Programacion Family and Friends3 3Prim

FAMILY AND FRIENDS 3

AREA OF FOREIGN LANGUAGES

ENGLISH

THRID YEAR

COMPULSORY PRIMARY EDUCATION

TABLE OF CONTENTS

1. THEORETICAL JUSTIFICATION FOR THE PROJECT................................2

2. METHODOLOGY............................................................................................3

3. KEY COMPETENCES....................................................................................4

4. ATTENTION TO DIVERSITY........................................................................19

5. CURRICULUM..............................................................................................20

5.1. OBJECTIVES.........................................................................................20

5.2. CONTRIBUTION OF THIS AREA TO THE ACQUISITION OF KEY

COMPETENCES...........................................................................................26

5.3. CONTENTS............................................................................................28

5.4. ASSESSMENT CRITERIA......................................................................31

6. PROGRAMME OF UNITS.............................................................................33

7. CLASSROOM PROGRAMME.....................................................................139

Annex I THE DEVELOPMENT OF KEY COMPETENCES USING FAMILY

AND FRIENDS 3.............................................................................................209

Annex II. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH

DEPARTMENT................................................................................................251

Family and Friends 3 – Oxford University Press1

1. THEORETICAL JUSTIFICATION FOR THE PROJECT

THE advantages and opportunities offered by the current educational legislation

(LOE), the increasingly multicultural demands and needs of our society, along with

the directives established by the Council of Europe in the Common European

Framework of Reference for languages, are three key aspects which are reflected in

the Family and Friends project.

With a marked vocation towards education and learning, where pupils learn English

through motivating activities of a ludic nature which allow the foreign language to be

acquired subconsciously and naturally, and which involve the challenge of boosting

the ability of students to perceive the knowledge of a foreign language not only as

one more subject but as the discovery of an outside world of which we all form a

responsible part, the project promotes interaction in class in order to develop an

attitude of awareness towards social norms and values, within the psychopedagogical

principles upon which the curriculum design for the stage of Primary Education is

based.

The aim of our project is to ensure that students acquire all the skills stipulated by the

LOE, focussing, logically, on the competence of linguistic communication, and laying

particular emphasis upon social and civic competence, learning-to-learn and

autonomy and personal initiative.

In this project, teachers must create the necessary conditions for learning, with

particular emphasis upon diversity. They will prepare and organise the work, helping

to develop it; coordinate actions; encouraging positive attitudes towards English

language and culture, attracting and developing pupils’ interest in the new and the

creative, intervening in an active and reflexive manner, and treating mistakes as signs

of progress.. Meanwhile, pupils must play an active role in in the learning process,

being, as the LOE recommends, the centre of the process, and thus developing their

autonomy and independence.


2. METHODOLOGY

Family and Friends is a six-level series which proposes fast grammatical progression

combined with a methodology focused on the four skills (reading, writing, listening and

speaking) and the teaching of phonics.

Family and Friends transcends classroom teaching, promoting the values of family and

friendship, cooperation, help and gratitude.

Vocabulary and grammar

New language is introduced in connection with the topic of each unit. It appears in the

students’ book via the flashcards and recordings and is practised with songs and

games or activities designed to motivate students.

Skills

Every unit of Family and Friends contains a two-page section (“Skills time!”) devoted

specifically to the development of the four skills: reading, writing, listening and

speaking.

Phonics

Children will learn to associate each setter or group of letters with the sounds which

they form, which enables them to decode new words and thereby improve their

reading comprehension and their ability quickly to learn patterns of pronunciation or

spelling.

Family and Friends develops the concept of “synthetic phonics” in each unit to show

how sounds and letters combine to form words.

Stories

Each unit contains a story in which new words appear in a fun and motivating context.

These stories also permit cyclical revision of previously studied linguistic structures and

provide new opportunities to practise material already encountered.

Songs and chants

In every unit there is a song in order for children to practise new language, new

vocabulary and new sounds. Melody and rhythm are essential for the memorisation of

new words. When they sing, children are able to shrug off their fears and shyness and

practise language in a natural way with their peers whilst also enjoying themselves.


Songs, then, provide a good opportunity to introduce movement and fun into the

classsroom

Drama and Total Physical Response

Students of any age, especially those who move well, benefit from methods which

associate language with actions. The more body language is connected to the learning

process, the more likely it is that students will absorb and retain information. For this

reason, children are taught actions which accompany the songs or stories. In Family

and Friends, children have the opportunity to act out the stories and perform in simple

plays. One of the main obstacles when learning a language at any age is self-

perception. Theatre appeals to children’s imagination and is an excellent way of

interesting them in the stories and improving their communication skills. In this way

children will learn to communícate and make themselves understood and will develop

skills which will enable them to express themselves with greater fluency in everyday

situations by practising in class with a story before experiencing the same situation in

a real context.

Values

Values or civic education are a fundamental part of Family and Friends. It is essential

to focus upon children as people beyond their linguistic skills and improve their

behaviour and development of correct attitudes; as well as teaching them how their

behaviour impacts upon their environment and peers.

3. KEY COMPETENCES

In the Ley Orgánica de Educación (LOE) definition of the curriculum, we find both the

traditional components (objectives, contents, teaching methods and assessment

criteria) as well as key competences. This is one of the guiding elements of the

curriculum as a whole and, consequently, a guide in the processes of teaching and

learning. In fourth grade of primary school pupils have to participate in the so-called

diagnostic assessment, in which they have to demonstrate the acquirement of certain

skills. This assessment does not have academic consequences for students, but the

fact that the results help guide centres to take decisions regarding students’ learning

gives us some idea as to how educational processes are conditioned by this element

in the sense of being much more functional. In sixth grade of primary school the

decision as to whether pupils are promoted to the subsequent level is partly based on


whether or not they have acquired the key competences, as a result of which they

become a reference for student assessment.

As opposed to an educational model focused upon the the acquirement of more or less

theoretical knowledge, often unrelated, an educational process based upon the

acquirement of skills emphasises, above all, the acquirement of some vital know-how,

practical and integrated, know-how which students will have to demonstrate (this is

rather more than functional training). In brief, a skill is the putting into practice and

demonstration of the capacity to integrate knowledge, abilities and attitudes to resolve

problems and situations in different contexts. In a very graphic and succinct manner,

there is a definition of the putting into practice of acquired knnowledge, knowledge in

action, in other words, mobilising knowledge and skills in a specific situation (real and

different from the one in which these were learned), activating existing resources or

knowledge (although one thinks they are absent because they have been forgotten).

There is one aspect which should be highlighted, regarding what might be called the

combined character of the skill: the pupil, via what he knows, must demonstrate what

he can apply, but also what he can be. In this way we see how a skill integrates the

different contents which are worked on in the classroom (concepts, procedures and

attitudes), an example of integral training of the pupil. To summarise, we are

acknowledging that the academic instiitution wil not only prepare students in the

knowledge of technical and scientific know-how, but also as citizens, so they should

evince a series of civic and intellectual attitudes which imply respect towards others,

being responsible, team-work...

Another aspect is also important: acquiring competences allows one to tackle the

constant renewal of knowledge which occurs in any area of learning. The student’s

academic training takes place in school over a limited number of years, but the need

for personal and/or professional preparation never ends, so that a competence in the

use, for example, of information and communication technology, will enable access to

this tool to obtain the information necessary at any given moment (obviously, after

analysing its quality). If we also bear in mind that it is often impossible to consider in

depth all the contents of the curriculum, it is clear that the student must acquire this

competence, that of learning to learn.

In our educational system, the key competences regarded as those which students

should possess when they finish their obligatory education in order to deal with the

demands of their personal and working lives are as follows:


Competence in linguistic communication

Mathematical competence.

Competence in knowledge of and interaction with the physical world.

Data processing and digital competence.

Social and civic competence.

Cultural and artistic competence.

Learning-to-learn.

Autonomy and personal initiative.

But, what do we understand by each of these competences? In essence, and

concentrating on the most important aspect of the school curriculum, each of them

contributes the following to the student’s personal and intellectual preparation:

COMPETENCE IN LINGUISTIC COMMUNICATION

This competence involves using the language as a spoken and written

communication tool, and as a means of learning and self regulation of thought,

emotions and behaviour. It contributes to the creation of a positive self-image and

encourages constructive relationships with others and with the environment.

Learning to communicate meaning establishing links with other people and

cultures. It is fundamental in resolving conflict and for peaceful coexistence.

Acquiring this competence involves a command of oral and written language in a

variety of contexts and the functional use of at least one foreign language.

MATHEMATICAL COMPETENCE

This competence consists, above all, of the ability to use numbers and basic

mathematical operations, symbols and mathematical reasoning to produce and

express information. Students learn about quantitative and spatial features and

resolve everyday problems. The acquisition of this competence means applying

skills and attitudes which allow for mathematical reasoning, understanding of

mathematical arguments, and the ability to express oneself and communicate in

mathematical language integrating mathematical concepts with other types of

knowledge.

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE

PHYSICAL WORLD


This involves the ability to interact with the physical world in it’s natural state and

see how it has been affected by human intervention. It helps to understand events

and the consequences of different activities designed to improve and preserve

conditions for life, of other people, and other living things. This competence implies

the acquisition of scientific rational thought which enables the student to interpret

information and make decisions with autonomy and personal initiative, and to use

ethical values in personal and social decisions.

DATA PROCESSING AND DIGITAL COMPETENCE

Searching, finding, and processing skills are developed in this competence, as are

the communication of information and its transformation into knowledge. Aspects

such as the access to, and selection of information are included, and the

transmission of this information in different formats. Students learn to use ITC as an

essential media for information and communication. The acquisition of this

competence involves use of technology to solve problems efficiently and having a

critical attitude towards the information available.

