TASK 5: create a webpage.

TASK 4: write a book with Tar Heel Reader.

TASK 3: create Voicethread.

TASK 2: create a Piclit.

TASK 1: legal framework of ICT in ESO.

The last decade new technologies have had a lot of presence in everyday life in our society so, the generation now is in the high school is technology-literate. They were born simultaneously with the boom of new technologies and both teenagers and new technologies have grown hand in hand. Any legal framework which expects to be successful in the matter of teaching a foreign language, as it is the English language, must consider the fact explained before and realise that new technologies can be an asset in the classrooms.

According to the legal framework proposed by the LOMCE, most of the linguistic activity is done by means of technologies, accepted legal framework as frequent support of oral and written texts so, the digital competence is a substantial part of the communicative competence. These technologies facilitate the self-study, self-evaluation and the oral and written interaction in virtual contexts.

The five block (Bloque 1: Comprensión de textos orales, Producción de textos orales: expresión e interacción, Bloque 3: Comprensión de textos escritos, Bloque 4: Producción de textos escritos: expresión e interacción y Bloque 5: Elementos transversales a la asignatura) which constitute this framework of English as a foreign language in ESO develop the audio-visual communication as a learning strategy. Digital resources are essential tools to initiate students into autonomous mechanisms to learn a foreign language adapted to levels and communicative skills. Moreover, the main role of these resources is as a transversal element in evaluative activities in oral situations.

As a conclusion, the legal framework of ICT in ESO raises awareness of the importance of integrating ICT skill in our teaching work. ICT plays a fundamental role in the practical side of the learning (communication) and in the autonomy of the learner.  On the one hand, it provides students an endless range of vocabulary and information by means of a lot of digital dictionaries. Besides, the legal framework sees blogs, specialised webs, wikis, etc as essential tools to search, select and organised information. On the other hand, students have the chance to be prosumers creating and editing digital content. Also, it encourages the use of ICT to collaborate with the rest of the group to plan the works, give ideas and understand other’s ideas to create a collective product.