ORAL DEFENSE

"I would like to begin ?" outlining the structure of my teaching program and its alignment with LOMLOE.

"Let me s? with "a brief overview of the educational context in Murcia.

This presentation "aims ?" explain the rationale, methodology, and evaluation criteria of my proposal.

"The purpose ?" this teaching plan is to foster communicative competence.

Today, "I’ll be presenting/de?" a competency-based teaching plan designed for 4th ESO students.

"My proposal is structured a?" twelve teaching units based on the Sustainable Development Goals.

"It consists ?" 12 teaching units.

"This unit focuses ?" environmental awareness and responsible consumption.

"I have divided the program ?"different....

"The first section out?" the diagnostic activities and initial objectives.

This part deals ? vocabulary building.

It incor? digital tools, collaborative work, and oral mediation tasks. (To introduce (something) as a basic part).

"One of the key competences is ? promote critical thinking...

"This contributes to the acq? of" specific competences, such as SC1 and SC5.

"This decision is ba? on" both legal requirements and pedagogical research.

"According ? the current legislation", active methodologies must be implemented across the curriculum.

To cater ? students’ diverse needs, I included visual aids, audio materials, and assistive technology.

"This is grounded ?" a communicative approach with real-world relevance.

Scaffolding is provided th? sentence frames, visual prompts, and guided tasks.

"In accordance ?" LOMLOE, the program promotes the development of all key competences.

"The plan is framed w? the context of" inclusive education and intercultural awareness.

The descriptors are taken ? the .....

Assessment is carried out thr? both individual and group tasks.

Evaluation is aligned ? the criteria of competencias específicas 1 to 6 from the official curriculum.

Let me repr? that: the objective is not just fluency, but communicative effectiveness. (to ask, say, or put into words differently.).

"Just to make it c?", the program also incorporates inclusive measures for mixed-ability groups.

Thank you for pointing that ?; it’s true that assessment needs to be both fair and comprehensive.

"If I m? elaborate", I also include audio versions of texts to support students with dyslexia.

"In response ? your question", yes, I do differentiate tasks based on learner profiles.

"Let me ad? that by" explaining how grammar is contextualized through the topic of sustainability. (deal with, tackle).

"I hope I’ve demonstrated the value ? this teaching plan," not only in terms of content but also in pedagogical soundness.

Thank you for your attention. I’m happy ? answer any questions regarding any section of the program.

"At the h¿ of" this teaching program lies the development of communicative competence in real-life contexts. (The central or most important part).

Students need to feel empowered; "by the same to?", they should be held accountable for their own learning process. (for the same reason).

"In light ?" recent educational reforms, the program incorporates active methodologies and inclusive strategies. (Considering / because of).

This plan, to a great e? , follows the guidelines of the LOMLOE framework and the SDGs.

"Bear in m?" that these students come from diverse linguistic and cultural backgrounds, which must be addressed pedagogically. (take into account).

On the w?, the units are designed to foster creativity, collaboration, and critical thinking. (in general).

Grammar is treated not as an isolated component, but "as a m? to an end"—effective communication. (A method used to achieve a goal).

This unit "str? a balance between" linguistic input and communicative output. (find a compromise).

Each task is conceived as "a stepping s?" toward greater learner autonomy. (Something that helps achieve progress).

In the final sessions, peer assessment and self-reflection "come ? play" to reinforce metacognitive skills. ( Become relevant or important).

The program is built "from the g? up", beginning with diagnostic testing and scaffolding strategies. (Starting from the basics / building progressively).

The inclusion of oral mediation tasks aims to "raise the b?" in terms of communicative competence. (Increase standards or expectations).

When designing each task, I considered "the bigger p?" of preparing students for lifelong learning. (A broader perspective).

Task-based learning is a methodology that has "stood the t? of time" and remains relevant today. (Remain valid or effective over time).