SOCIAL AND CIVIC COMPETENCE

This competence involves understanding the social reality of the world in which we

live and being a democratic citizen in the today’s plural society. It incorporates

individual behaviour patterns that allow us to function and coexist in society, have

contact with others, cooperate, assume commitments and deal with conflict.

Acquiring this competence means knowing how put oneself in the place of others,

accept differences, be tolerant and respect their values, beliefs, cultures and the

culture and personal history. To summarise, it implies an understanding of the

social reality we live in, the ability to deal with conflict applying ethical values and

understanding of the rights and obligations we have as citizens, showing solidarity

and responsibility.

CULTURAL AND ARTISTIC COMPETENCE

This competence involves learning about, appreciating, understanding and

evaluating a variety of cultural and artistic statements, and treating them as a

source of pleasure and personal enrichment and as part of the cultural patrimony of

different societies. Appreciation and enjoyment of art and other cultural statements

and an open and receptive attitude to the variety of art forms lead to the

conservation of a common cultural legacy and encourages the student’s own

creative capacity.


LEARNING-TO-LEARN

This competence involves on the one hand starting the learning process, and on

the other hand being capable of continuing the process in an autonomous fashion.

It implies the acceptance of a variety of possible answers to the same problem, and

motivation to search for these answers using different means. To sum up, it implies

an organisation of the student’s own capacity to efficiently manage resources and

intellectual processes.

AUTONOMY AND PERSONAL INITIATIVE

This competence refers to the ability to decide using one’s own criteria and to

successfully take the necessary initiatives to develop and take responsibility for the

chosen option, both at a personal and social level and in the workplace or school.

The acquisition of this competence implies creativity, innovation, responsibility and

a critical approach to the development of individual or group projects.

How is each key competence attained by using this material?

We are going to explain in brief the most relevant aspects of our project, subject to the

denands of daily teaching practice at any given time.:

In essence and reflecting the most significant elements of the school currículum, each

competence contributes the following to the student’s personal and intellectual

preparation:

A. KEY COMPETENCES DIRECTLY RELATED TO THE LEARNING OF THE

FOREIGN LANGUAGE

COMPETENCE IN LINGUISTIC COMMUNICATION

This competence involves using the language as a spoken and written communication

tool, and as a means of learning and self regulation of thought, emotions and

behaviour. It contributes to the creation of a positive self-image and encourages

constructive relationships with others and with the environment. Learning to

communicate meaning establishing links with other people and cultures. It is

fundamental in resolving conflict and for peaceful coexistence. Acquiring this

competence involves a command of oral and written language in a variety of contexts

and the functional use of at least one foreign language.


Foreign language learning contributes directly to the development of this competence,

completing, enriching and adding new aspects of comprehension and expression to the

general communicative competence of the student. All textbooks published by Oxford

University Press offer a wide range of activities which encourage authentic

communication in the classroom, with a systematic development of written and oral

skills and opportunities for personalisation

The first three lessons of each unit include communicative activities of the

structures introduced in the unit (examples: pp.. 4 - 6,12-14, 20-23, 30-32, 36-

38, 42-44, 52-54, 58-60, 64-66, 74-76, 80-82, 86-88, 96-98, 102-104 y 108-

110). In the second lesson of each unit the unit story is personalised and acted

out (examples: pp.. 5, 13,21,31,37,43,53, 57,65, 75, 81, 87, 97, 103 y 109). In

the fourth lesson of each unit includes activities which help correct

pronunciation (examples: pp.. 11, 17, 23, 33, 39, 45, 55, 61, 67, 77, 83, 89, 99,

105, 111.

DATA PROCESSING AND DIGITAL COMPETENCE

Searching, finding, and processing skills are developed in this competence, as are the

communication of information and it’s transformation into knowledge. Aspects such as

the access to, and selection of information are included, and the transmission of this

information in different formats. Students learn to use ITC as an essential medium for

information and communication. The acquisition of this competence involves use of

technology to solve problems efficiently and having a critical attitude towards the

information available.

Information and communication technology offers the possibility to comunícate

in real time with any part of the world, as well as simple and immediate access

to a constant flow of information which increases every day. Knowledge of a

foreign language offers the possibility to communicate using new technology

real, functional contexts for communication.. This competence consists of

having the ability to obtain, process and communícate information and turn it

into knowledge.


Family and friends includes a CD-ROM so that each pupil may play interactive

games as well as practise the phonic lessons (examples: pp. 108 – 116 of the

Work Book).

SOCIAL AND CIVIC COMPETENCE

This competence involves understanding the social reality of the world in which we live

and being a democratic citizen in today’s plural society. It incorporates individual

behaviour patterns that allow us to function and coexist in society, have contact with

others, cooperate, assume commitments and deal with conflict. Acquiring this

competence means knowing how put oneself in the place of others, accept

differences, be tolerant and respect their values, beliefs, culture and personal history.

To summarise, it implies an understanding of the social reality we live in, the ability to

deal with conflict applying ethical values and understanding of the rights and

obligations we have as citizens, showing solidarity and responsibility.

Languages are used for social communication, but also as a vehicle for cultural

communication and transmission. Learning a foreign language involves an

understanding of cultural features and information related to the communities which

speak the language. This favours an understanding of the society we live in through

respect and acceptance of different cultures. Tolerance and integration are developed

and an appreciation of features of, and differences in, cultural identity.

Each unit includes activities which encourage good behaviour and respect

towards others in different places and circumstances (examples: pp.. 5, 6, 9,

13, 19, 25, 31, 35, 37, 40, 41, 47, 53, 56, 57, 59, 63, 65, 69, 75, 79, 81, 84, 85,

87, 90, 91, 97, 100, 101, 103, 107, 109 and 112). At the end of the book the

festivals, stories and cultural sections help students to be aware of the different

areas covered in each unit.

CULTURAL AND ARTISTIC COMPETENCE

This competence involves learning about, appreciating, understanding and evaluating a

variety of cultural and artistic statements, and treating them as a source of pleasure

and personal enrichment and as part of the cultural patrimony of different societies.

Appreciation and enjoyment of art and other cultural statements and an open and

receptive attitude to the variety of art forms lead to the conservation of a common

cultural legacy and encourages the student’s own creative capacity.


Learning a foreign language helps to develop this competence if the linguistic models

contain, even in the limited way possible at this level, cultural information. This

competence, then, encourages expression and communication in order to perceive and

understand different realities and products of the artistic and cultural world.

Artistic competence involves a basic understanding of techniques, resources and

conventions related to the different artistic idioms, music, literature, visual and stage

arts or different aspects of so-called popular culture.

All the units of Family and Friends provide the opportunity to express oneself

via dramatisations, songs , plays and wrtiten activities in both the students’

book and the workbook (examples: 4-24, 30-33, 36-39, 42-46, 52-56, 56-62, 64-

68, 74-78, 80-84, 86-90, 96-100, 102-106, 108-112; WB pp. 4, 7, 9, 12, 13, 14,

16, 17, 19, 20, 22, 24, 25, 26, 33, 39, 41, 45, 48, 50, 52, 53, 57-60, 62, 64, 65,

68, 69, 72, 73, 78-88, 92, 93, 104, 105 108 , 109, 118.)

LEARNING-TO-LEARN

This competence involves on the one hand starting the learning process, and on the

other hand being capable of continuing the process in an autonomous fashion. It

implies the acceptance of a variety of possible answers to the same problem, and

motivation to search for these answers using different means. To sum up, it implies an

organisation of the student’s own capacity to efficiently manage resources and

intellectual processes.

Learning a foreign language is far more effective if it includes contents directly

related to reflection upon one’s own learning, so that each child identifies how

to learn better and which strategies to use to improve.

This involves the awareness of those capacities which form a part of learning,

such as attention, concentration, memory, comprehension, linguistic expression

and motivation, for example.

Every activity in Family and Friends helps to develop this competence.

AUTONOMY AND PERSONAL INITIATIVE


This competence refers to the ability to decide using ones own criteria and to

successfully take the necessary initiatives to develop and take responsibility for the

chosen option, both at a personal and social level and in the workplace or school.

The acquisition of this competence implies creativity, innovation, responsibility and a

critical approach to the development of individual or group projects.

Decisions which result from reflection on the learning process favour autonomy. As

autonomy and personal initiative often involve others, this competence necessitates

social skills such as cooperation, flexibility, negotiation, teamwork, seeing others’ points

of view, dialogue, and the assertiveness to explain one’s own decisions. Autonomy and

personal initiative involve being able to imagine, begin, develop and evaluate one’s

actions or individual or group projects with creativity, confidence, responsibility and a

critical attitude. In this sense it requires the ability to revise previous ideas or create

new ones, finding solutions and putting them into practice.

The stories encourage cooperation and respect for others, teamwork, valuing

the opinions of others, etc.

Personal initiative is another competence to bear in mind within the different

levels of Family and Friends, as it increases students’ self-confidence and the

initiative necessary to carry out different activities and put them into practice in

real life (examples: SB pp.. 4-7, 9-13, 15- 19, 21-29, 31-35, 37-41, 43-51, 53-

57, 59-63, 65-73, 75-79, 81-85, 87-91-95, 97-101, 103-107, 109-117; WB pp.

4-6,8-105, 108-118.)

B. KEY COMPETENCES NOT DIRECTLY RELATED TO FOREIGN

LANGUAGE LEARNING

MATHEMATICAL COMPETENCE

This competence consists, above all, of the ability to use numbers and basic

mathematical operations, symbols and mathematical reasoning to produce and

express information. Students learn about quantitative and spatial features and resolve

everyday problems. The acquisition of this competence means applying skills and

attitudes which allow for mathematical reasoning, understanding of mathematical


arguments, and the ability to express oneself and communicate in mathematical

language integrating mathematical concepts with other types of knowledge.

