETAILED COMPREHENSION OF FACTUAL TEXTS
DETAILED COMPREHENSION OF FACTUAL TEXTS
Goods or services
(purchasing books, visiting
museums, choosing
activities…)
INSTRUCTIONS:
INSTRUCTIONS:
1st: read the 5 descriptions of people
1st: read the 5 descriptions of people
2nd: read the 8 texts carefully (underlining matches)
2nd: read the 8 texts carefully (underlining matches)
3rd: No word spotting! (quick word matches)
3rd: No word spotting! (quick word matches)

69. DETAILED INFORMATION ON A LONG FACTUAL TEXT
DETAILED INFORMATION ON A LONG FACTUAL TEXT
Brochures, advertisements
on magazines, websites
information…
INSTRUCTIONS:
INSTRUCTIONS:
1st: read 10 questions about the text
1st: read 10 questions about the text
2nd: read the text carefully (looking for the answers)
2nd: read the text carefully (looking for the answers)
3rd: don’t be put off by unfamiliar vocabulary!
3rd: don’t be put off by unfamiliar vocabulary!

71. DETAILED INFORMATION ABOUT AN OPINION OR ATTITUDE TEXT
DETAILED INFORMATION ABOUT AN OPINION OR ATTITUDE TEXT
Opinion or attitude of the
writer in a long text.
INSTRUCTIONS:
INSTRUCTIONS:
1st: read 5 multiple choice questions about the text
1st: read 5 multiple choice questions about the text
2nd: read the text carefully (looking for the answers)
2nd: read the text carefully (looking for the answers)
3rd: answer the questions checking the text.
3rd: answer the questions checking the text.

73. SELECT THE CORRECT WORDS TO FIT IN SPACES IN A TEXT
SELECT THE CORRECT WORDS TO FIT IN SPACES IN A TEXT
Vocabulary, grammar
(connectives, pronouns,
modals, preposition…)
INSTRUCTIONS:
INSTRUCTIONS:
1st: read the text
1st: read the text
2nd: consider the given example
2nd: consider the given example
3rd: answer the 10 questions (4 multiple choice)
3rd: answer the 10 questions (4 multiple choice)

76. GRAMMATICAL PRECISION
GRAMMATICAL PRECISION
No marks will be given if:
1.Spelling mistake
2.More than 3 words
INSTRUCTIONS:
INSTRUCTIONS:
1st: read the 5 sentences
1st: read the 5 sentences
2nd: read the “gapped” sentences
2nd: read the “gapped” sentences
3rd: write 1-3 words to fill the gaps (the 2 sentences should have the
3rd: write 1-3 words to fill the gaps (the 2 sentences should have the
same meaning)
same meaning)

78. COMMUNICATIVE MESSAGE
COMMUNICATIVE MESSAGE
No marks will be given if:
1.They miss one content point
2.Superfluous information
INSTRUCTIONS:
INSTRUCTIONS:
1st: read the 3 content points
1st: read the 3 content points
2nd: write a communicative message between 35-45 words
2nd: write a communicative message between 35-45 words
3rd: the 3 given points should be included in the message.
3rd: the 3 given points should be included in the message.

80. 100 WORDS WRITING: LETTER OR STORY
100 WORDS WRITING: LETTER OR STORY
No marks will be given if:
There are errors which
interfere with
communication or cause a
breakdown
INSTRUCTIONS:
INSTRUCTIONS:
1st: choose between the story or the letter
1st: choose between the story or the letter
2nd: STORY (short title or first sentence of the story)
2nd: STORY (short title or first sentence of the story)
3rd: LETTER (extract of a letter to answer)
3rd: LETTER (extract of a letter to answer)

88. 7 LISTENING TEXTS
7 LISTENING TEXTS
INSTRUCTIONS:
INSTRUCTIONS:
1st: listen to the texts (monologue or dialogue)
1st: listen to the texts (monologue or dialogue)
2nd: choose the right visual image
2nd: choose the right visual image
3rd: the text is heard twice.
3rd: the text is heard twice.

91. LONG LISTENING TEXT
LONG LISTENING TEXT
INSTRUCTIONS:
INSTRUCTIONS:
1st: listen to the text (information about places
1st: listen to the text (information about places
or events, lives, interests, experiences…)
or events, lives, interests, experiences…)
2nd: answer 6 multiple choice questions
2nd: answer 6 multiple choice questions
3rd: the text is heard twice.
3rd: the text is heard twice.