Using numbers and basic operations,symbols and forms of expression and

mathematical reasoning to produce and interpret information, to know more about

quantitative and spatial aspects of reality and to resolve problems related to daily life.

Part of mathematical competence is the ability to interpret and express with clarity and

precision information, data and arguments.

Different lessons of the Students’ Book (SB) and the Workbook (WB) include

activities related to mathematics which interrelate two different subjects

(examples: SB pp.. 7, 44; WB pp, 7, 60, 74).

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYS-

ICAL WORLD

This involves the ability to interact with the physical world in it’s natural state and see

how it has been affected by human intervention. It helps to understand events and the

consequences of different activities designed to improve and preserve conditions for

life, of other people, and other living things. This competence implies the acquisition of

scientific rational thought which enables the student to interpret information and make

decisions with autonomy and personal initiative, and to use ethical values in personal

and social decisions.

Interacting with the physical world, both in its natural aspects and those generated by

human action, in such a way that facilitates the understanding of events, the prediction

of consequences and activity directed towards the improvement and preservation of

the conditions of one’s own life, that of other people and of all other living creatures.

Taking as a starting point knowledge of the human body, nature, and the interaction of

mankind with nature, this competence allows students to discuss rationally the

consequences of different lifestyles and take decisions about a healthy physical and

mental way of life in a healthy and safe environment. The responsible use of natural

resources, environmental conservation, and preservation of individual and collective

health are recognised as key to quality of life.


Different activities worked upon throughout the various students’ books

improve pupils’ knowledge of themselves and of the physical world which

surrounds them, as a consequence of performing the activities included in the

books (examples: SB pp.. 8,9 26, 34, 69, 120 , 122,125 WB págs. 4,8,26,

46,47, 52, 70, 103, 106).

Continuous learning

In a competence there iis no knowledge which is only acquired in and valid for a

particular subject (especially in and for this one). Everything students learn in different

subjects (and not only at school) forms a background of culture and information

which should serve them throughout their lives, which they should be able to use at

specific moments and in differerent situations (language is, in this sense,

paradigmatic) . For this reason, any of these competences may be achieved if not in

all, certainly in most curriculum subjects and for that reason too these competences

can be used and applied in all these subjects, regardless of in which one they have

been acquired (transversality). Being competent should guarantee the completion of

determined learnings, but also permit the attainment of others, both at school itself and

beyond, a guarantee of continuous learning (or, in this case, the capacity to

communicate in very diverse situations, some of which pupils themselves may not yet

even perceive as likely in the future).

Nevertheless, clearly there is an obvious interrelation between the different elements of

the curriculum, one which we must highlight in order to make suitable use of all the

curriculum subjects employed in the teaching-learning process. When in a didactic

programme like this one the objectives of a unit are indicated formulated ( like the

assessment criteria, in terms of abilities), we know that these determine the choice of

contents, in the same way that we should employ assessment criteria which

demonstrate whether or not pupils attain them. Thus, assessment criteria allow for a

double interpretation: on the one hand, those related to the pupils’ learning as a whole,

in other words, there will be some assessment criteria specifically linked to concepts,

others to procedures and others to attitudes, as all of these contents need to be

assessed because they were worked on in class and are those which are assesssed

at different stages during application of continuous assessment; and on the other,

there will be assessment criteria which have been formulated more with regard to their

relationship with key competences.


The assessment of key competences is an assessment model which differs from that

of assessment criteria, both because it is applied at different stages of other

assessments, and because its purpose, though complementary, is different. If we

assume that key competences involve a real and practical application of knowledge,

abilities and attitudes, the way of checking or assessing whether the pupil has acquired

them is to reproduce application situations which are as real as possible, and in these

situations it is customary for the pupil to use this accumulated background (all kinds of

contents) but to respond, above all, to practical situations. In this way, when we assess

competences we are essentially, though not exclusively, assessing procedures and

attitudes, which is why we relate them to assessment criteria that are more procedural

and attitudinal.

SUBCOMPETENCES

The competences by their very nature are generic. To use them as a reference for

pedagogical actions and to really demonstrate the competences acquired by the

students, they need to be broken down into more specific objectives related to other

elements of the curriculum. We have called these objective subcompetences, and

without covering all the possibilities, they do include those most closely related to the

subject curriculum and most prominent in all subjects on account of their

interdisciplinary nature.

In foreign language learning, these subcompetences are as follows (there are other

competences/subcompetences which are also acquired in the area of Foreign

Language–English, though not in this grade):

Competence in linguistic communication

Express thoughts, emotions, experiences and opinions orally and simply.

Adapt spoken style to a variety of communicative contexts, taking into account non-

verbal features and respecting norms of communicative exchanges.

Understand social and cultural conventions when producing texts

Understand a variety of texts types typical of the academic setting and understand-

ing the communicative intention and formal features.

Take pleasure in reading and use reading to discover other places, languages and

cultures.

Be conscious of the need to respect spelling rules in the production of written texts

Understand principles of word formation as a means of extending vocabulary


Use a sufficient range of vocabulary to be able to express oneself orally and in writ-

ing in specific situations.

Compose texts typical of the academic environment, appropriate to the communic-

ative objective.

Write texts to express ideas, feelings and experiences

Data processing and digital competence

Search for, obtain, process and communicate information in the foreign language,

transforming it into knowledge, using the computer or the internet.

Analyse critically the information obtained

Social and civic competence

Use dialogue as a basic tool for interpersonal communication and in the resolution

of conflict.

Understand the values which characterise a democratic society: freedom, solidarity,

participation, citizenship, tolerance.

Value linguistic diversity as a cultural advantage.

Cultural and artistic competence

Appreciate cultural diversity as seen though artistic statements.

Learning-to-learn

Understand and habitually use the main techniques and strategies which favour the

intellectual process (summary, note taking, concept maps...).

Use a variety of sources for finding and processing information

Autonomy and personal initiative

Show initiative and personal creativity

Develop social skills.

Mathematical competence

Apply logical reasoning to chains of argument, identifying the fundamental ideas.

Competence in knowledge of and interaction with the physical world


Recognise geographical spaces and conditions where other cultures are located or

come from and which may determine and influence the development of these

cultures.

Identify questions or problems and obtain conclusions based on evidence.

All these competentes and subcompetences bring into play different strategies and

different linguistic and discursive skills are employed in a contextualised manner.

Therefore, the activities in which the foreign language is used are set within fields

which may be public (everything related to daily social interaction), personal family

relationships and individual social habits), professional or educational. Students will

use communication strategies in a natural and systematic manner in order to make

effective the communication activities performed by means of communicative skills.

The skills developed will be: productive (speaking and writing), receptive (listening and

reading) and based on interraction or mediation.

Learning tasks or activities will constitute the core of didactic planning, and will

integrate objectives, contents and assessment, making up units of programming.

Amongst other criteria, the design of activities and tasks has taken into account the

stages to be followed in their development, prior knowledge, integrated treatment of

linguistic components, skills and strategies, proposed final objectives and the

classroom’s potential for adaptation and diversity.

Learning English will not only provide students with competences in order to

communicate, but also with cultural and social knowledge of the culture whose

language they are studying, which will help them develop a personality which is open

and tolerant towards what is different.. In this way one achieves the integral

prepararation of the individual

As we have noted, one of the characteristics of the key competences is that they allow

for and encourage transversality in the learning with which they are associated, in

other words, that which can and should be achieved, though from a different but

complementary perspective, via the development of the curriculum of the various areas

of the same educational stage. In this grade, these areas are Conocimiento del Medio,

Art, P:E., Spanish Language, Foreign Language, Mathematics, Music and, optionally,

Religion.


For the overall work required of teachers in this grade, we indicate in the table below

the key competences which, as a minimum, should also be attained in other areas, in

some with more interrelation and in others with less:

ÁREA

KEY COMPETENCES*

1 2 3 4 5 6 7 8

Science X X X X X X X X

Art X X X X X X

P.E. X X X X X X

Spanish Language X X X X X X

Foreign Language X X X X X X

Mathematics X X X X X X X X

*n.b.:

1. Linguistic communication.

2. Mathematics.

3. Knowledge of and interaction with the physical world.

4. Data processing and digital competence.

5. Social and civic..

6. Cultural and artistic.

7. Learning-to-learn.

8. Autonomy and personal initiative.

As can be seen, the transversality of the key competences is evident, so within the

framework of the centre’s educational standard criteria should be formulated for their

collective treatment.


4. ATTENTION TO DIVERSITY

One of the elements upon which the LOE places most emphasis is attention to

diversity. It is clear that the same educational method employed with a single group of

students has differing results depending on each pupil’s knowledge and previous

experience, their intellectual capacity and their interests and motivation with regard to

teaching.

This si why, on many occasions, we have to modify. or adapt contents or methodology

in order that all pupils may attain the objectives established. Similarly, we should offer

extension activities for more able or receptive students. attention to diversity should

always be practised in both directions. Therefore, these differences should always be

catered for, by presenting the same activities in different ways by means of the

activities included in the students’ book and the workbook.. Teachers need to evaluate

towards whom they should direct one type of activity or the other, and need to be

constantly aware of these differences, not only when assessing, but also when

teaching and planning the process of teaching-learning.

Family and Friends includes reinforcement and extension activities which allow for

individualised attention to pupils, depending on their needs and learning rhythm. Every

lesson in our project includes ideas to help teachers respond to the different situations

which arise in the classroom

The Teacher’s Book suggests reinforcement and consolidation activities for students

as well as notes for the teacher, teaching advice, better to deal with different types of

student.

In one of the components of the Teacher’s Resource Pack, , the Photocopy Masters

Book, the teacher will find photocopiable consolidation and extension pages for each

unit. .


Criteria and procedures adopted for the development of special curricular

adaptation for students with special educational needs

(The department can descfribe and detail these criteria and procedures here if

necessary. If this is not the case then this section can be omitted)

Adaptations will focus on:

1- The time and rhythm of learning

2- A more personalised methodology

3- A reinforcement of study skills

4- The improvement of procedures, habits and attitudes

5- Ways of increasing amount of counselling

a) For the more gifted students, extension materials will be provided

b) For pupils with serious learning problems, as sufficient progress in the

conceptual contents of the course is more difficult to attain, procedures and attitudes

will be the priority, with social integration being the overall aim. Core instrumental skills

need to be the key content of the adapted curriculum. Modifications to the curriculum

may be quite significant (they will probably entail the elimination of contents, objectives

and consequently of the assessment criteria which might otherwise be considered

essential).

When such adaptations are not enough, the alternative is to have the pupil study part

of the core curriculum in special groups, with different contents and educational

activities. This learning can take place in the mainstream classroom with special

support, or in a separate physical space. This pupil will have the general objectives of

this stage of primary education as a reference, but will work towards those aims

through different contents and activities.

5. CURRICULUM

5.1. OBJECTIVES

General objectives of the stage


The demands and needs of 21st-century society have brought changes to the school

environment, preparing pupils to live in an ever more international, multicultural,

multilingual and technologically more advanced world. As a member of the European

Union, our country is committed to the promotion of the knowledge of other community

languages as is reflected in one of the objectives of the Lisbon Strategy. Meanwhile,

the Council of Europe in the European Common Reference Framework for the

learning of foreign languages establishes directives for both the learning of languages

as well as for the assessment of competence in different languages. These guidelines

have been a key reference in the elaboration of the curriculum.

The Royal Decree of Minimum Education states that Primary Education will help de-

velop in children the skills that will enable them to:

a). Know and appreciate the values and norms of coexistence and prepare for active

citizenship and respect for the human rights and pluralism inherent in a democratic so-

ciety.

b). Develop habits of individual and team work, effort and responsibility as well as atti-

tudes of self-confidence, critical sense, personal initiative, curiosity, creativity and in-

terest in learning

c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to

function independently in the family and household, as well as in the social groups with

which they will relate.

d) Know, understand and respect different cultures and differences between people,

equal rights and opportunities for men and women and the non-discrimination of dis-

abled people.

e) Know and make appropriate use of the Spanish language and, in its case, the co-of-

ficial language of the Autonomous Community and develop reading habits

f) Acquire, in at least one foreign language, skills to enable them to express

and understand simple messages and function in everyday situations.


g) Develop basic Maths skills and initiative in solving problems that require

elementary operations of calculation, geometry and estimates, as well as in

being able to apply them to situations in everyday life.

h) Get to know and appreciate their natural environment both social and cul-

tural, as well as the possibilities for action and care of it.

i) Get started in the use of information and communication technology to de-

velop a critical mind to the messages they receive and produce.

j) Use representation and artistic expression and start to build visual propos-

als.

k) Value the importance of hygiene and the acceptance of one’s own body

as well as that of others, respecting differences and using physical educa-

tion and sport to encourage both personal and social development.

l) Know and appreciate those animals closest to us and adopt forms of beha-

viour that contribute to their preservation and care.

m) Develop emotional skills in all areas of personality in their relations with

others and an attitude opposed to violence, prejudice and gender stereo-

type.

n) Promote road safety education and respectful attitudes for the prevention

of traffic accidents.

Objectives of the area of foreign language

The area of foreign language is designed to train students to understand, speak and

talk, read and write. Most of the learning opportunities are in the school environment.

This circumstance demands the inclusion of diverse contents removed from the

academic world such as those of social relations, mass media and the literary world

(properly adapted)


The axis of the area of foreign language, in the curriculum and in our project, is the

achievement of an effective oral and written communicative competence in meaningful

social contexts which will enable students to express themselves more and more

efficiently and correctly encompassing all possible uses and registers as well as the

use of communication strategies both verbal and non verbal.

The Royal Decree of Minimum Education establishes that the objective of the teaching

of a foreign language during this stage will be the development of the following abilit-

ies:

1. Listening to and understanding verbal messages in various kinds of interac-

tions, using the information provided for the execution of diverse specific tasks

related to students’ experience.

2. Expressing themselves orally and interacting in simple and routine within a

given content and development, using procedures and verbal and non verbal

language and adopting a rspectful and co-operative attitude.

3. Producing short simple texts with various purposes on topics covered in class

with the aid of patterns.

4. Reading and understanding various texts, related to their experience and hob-

bies, texts to extract general and specific information in accordance with a spe-

cific purpose.

5. Learning to use with increasing autonomy all the means at their disposal, in-

cluding new technology, to obtain information and to communicate in the foreign

language.

6. Valuing the foreign language, and languages in general, as a means of commu-

nication and understanding between people of diverse origins and cultures and

as a tool for learning different contents.

7. Expressing a receptive and confident attitude vis-à-vis their own ability to learn

and use the foreign language.


8. Using knowledge and prior experience of other languages for a faster, more ef-

ficient and independent acquisition of the target language.

9. Identifying the phonetic aspects of rhythm, intonation and pronunciation, as well

as linguistic structures and lexical aspects of the target language, using them

as basic elements of communication.

Objectives of the area of foreign language and its integration within our profect

The aim of the area of foreign language is to prepare people who can use it to

understand, speak, converse, read and write, so its use should be the starting point

from the moment teaching begins. The introduction of English in the first year of

Primary Education is an experience which is currently being adopted in numerous

schools, and stems from the premise that learning a second language at an early age

contributes to the development of basic abilities. Primary education begins with a very

elementary competente in the target language, so, throughout this stage, the

knowledge, ability and experience in the languages the children know will be extremely

important in order to understand and construct meanings, structures and strategies

when participating in acts of communication.

The elaboration of our project, which affects the organisation and contents of the

programme, is closely linked to the psychopedagogic principles which serve as a

foundation for the curricular designof Primary Education. It is our aim that our pupils

acquire communicative competence in English via games and motivating activities,

which at the same time promote effective learning. Whilst engaged in these activities

they use the language to obtain information, express their own opinions and relate with

others in a natural way. It is a question of reinforcing the students’ ability to perceive

the knowledge of a foreign language not just as one more subject, but as the reflection

of an outside world of which we all form a part. The objective, insofar as is possible, is

to globalise experiences whilst not forgetting the specific stage of learning in which

students find themselves.

: Methodological bases that inspire our work are as follows

The starting point in the students’ learning is their previous knowledge; focusing

on this may seem close and familiar to the students but with an aspect of fantasy to

strike a balance between safety/well-being and interest/imagination. The student can

transfer learned concepts and strategies to build meaning and attribute meaning to

what he/she learns (Starting with what he knows and making hypotheses to make rules


to help interiorize the new system) thus, enhancing their personal growth, development

and socialization.

Communicative situations that include humour and play capture the motivation

of students and facilitate learning; It is therefore important to take into account the

importance of songs and stories, the features of the characters, illustrations and even

sound effects

Children learn in different ways and at different speeds; for this reason our project

is devised to be used with flexibility so that all group members can take part and find

activities to which they can apply know-how and aptitude, facilitating the development

of one's own daily awareness of achievement and progress. Our project provides extra

support for those who need it, taking into account those cases in which progress does

not respond to expectancy as well as those who may excel in their goal achievement

and, due to lack in programmed activities, lose interest and become unmotivated. To

remedy these situations the programme includes extension activities for the more

advanced and reinforcement for those who may get bogged down at any time. These

activities are in the Activity Book (at the end of the book: ’Extra Writing’ for each unit),

in the photocopiable materials and the Resources Pack and notes in the Teacher’s

Book.

Children’s learning is more intense and effective when they are active; they need

to exercise their action skills. Each of the units in our project provides a wide range of

activities and teaching resources for participation. The student is the keystone in the

learning/teaching process but his/her constructive attitude depends on the teacher’s

intervention. This intervention must be both active and reflective and adapt to the

student’s level using input to help the student interaction and feedback to contextualise

activities and render meaningful answers with a view to promoting communication

strategies, consolidating those already acquired and the admission of errors.

Consider both progress and the error as something natural in the learning

process. Errors occur as a result of the underlying dynamism in comprehension and

progressive mastering of the new language. We understand that errors occur when the

child tries to anticipate the functioning of the language or when he transfers rules from

his mother tongue in a natural process of acquisition. It is important to note the

difference between error and mistake. Errors are believed to be systematic failings due

to lack of knowledge. These errors will be dealt with when finishing oral interactions, in


groups, taking into account that they take time to correct. A mistake is an occasional

failure due to lack of attention which may even befall native speakers. Mistakes are not

worthwhile correcting since they are not relevant to the teaching/learning process.

The evaluation of individual and collective progress is an important factor in

ensuring quality; We have provided an English language portfolio with photocopiable

Self Evaluation sheets (Teacher’s Book) which will enable teachers to monitor their

students’ progress. It is devised so that it can be adapted by teachers to their own

specific needs

Globalised learning will generate an apprehension of reality as a whole. Our

project takes this into account offering activities related with other areas in the

curriculum beginning with learning about the child, then moving on to the world around

him; house, school, environment and society in general. In each unit, this development

is reflected in those topics related to other areas in the curriculum; Environmental

Education, Artistic Education, Mathematics, Physical Education, etc.

5.2. CONTRIBUTION OF THIS AREA TO THE ACQUISITION OF KEY COMPETENCES

The Royal Decree 1513/2006 of minimum education indicates how this area

contributes to the process of acquiring the key competences, so we make specific

reference to the legislation in question.

Learning a foreign language contributes directly to the acquisition of Linguistic

Competence, completing, enriching and adding new aspects of comprehension and

expression to the general communicative competence of the student. A communicative

approach to language learning contributes to this competence in the same way as

learning of the mother tongue.