93. INFORMATIONAL MONOLOGUE
INFORMATIONAL MONOLOGUE
INSTRUCTIONS:
INSTRUCTIONS:
1st: listen to the monologue
1st: listen to the monologue
2nd: fill in the gaps with the missing information (words,
2nd: fill in the gaps with the missing information (words,
numbers or short sentences)
numbers or short sentences)
3rd: the text is heard twice.
3rd: the text is heard twice.

95. INFORMAL DIALOGUE
INFORMAL DIALOGUE
INSTRUCTIONS:
INSTRUCTIONS:
1st: listen to the dialogue (everyday concerns)
1st: listen to the dialogue (everyday concerns)
2nd: read the statements and write true or false
2nd: read the statements and write true or false
3rd: the text is heard twice.
3rd: the text is heard twice.

102. SIMPLE SOCIAL INTERACTION
SIMPLE SOCIAL INTERACTION
INSTRUCTIONS:
INSTRUCTIONS:
1st: general conversation lead the by interlocutor
1st: general conversation lead the by interlocutor
2nd: talk about personal details, likes and dislikes, daily routine…
2nd: talk about personal details, likes and dislikes, daily routine…
3rd: don’t use one-word answers (extend your answers!)
3rd: don’t use one-word answers (extend your answers!)

104. SIMULATED SITUATION
SIMULATED SITUATION
INSTRUCTIONS:
INSTRUCTIONS:
1st: the candidates speak to each other making positive
1st: the candidates speak to each other making positive
contributions
contributions
2nd: they will be given visual prompts
2nd: they will be given visual prompts
3rd: they have to: make and respond to suggestions, discuss
3rd: they have to: make and respond to suggestions, discuss
alternatives, make recommendations, negotiate
alternatives, make recommendations, negotiate
agreements…
agreements…

107. PHOTOGRAPH DESCRIPTION
PHOTOGRAPH DESCRIPTION
No marks will be given if:
There are errors which
interfere with
communication or cause a
breakdown
INSTRUCTIONS:
INSTRUCTIONS:
1st: candidates will be give a colour photograph
1st: candidates will be give a colour photograph
2nd: they have to describe the photograph
2nd: they have to describe the photograph
3rd: describe everything as fully as possible
3rd: describe everything as fully as possible

110. CANDIDATES DISCUSSION
CANDIDATES DISCUSSION
No marks will be given if:
There are errors which
interfere with
communication or cause a
breakdown
INSTRUCTIONS:
INSTRUCTIONS:
1st: the candidates speak to each other
1st: the candidates speak to each other
2nd: speak about interests, enthusiasms, experiences…
2nd: speak about interests, enthusiasms, experiences…
3rd: negotiating turns, eliciting opinions from each other
3rd: negotiating turns, eliciting opinions from each other

112. INFORMATION AND SAMPLE PAPERS
INFORMATION AND SAMPLE PAPERS
PET: http://www.cambridgeenglish.org/exams-and-qualifications/preliminary-for-schools/howPET: http://www.cambridgeenglish.org/exams-and-qualifications/preliminary-for-schools/howto-prepare/
to-prepare/
KET:http://www.cambridgeenglish.org/exams-and-qualifications/key-for-schools/how-toKET:http://www.cambridgeenglish.org/exams-and-qualifications/key-for-schools/how-toprepare/
prepare/
HANDBOOK
HANDBOOK
PET:https://www.teachers.cambridgeesol.org/ts/digitalAssets/117582_Preliminary_for_Schools
PET:https://www.teachers.cambridgeesol.org/ts/digitalAssets/117582_Preliminary_for_Schools
_Handbook.pdf
_Handbook.pdf
KET:https://www.teachers.cambridgeesol.org/ts/digitalAssets/117394_Cambridge_English_Key
KET:https://www.teachers.cambridgeesol.org/ts/digitalAssets/117394_Cambridge_English_Key
__KET__for_Schools_Handbook.pdf
__KET__for_Schools_Handbook.pdf
VOCABULARY LIST
VOCABULARY LIST
PET:http://www.cambridgeenglish.org/images/84669-vocabulary-list.pdf
PET:http://www.cambridgeenglish.org/images/84669-vocabulary-list.pdf
KET:http://www.cambridgeenglish.org/images/22105-ket-vocabulary-list.pdf
KET:http://www.cambridgeenglish.org/images/22105-ket-vocabulary-list.pdf