Language is the principal vehicle for human thought, the most powerful tool for the in-

terpretation and representation of reality the the instrument of learning par excellence,

so the area, contributes towards both general communicative ability and to the compet-

ence of learning-to-learn. However, its main contribution ítems from the Fac. that the

learning of a foreign language is far more effective if it includes contents directly related

to reflection upon learning itself, in order that each child may identify how to learn bet-

ter and whichare the most effective strategies.. Hence the introduction in the curriculum


of a specific section reflecting upon learning itself. In addition, the decisions prompting

this reflection favour autonomy, and in this sense, it might be said that the foreign lan-

guage helps in the development of autonomy and personal initiative.

All the above-mentioned competences are currently directly related to Data processing

and digital competence. ITC offers the possibility of communicating in real time with

any part of the world and also offers easy access to an incessant flow of information

which is growing every day. Knowledge of a foreign language offers the possibility of

communicating by using it. And, most important of all, the context of this communica-

tion is authentic and functional.

This area contributes significantly towards the development of social and civic com-

petence. Languages enable people to comunícate socially, but are also a vehicle of

cultural communication and transmission. Learning a foreign language involves the

knowledge of cultural traits and facts associated with different communities of speak-

ers of the language. This learning, well directed from school, should develop into both

the ability and desire to discover other cultures and relate to other people, speakers or

students of the language. Meanwhile, knowledge of another language and of cultural

traits different to one’s own help towards increased understanding and appreciation of

one’s own language and culture and promotes respect, acknowledgement and accept-

ance of different cultures and behaviour, encourages tolerance and integration and

helps one to understand and appreciate both similarities and differences between

people.

Finally, though to a lesser degree, this area assists the development of the artistic and

cultural competence if the linguistic models used contain, the limitations of this stage

notwithstanding, linguistic productions with a cultural component.

5.3. CONTENTS

The Real Decreto de Enseñanzas Mínimas establishes the following contents for the

area of foreign language in the second cycle of Primary Education.

Block 1. Listen, speak and converse


The linguistic model provided by the school is the first source of knowledge and

learning of the language. The discourse employed in the classroom is both the vehicle

for and the object of learning, which is why the Curriculum and our project attend to

both the knowledge of linguistic elements and the ability to use them for other

communicative tasks.

In addition, the linguistic model offered should be provided by a number of different

speakers in order to reflect the variation and nuances which an environmental linguistic

model offers speakers both in phonetic and prosodic terms and in the choice of specific

expressions in recognised communicative situations. Hence the presence in the

Curriculum and our project of the use of conventional audiovisual media and of IT and

communication technology.

The contents of this block for the second cycle for the areas of foreign language in

accordance with the Real Decreto de Enseñanzas Mínimas are as follows:

Block 1. Understand, speak and converse

Listen to and understand progressively more complex oral messages, such as in-

structions or explanations, controlled oral exchanges or recordings on audiovisual

or IT sources to extract global or specific information.

Oral exchange in real or simulated situations providing verbal and non-verbal re-

sponses requiring a choice from a limited number of possibilities, in progressively

less controlled contexts.

Production of previously seen oral texts via active participation in sketches, songs,

recitals, plays, controlled exchanges… or prepared by means of prior work with as-

sistance and models, showing interest in expressing themselves orally in individual

and group activities.

Development of basic strategies to improve comprehension and oral expression:

use of visual and non-verbal context and of previous knowledge of the subject or

the situation transferred from the languages they know to the target language.

Assessment of the foreign language as an instrument of communication.

Block 2. Read and Write

This aims at discursive competence in writing. In the target language written texts are

also models of textual composition and practice and acquisition of linguistic elements.


The progressive use of written language will depend on the degree of knowledge of the

code, which is directly related to the degree of security which the said code offers in the

graphic representation of the sounds of the language. To overcome this lack of

security, the Curriculum and our project include strategies and resources such as the

use of dictionaries and other conventional or digital means of consultation for the

comprehension and composition of every type of text.



Reading and understanding different texts, digital or on paper, adapted to the

pupils’ linguistic competence, to use global and specific information, in the execu-

tion of a task or to enjoy reading.

Guided use of reading strategies (use of elements of visual context and of prior

knowledge of the subject or situation transferred from the languages they know),

identifying the most important information, deducing the meaning of unknown

words and expressions.

Reading and writing their own texts about everyday situations and their own experi-

ence such as invitations, congratulations, notes, warnings, brochures….

Composition, using models, of different simple texts, using familiar expressions and

sentences, to transmit information, or with diverse communicative aims.

Use of IT and communication technology to read, write and transmit information.

I.

Block 3: Knowledge of the language

Contact with and use of the target language, enable those learning it to elaborate an

elementary conceptual system regarding how it functions. The starting point is the type

of situation where its use involves the inference of rules concerning the functioning of

the language so that pupils can acquire confidence in their own abilities.



Linguistic knowledge.


o Identification of aspects of phonetics, rhythm, stress and intonation of the

target language and their use as fundamental aspects of comprehension

and production of brief oral texts.

o Recognition and use of previously employed vocabulary and basic forms

and structures particular to the target language. .

o Association of spelling, pronunciation and meaning via written models,

familiar oral expressions and establishment of analytical relation between

spelling and sound.

o Initiation into knowledge and use of basic strategies of production of texts

(choice of addressee, purpose, planning, preparation of draft, revision of text

and final version) using highly structured models.

o Interest in using the target language correctly in different situations.

Reflection upon learning.

o Use of skills and procedures such as memorisation, word association and

expressions with gestures and visual elements, observation of models,

reading of texts, use of multimedia resources, for the acquisition of new

vocabulary, forms and structures of the language.

o Reflection upon their own learning and acceptance of error as part of the

process.

o Progressive use of graphic sources of consultation and information and of

the possibilities afforded by this technology.

o Confidence in their own ability to learn a foreign language and appreciation

of teamwork.

BLOCK 4 – Socio-cultural features and intercultural awareness

This block helps pupils to discover customs, forms of socialising, features and

particularities of countries where the target language is spoken, in other words, ways of

life different to their own. This knowledge will encourage tolerance and acceptance,

increase interest in knowledge of different social and cultural realities and facilitate

intercultural communication.



Interest in acquiring information about the people and culture of countries where

the target language is spoken.


Knowledge of some similarities and differences in everyday customs and use of ba-

sic forms of socialising between countries where the target language is spoken and

our own.

Receptive attitude towards people who speak another language and have a differ-

ent culture to one’s own

5.4. ASSESSMENT CRITERIA

The Real Decreto de Enseñanzas Mínimas establishes the following assessment

criteria for the second cycle of Primary Education in the area of foreign language:

1. Participate in controlled oral exchanges referring to familiar topics in predictable

communication situations, respecting the basic rules of exchange, such as

listening to and looking at the person who is speaking.

This criterion assesses the ability to express immediate needs such as asking

permission, borrowing everyday objects, finding objects or people, talking about

the weather or about likes and abilities. There will be assessment of participa-

tion in everyday situations such as routines, habits, language in class or simu-

lated situations, dramatisations, songs or recitals. This criterion will also assess

pupils’ attitude when participating in exchanges and their degree of interest in

the contributions of others.

2. Grasp general meaning, and identify specific information in oral texts which are

familiar and of interest to pupils.

This criterion seeks to assess whether pupils are able to grasp the general

meeting of an oral message, employing linguistic and non-linguistic elements

present in the communication situation. It also refers to the ability to recognise

and extract familiar words and expressions which appear in longer expressions

although the text is not understood in its entirety.

3. Read and grasp global meaning and some specific information in simple texts

about familiar topics and with a specific purpose.

This criterion assesses whether pupils are capable of reading, aloud too, differ-

ent texts, appropriate to their communicative skills, such as notes, classroom

rules, letters, posters or stories, containing familiar vocabulary and expressions,


to extract general and specific information, employing fundamental reading

comprehension strategies such as using elements of linguistic and non-lin-

guistic context, and transferring knowledge of known languages.

4. Write sentences and short texts in everyday and school situations and from

models with a specific purpose and an established format, both on paper and in

digital form.

This criterion seeks to assess the ability to write diverse texts such as notes, In-

structions or rules, letters, posters, brochures, comics or simple descriptions. It

will assess the ability to use a model to produce a text with a certain degree of

autonomy, as well as correct spelling as a result of the observation of models

and the knowledge of the relationship between sound and spelling.

5. Use in a meaningful way forms and structures particular to the target language,

including aspects of sound, rhythm, stress and intonation in different communic-

ative contexts.

This criterion seeks to assess pupils’ ability to recognise and reproduce sounds,

rhythm, stress and intonation when participating actively by listening to repeat-

ing and anticipating expressions in reading aloud activities and with the use of

models.

6. Use some learning-to-learn strategies, such as requesting clarification, accom-

panying communication with gestures, using visual and bilingual dictionaries,

recovering, seeking and compiling information about familiar topics in different

sources and identifying certain personal features which help them to learn bet-

ter.

This criterion aims to assess the use of basic strategies which favour the learn-

ing process such as the use of visual resources and gestures, requesting help

and clarification, gradually more autonomous use of bilingual dictionaries and

some basic technology. It will also assess the ability to evaluate their own pro-

gress, to provide examples of strategies to learn better and the acquisition of a

degree of autonomy in the spontaneous use of simple, everyday forms and

structures.

7. Appreciate the target language as an instrument of communication with other

people and show curiosity and interest towards people who speak the target

language.


This criterion assesses whether pupils have an attitude of curiosity towards

those who speak the target language or other languages different to their own,

and also the capacity to appreciate linguistic diversity as an enriching element

of society and value sociocultural particularities of speakers of other languages.

8. Identify aspects of everyday life in countries where the target language is

spoken and compare them with their own.

This criterion assesses the capacity to observe and identify differences and sim-

ilarities in aspects of everyday life in countries where the target language is

spoken with regard to timetables, meals, traditions, festivals and ways of social-

ising with people.

The section Programme of Units of this document lists the assessment criteria and

tools specific to each teaching unit.

6. PROGRAMME OF UNITS

This programme and timing constitutes a timing and learning model for 3rd year of

Primary Education, based on a 108-hour year, and considers the specific objectives

of English as a subject.

This is a timetable which is adaptable to the group/class profile as it may be used

simultaneously with pupils with language-learning difficulties, as well as those of a

slightly more advanced level. Furthermore, it may be adapted to the teacher and pupils’

own tastes and aims and to the evolution of the academic year.

This is a guiding and extendable programme, with countless optional possibilities

suggested in the Teacher’s Guide and the Photocopy Masters Book. Teachers may

introduce these activities whenever they see fit, according to the needs and attitude of

pupils, bearing in mind learning rhythm – individual and collective – and available

teaching hours.

STARTER UNIT: MY FAMILY

I. TEACHING OBJECTIVES

BLOCK 1- Oral communication: listening, speaking and conversing


Participate in oral exchanges:

- Identify the numbers 1-100 in numerical and written form.

- Converse using greetings, numbers, colours, months of the year,

comparatives and present simple of be and got and past simple of be, using

the expressions: I’m seven.We´ve got two cousins. It was sunny. The

children were happy. The red car is bigger than the blue car.

Understand simple oral texts within the classroom context:

- Sing a song

BLOCK 2- Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple

texts, appropriate to their age and related to vocabulary studied in previous levels

Use of basic reading comprehension strategies (Point and answer).

Complete simple written texts with vocabulary studied.

Read a song.

Identify specific words.

BLOCK 3 – Knowledge of the language

Revise and identify the vocabulary from the unit:

- related to greetings, numbers, colours and days of the week.

- Hobbies: word groups. .

Understand and correctly apply grammatical aspects:

I’m seven.We´ve got two cousins. It was sunny. The children were happy. The red

car is bigger than the blue car.

Recognise and reproduce sounds, rhythm, stress and intonation: phonics, song.

Use revision and reflection strategies.


Learn basic forms of social relationship in the target language, participating in

different classroom activities.

Show a positive attitude towards people who speak another language and have a

different culture to the student’s own.

Identify customs and features of everyday life typical of other countries and cul-

tures where the target language is spoken.

II. CONTENTS



Participation in oral exchanges:

- Identification of numbers 1-100 in numerical and written form (SB&WB p. 4-

6)

- Dialogues using greetings, numbers, colours, months of the year,

comparatives and present simple of be and got and past simple of be, using

the expressions: I’m seven.We´ve got two cousins. It was sunny. The

children were happy. The red car is bigger than the blue car. (SB, p. 4,5

and 6)

Comprehension of simple oral texts within the classroom context:

- Song (SB, p.4)



texts, appropriate to their age and related to vocabulary studied in previous levels (

SB p. 4-6)

Use of basic reading comprehension strategies (Point and answer). (SB, p.5 and 7)

Completion of simple written texts with words studied (SB, p.4-7)

Read a song. (SB, p.4)

Identification of and differentiation between sounds in specific vocabulary and

chant (SB&WB, p.7)

BLOCK 3 – Knowledge of the language

Revision and identification of vocabulary from the unit:

- Related to greetings, colours, numbers, months….(SB p. 4-7 and WB p. 4-

7)

- Hobbies: word groups.

Comprehension and correct application of grammatical aspects:

- I’m seven.We´ve got two cousins. It was sunny. The children were happy.

The red car is bigger than the blue car. (SB, p. 4,5 and 6)

- Use of and differentiation between sounds and letters. (SB&WB, p.7)

Recognition and reproduction of aspects of sound, rhythm, stress and intonation:

phonics, chant (SB&WB, p. 6 and 7)

Use of revision strategies and reflection upon what has been learnt. (SB&WB, p.6

and 7)



Learn basic forms of social relationship in the target language, participating in

different classroom activities. (SB p.4-7; p.4-7)

Identify customs and features of everyday life typical of other countries and cul-

tures where the target language is spoken.

Accept and learn mathematical forms ( SB p.7)

Organise personal work as a strategy to progress in learning. ( SB&WB, p.6 and

7)

Take advantage of learning opportunities created within and beyond the

classroom. .(SB&WB, p.4-7)

Participate actively in activities and group work.(SB&WB, p.4-7)

III. KEY COMPETENCES

Linguistic communication

All the sections and activities in the unit contribute towards the development of

linguistic competence in communication, especially:

The section Listen and read or repeat to reference the functional language in the

unit:

- Converse using greetings, asking name, age …(SB, p. 4,5 and 6)

The sections with activities contained in the WB p. 4-7


- Practise and become familiar with the functioning of different digital and IT com-

petences via the course using the MultiROM Interactive exercises



- This competence is developed by working on essential communication skills like:

- Dialogues and communicative exchanges ( SB pp. 4, 5, 6).

- Socialising and participating in classroom activities, establishing and accepting

norms of coexistence: both in pairs and in groups

- Exhibit one’s own work and listen to that of others, putting oneself in their place.

Artistic and cultural competence

Sing a song. (SB, p. 5).

Immersion in the language, tradition and culture of the English-speaking world.

Use the target language as a means of accessing information and as a tool for

learning contents ( SB p. 4- 7)

Act out a short story: ( SB p.4)

Learning-to-learn

Understand and use good learning habits in class: create a notebook/folder with

the vocabulary studied.

Manage one’s own skills. (WB, pp. 4-7).


Assume responsibility for the tasks and activities set out in the unit (WB, pp.. 4 - 7)

Use the reference material recommended for the unit.

Have at one’s disposal and employ social skills to interact, co-operate and work in

pairs and in teams in a co-operative and flexible manner whenever required by

communicative activities in the unit: dialogues, etc.

Organise personal work as a strategy to progress in learning.

.


This competence consists of the correct perception of the physical space in which

human life and activity develop and the ability to interact within that space


Consists of the ability to use and relate numbers, basic operations, symbols and forms

of mathematical expression and reasoning.


This competence involves the knowledge and use of basic mathematical elements

(different kinds of numbers, measurements, symbols, geometric elements, etc)...

This competence is developed in the unit via Listen point and repeat: SB p. 7 and

Writing: write the answer (SB p. 7)

IV. LITERARY EDUCATION

This section develops the ability to interact with others, by means of the repetition of

dialogues included in the unit as well as invented ones. It is important to highlight the

creation of descriptive texts, which help to strengthen the language in both oral and

written form.

Literary genres:

Dialogue (SB p. 6)

Production of oral and written texts:

Sing a song (SB p. 4)

V. TREATMENT OF DIVERSITY

Reinforcement activities

Additional and alternative activities; TRB

Workbook (Starter Unit – pp. 4-7)

Activities in the reference sections:

- Vocabulary: (Starter Unit)

Extension activities

Teacher’s Resource and Tests Pack and TB Starter Unit

VI. ASSESSMENT

Formative assessment

Starter Unit (SB p. 4-7)

Completion of WB exercises (Starter Unit p. 4-7).

Self-assessment

Teacher’s Resource Pack

TEB p.6

Assessment criteria


BLOCK 1 - Oral communication, listening, speaking and conversing

Understand the general idea and most relevant specific information of oral texts in

different communication contexts related to the contents of the unit:

- Starter Unit Test Audio, Tests and Resource Multi-ROM 1.

- Listening Test and Resource, Multi-ROM 1, SB p. 4-7 ;PMB) Tests Starter

Unit,

- Express oneself and interact correctly and fluently in communicative

situations: ( SB& WB p.4-7)

- Ask and answer questions about the topic studied. Speaking Tests, TR Multi-

ROM 1 and PMB). (SB&WB, p. 4-7)

- Act out a conversation (Role-play – (SB p.5) Speaking Tests, TR Multi-ROM 1

and PMB).

- Describe photographs (Photo description (SB p.6 and 7) - Speaking Tests, TR

Multi-ROM 1).

BLOCK 2 - Written communication: reading and writing

Understand the information contained in written texts from different sources

(Reading ( SB p.4-7; WB p.4-7) -Test and Resource, Multi-ROM 1)

Complete texts using different resources (Writing (SB p. 6 WB p. 4-7)- TR Multi-

ROM 1 PMB)

BLOCK 3 - Knowledge of the language

Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,

- related to greetings, colours and numbers. (SB & WB p.4-7)


Grammar

Understand and use correctly the grammatical structures learnt in the unit:

(Grammar - TR Multi-ROM 1, (SB& WB p. 4-7 and WB, p.116)

I’m seven.We´ve got two cousins. It was sunny. The children were happy. The red car

is bigger than the blue car.

Phonetics

Apply knowledge acquired regarding pronunciation.

Reflection on learning (SB&WB p.5-7)

Check whether basic strategies for progress in learning are being used. (SB&WB p.5-

7)


BLOCK 4 - Socio-cultural features and international awareness

Show interest in learning the target language and recognise the enriching quality of

linguistic diversity. ((SB p.4-7;WB, p.4-7)

Identify cultural elements typical of countries and cultures where the target

language is spoken. Teacher’s Resource Pack

UNIT 1: THEY´RE FROM AUSTRALIA!




- Identify the numbers from 10-20 in numerical order

- Converse using greetings, numbers, colours, toys and days of the week,

using the expressions: His/Her; I’ve got…; What colour is his / her…?

Where is it? It’s in/ on / under


- Listen to and act out a short story.

- Sing a song.

- Understand a narration.



texts, appropriate to their age and related to vocabulary studied in Friends and

Family 1.

Use of basic reading comprehension strategies (Point and answer)

Complete simple written texts with vocabulary studied.

Read a story, a song.

Write words with a capital letter when necessary.

Identify sounds within a text.


Revise and identify vocabulary from the unit:

- related to seasons and countries.




- Where are you from? I’m from Egypt. / Where’s he from? He’s from Brazil.

Use and differentiate between sounds and letters.

Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.



Learn basic forms of socialising in the target language, participating in different

classroom activities

Demonstrate a positive language towards people who speak a different language

and have a different culture to one’s own

Identification of customs and features of everyday life typical of other countries and

cultures where the target language is spoken.

II. CONTENTS



- Identification of names of different countries (SB&WB p. 8 and 9)

- Dialogues using vocabulary related to people’s origins, using the present

simple and using the expressions Where are you from? I’m from Egypt. /

Where’s he from? He’s from Brazil. (SB&WB, p. 8, 9,10 and 12, WB p. 108)


- A short story. (SB, p.8 and 9)

- Song (SB, p.10)

- Narration (SB, p.12)



texts, appropriate to their age and related to different countries ( SB p. 8,10 and

12)

Use of basic reading comprehension strategies (Point and answer). (SB, p.12 and

13)

Completion of simple written texts with words studied (SB, p.10 and 12)

Reading of a short story, a song and a narration. (SB, p.8,10 and 12)



chant (SB&WB, p.11)



- related to seasons and countries.(SB p. 8, 10,12 and WB p. 8-13)



-Where are you from? I’m from Egypt. / Where’s he from? He’s from Brazil.

(SB&WB, p. 8, 9, 10 and 12; WB, p.108)

Use of and differentiation between sounds and letters. (SB&WB, p.11)




and 13)



classroom activities (SB p.8,9,12; WB, p.8,9 and13)


cultures where the target language is spoken. (TB, p.33)

Acceptance and learning of mathematical forms ( SB p.10)

Organisation of personal work as a strategy to progress in learning. ( SB&WB,

p.12 and 13)

Take advantage of learning opportunities created within and beyond the classroom

.(SB&WB, p.8-13 )

Active participation in activities and group work.(SB&WB, p.8-13 )



All the sections and activities in this unit contribute towards the development of



unit

- Talk about people’s origins, age… (SB, p. 8 and 9)

- Narration (SB, p.12)


- Act out a dialogue (SB, p. 8).




petences using the MultiROM interactive exercises


This competence is developed by working on essential communication skills like:

- Dialogues and communicative exchanges ( SBpp.8, 10,12, 13).


norms of co-existence both in pairs and in groups

- Exhibiting one’s own work and listening to that of others, putting oneself in their

place.


Sing a song and act out a short story. (SB, p. 10 and 12).

Immersion in the language, culture and tradition of the English-speaking world

(Cultural lessons: Birthdays in the UK, TB p. 33)


learning contents ( SB p. 10)


Learning-to-learn



Use the reference material: Grammar reference (WB p.108).

Manage their own abilities in the review sections (WB, p. 12 and 13).


Assume responsibility for the tasks and activities set out in the unit (WB, p. 8-13)




communicative activities in the unit: dialogues etc,





human life and activity develop and the ability to interact within that space.





(different kinds of numbers, measurements, symbols, geometric elements etc)...

This competence is developed in the unit via Speaking: SB p. 10.





written form.

Literary genres:

Dialogue (SB p. 8)

Narration (SB p.12)


Complete a song and a description (SB p. 10 and 12, WB p 13)

Reproduce a dialogue/song (SB p. 8 and 10)

Write a description of themselves (WB, p. 13)




Workbook (Unit 1 – p. 8-13)


- Grammar reference (Unit 1-WB, p. 108)

- Pronunciation bank (Unit 1-WB, p. 11)


Teacher’s Resource and Tests Pack and TB Unit 1

VI. ASSESSMENT



Unit 1 (SB p. 8-11)

Cumulative review (Starter-Unit 1, SB p. 12 and 13)

Completion of WB exercises (Unit 1, p. 8-13).

Self-assessment

Progress review (Unit 1 - WB, p. 12 and 13).

Assessment criteria




- Unit 1 Test Audio, Tests and Resource Multi-ROM 1.

- Listening Test and Resource, Multi-ROM 1; SB p 8, 10,12 and 13) Tests

Unit 1,


situations:


ROM 1; (SB&WB, p. 8, 9, 10 and 12)).

- Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.9).

- Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;

SB p.12, 13).




(Reading -Test and Resource, Multi-ROM 1; SB p.8, 10, 12; WB p.8-13)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB p 8-13)


Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,)

- Related to people’s age and origins.


Grammar


(Grammar - TR Multi-ROM 1, SB& WB p.9 and WB, p.108)

- Where are you from? I’m from Egypt. / Where’s he from? He’s from Brazil.

Phonetics

Apply knowledge acquired regarding pronunciation .( SB& WB p.11)

Reflection upon learning

Check whether basic strategies for progress in learning are being used. ( SB p. 10

and 11; WB p.11)



linguistic diversity. (SB p.8,9,12; WB, p.8,9 and13)


language is spoken. (TB p. 33)

UNIT 2: MY WEEKEND




- Identify the names of hobbies.

- Converse using vocabulary related to hobbies, using like+-ing, using the

expressions I like reading. I don’t like fishing. Do you like playing chess?


Yes, I do. / No, I don’t. He doesn’t like skateboarding. Does he like playing

chess? Yes, he does. / No, he doesn’t.



- Sing a song.

- Understand a simple description.



texts, appropriate to their age and related to hobbies


Write simple written texts with previously studied words and expressions.

Read a short story, a song, a chant.

Identify the contraction of verbs.




- related to hobbies.



- I like reading. I don’t like fishing. Do you like playing chess? Yes, I do. / No,

I don’t. He doesn’t like skateboarding. Does he like playing chess? Yes, he

does. / No, he doesn’t.











II. CONTENTS




- Identification of the names of hobbies (SB&WB p. 14 and 15)

- Dialogues using Vocabulary related to hobbies, using like+-ing, using the

expressions I like reading. I don’t like fishing. Do you like playing chess?

Yes, I do. / No, I don’t. He doesn’t like skateboarding. Does he like playing

chess? Yes, he does. / No, he doesn’t. (SB&WB, p. 14-16 and 18)



- Song referring to hobbies (SB, p.16)

- Description (SB, p.18)



texts, appropriate to their age and related to hobbies ( SB p. 14,16,18)


19)


Reading of a short story, a song and a description. (SB, p. 14,16,18)


chant (SB&WB, p.17)



- related to hobbies.(SB p. 14,16,18 and WB p. 14-19)

- Hobbies: word groups. (SB, p.14,15 and 16)


- Expressions: I like reading. I don’t like fishing. Do you like playing chess?

Yes, I do. / No, I don’t. He doesn’t like (SB p.15 and WB, p.108-109)




Use of revision strategies and reflection upon what has been learnt. (SB&WB,

p.18-19)




classroom activities (SB p.14,15 and 18;WB, p.14,15 and 19)





p.18-19)


.(SB&WB, p.14-19 )

Active participation in activities and group work. (SB&WB, p.14-19 ; TB p.34)






unit

- Talk about hobbies (SB, p. 14 , 16 and 18)

- Talk about a person’s hobbies (SB, p.18)





petences using the MultiROM interactive exercises. SB p.18




- Dialogues and communicative exchanges (SBpp.14,16,18 and 19).



- Exhibiting their own tastes and listening to those of others, putting oneself in

their place...


Complete a song, a description. (SB, p. 16and18).


(Cultural lessons: Hobbies in the UK. TB p. 34)




Learning-to-learn



Use the reference material: Grammar reference (WB p.108-109).

Manage their own abilities in the review sections (WB, pp. 18 and19)






communicative activities in the unit: dialogues etc, etc.











This competence is developed in the unit via Listen and read: SB p. 8





written form.

Literary genres:

Dialogue (SB p. 14)


Complete a Description (WB p 16 and 17)

Reproduce a dialogue/song (SB pp. 14 and 16)

Write an email to a penfriend (WB, p. 19)

VI. TREATMENT OF DIVERSITY



Workbook (Unit 2 –pp.14-19)


- Grammar reference (Unit 2-WB, p. 108-109)




VI. ASSESSMENT


Unit 2 (SB p. 14-17)

Cumulative review (Unit 2, SB p. 18 and 19)


Self-assessment


Assessment criteria






- Listening Test and Resource, Multi-ROM 1; SB p 14,16,18 and 19) Tests

Unit 2,


situations:


ROM 1; SB&WB, p. 14-16 and 18).

- Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.15

and 18).


SB p.18 and 19).



(Reading -Test and Resource, Multi-ROM 1; SB p.14,16,18; WB p.14-19)



Vocabulary


- related to vocabulary to express hobbies.(SB p.14-16)


Grammar


(Grammar - TR Multi-ROM 1,

I like reading. I don’t like fishing. Do you like playing chess? Yes, I do. / No, I

don’t. He doesn’t like skateboarding. Does he like playing chess? Yes, he does. /

No, he doesn’t. SB& WB p.15 and WB, p.108-109)

Phonetics

Apply knowledge acquired regarding pronunciation .(SB& WB p.17)




and 17; WB p.17)



linguistic diversity. (SB p.14,15,18;WB, p.14,15 y19)



UNIT 3: MY THINGS




- Identify possessions and the verbs related to them.

- Converse using vocabulary related to possessions, using can to ask

permission and using the expressions: This is your computer.That´s our CD.

That’s their CD placer. Can I use your computer? Yes, you can. / No, you

can’t. / Can you turn off the TV please?

Understand simple oral texts related to objects they possess:


- Sing a song.

- Understand instructions.




texts, appropriate to their age and related to outdoor activities.


Complete simple written texts with previously studied words.

Read a short story, a song.

Recognise the uses of the question mark, comma and full stop.




- related to objects they possess.



-This is your computer.That´s our CD. That’s their CD placer. Can I use your

computer? Yes, you can. / No, you can’t. / Can you turn off the TV please?






classroom activities (SB p.20,21,24;WB, p.20,21 and 25)


and have a different culture to one’s own (TB, p.44)



II. CONTENTS



- Identification of possessions and the verbs related to them (SB&WB p. 20-

21)

Dialogues using vocabulary related to possessions, using can to ask permission

and using the expressions: This is your computer.That´s our CD. That’s their CD


player. Can I use your computer? Yes, you can. / No, you can’t. / Can you turn off

the TV please? (SB&WB p. 20-21 WB p 117)


- A short story. (SB, p.20-21)

- Song (SB, p.22)

- Instructions (SB, p.24)



texts, appropriate to their age and related to possessions. (SB, p.24-25)

Use of basic reading comprehension strategies (Point and answer). (SB, p. 24-25)


Reading of a short story, a song and a description. (SB, p.20,22 and 24)


chant (SB&WB, p.23)



- related to possessions.(SB p. 20,22 and 24 and WB p. 20-25)



- This is your computer.That´s our CD. That’s their CD placer. Can I use your


(SBp.21 and WB, p.109-110)





and 25)






Acceptance and learning of mathematical forms ( SB p. 25)



p.24 and 25)


(SB&WB, p.20-25)

Active participation in activities and group work. (SB&WB, p.20-25 ; TB p.44)






unit

- Talk about objects they possess (SB, p. 20 and 21)

- Descriptions (SB, p.24)





petences using the MultiROM interactive exercises.



- Dialogues and communicative exchanges ( SB p. 20, 21 22, 24).




place.


Sing a song performing actions. (SB, p. 22).


(Cultural lessons: British collectors, TB p. 44)





Learning-to-learn




Manage their own abilities in the review sections (WB, p. 26 and 27).






communicative activities in the unit: dialogues etc, etc.










This competence is developed in the unit via Listen and match: SB p. 25





written form.

Literary genres:

Dialogue (SB p. 20)

Description (SB p. 24)


Complete a description (SB p 21 and 25, WB p 25)

Reproduce a dialogue/song (SBpp.20 and 22)


Write a description of somebody’s collection (WB, p. 25)




Workbook (Unit 3 – p. 20-27)






VI. ASSESSMENT

Summative assessment

Summative assessment is a compendium of the contents worked on in units 1-3, both

in the Students’ Book and the Activity Book activities and in the various activities

suggested in the TB

Family and friends 3 Units 1-3 (SB Units 1-3)


Unit 3 (SB p. 20-23)

Cumulative review (Starter-Unit 3, SB p. 24-27)



Self-assessment

Progress review (Unit 3 - WB, p. 24-27).

Assessment criteria






Unit 3,


situations:


ROM 1; SB&WB, p.20-22 and 24).

- Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1, SB p.21).


SB p.24 and 25).



(Reading -Test and Resource, Multi-ROM 1; SB p.20,22 and 24; WB p.20-25)



Vocabulary


- related to the vocabulary of objects they possess.(SB p.20-22)


Grammar


(Grammar - TR Multi-ROM 1, SB& WB p.9 and WB, p.117)

-This is your computer.That´s our CD. That’s their CD placer. Can I use your


Phonetics

Apply knowledge acquired regarding pronunciation .(SB& WB p.23)




and 23; WB p.23)



linguistic diversity. (SB p.20,21,24;WB, p.20, 21 y25)



UNIT 4: WE´RE HAVING FUN AT THE BEACH!




- Identify water sports.

- Converse using vocabulary related to water sports using the present

continuous using the expressions I’m swimming. I’m not swimming. He’s

surfing. We’re mailing. They aren’t waterskiing.



- Sing a song.

- Understand a Description.



texts, appropriate to their age and related to water sports.




Recognise the use of the gerund in the present continuous.




- related to water sports. (SB p. 30 and 31; WB p. 28 and 29)




- I’m swimming. I’m not swimming. He’s surfing. We’re mailing. They aren’t

waterskiing.











II. CONTENTS



- Identification of water sports (SB p. 30 and 31; WB p. 28 and 29)

- Dialogues using vocabulary related to water sports using the present

continuous using the expressions I’m swimming. I’m not swimming. He’s

surfing. We’re mailing. They aren’t waterskiing. (SB, p. 30 – 32; WB p. 28 -

30)



- Song (SB, p.32)




texts, appropriate to their age and related to water sports ( WB p.28-33)

Use of basic reading comprehension strategies (Point and answer). (SB, p. 34- 35)

Completion of simple written texts with words studied (WB, p.30 and 32)




chant (SB, p.33; WB, p.31)



- related to water sports.(SB p. 30,32,34 and WB p. 28-33)



- I’m swimming. I’m not swimming. He’s surfing. We’re mailing. They aren’t

waterskiing. (SBp.30-32)

Use of and differentiation between sounds and letters. (SB, p.33; WB, p.31)


phonics, chant (SB, p. 32 and 33; WB, p. 30 and 31)

Use of revision strategies and reflection upon what has been learnt. (SB, p.34-35;

WB, p.32-33)



classroom activities (SB p.30,31 and 34;WB, p. 28, 29 and 33)


cultures where the target language is spoken. (TB, p.46 and 51)

Acceptance and learning of mathematical forms( SB p.35)

Organisation of personal work as a strategy to progress in learning. ( SB, p.34-35;

WB, p.32-33)


.(SB, p.30-35 ; WB, p.28-33)

Active participation in activities and group work.(SB, p.30-35 ; WB, p. 28-33 ; TB

p.46 and 51)






unit

- Talk about water sports (SB, p. 31 and 32)










- Dialogues and communicative exchanges (SBpp.30, 32, 34 and 35).




place.


Complete a description. (SB, p. 34).


(Cultural lessons: Water Sports in the UK, TB p. 46) School activity holidays TB p.

51


learning contents ( SB p. 32 and 34)

Act out a short story: ( SB p.31 and 34)

Learning-to-learn




Manage their own abilities in the review sections (WB, pp. 34 and 35).





pairs and in teams in a co-operative and flexible manner whenever required by the

communicative activities in the unit: dialogues, etc











This competence is developed in the unit via Listen and write the number: SB p. 35





written form.

Literary genres:

Dialogue (SB p. 30)


Complete a dialogue and a description (WB p 30)

Reproduce a dialogue/song(SBpp.30, 34)

Write a description of what they like doing, using the present continuous (WB, p. 33)




Workbook (Unit 4 –pp.30 a 35)



- Pronunciation bank (Unit 4-SB, p. 33)



VI. ASSESSMENT



Unit 4 (SB p. 30-33)


Completion of WB exercises (Unit 4, p. 28 a 33).

Self-assessment


Assessment criteria






Unit 4,


situations:


ROM 1; SB, p. 30-32 and 34; WB, p. 28-30 and 32).



SB p.34-35).



(Reading -Test and Resource, Multi-ROM 1; SB p.30,32,34; WB p. 28-33)



Vocabulary


- related to the vocabulary of water sports.( SB p. 30 and 31)


Grammar


(Grammar - TR Multi-ROM 1, SB p.31 and WB, p.29 and 110)


-I’m swimming. I’m not swimming. He’s surfing. We’re mailing. They aren’t

waterskiing

Phonetics

Apply knowledge acquired regarding pronunciation. ( SB p. 32 and 33; WB p.31)



and 33; WB p.31)



linguistic diversity. (SB p.30,31,34; WB p. 28,29 y33)


language is spoken. (TB p. 46 and 51)

UNIT 5: A NAUGHTY MONKEY!




- Identify names of animals.

- Converse using vocabulary related to animals. using the expressions Are

you reading? Yes, I am. / No I’m not. / Is the monkey eating a sandwich?

Yes, It is. / No, It isn’t. / Are they eating? Yes, they are. / No, they aren’t.



- Sing a song.

- Understand a description.



texts, appropriate to their age and related to animals.




Identify the use of speech marks in a text.





- related to animals.



-Are you reading? Yes, I am. / No I’m not. / Is the monkey eating a sandwich? Yes,

It is. / No, It isn’t. / Are they eating? Yes they are. / No, they aren’t.











II. CONTENIDOS



- Identification of the names of animals. (SB p. 36 and 37; WB p. 34 and 35)

- Dialogues using vocabulary related to animals. using the expressions: Are

you reading? Yes, I am. / No I’m not. / Is the monkey eating a sandwich?

Yes, It is. / No, It isn’t. / Are they eating? Yes they are. / No, they aren’t. SB

p. 36-38 and 40; WB, p. 34-36 , 40 and 111)



- A song (SB, p.38)

- a description (SB, p.40)



texts, appropriate to their age and related to animals ( WB p. 34-39)


Use of basic reading comprehension strategies (Point and answer). (SB, p. 36 and

37)




chant (SBp.39; WB, p.37)



- related to animals.(SB p. 36,38,40 and WB p. 34-39)



Are you reading? Yes, I am. / No I’m not. / Is the monkey eating a sandwich? Yes,

It is. / No, It isn’t. / Are they eating? Yes they are. / No, they aren’t. (SBp.37 and

WB, p.111)

Use of and differentiation between sounds and letters. (SBp.39; WB, p.37)


phonics, chant (SB p. 38 and 39; WB, p. 36 and 41)

Use of revision strategies and reflection upon what has been learnt. (SBp.40-41;

WB, p. 38-39)



classroom activities (SB p.36,37,40;WB, p. 34,35,39)




Organisation of personal work as a strategy to progress in learning. ( SBp.40 and

41; WB, p.38 and 39)


.(SB, p.36-41; WB, p.34-39 )

Active participation in activities and group work.( SB, p.36-41; WB, p.34-39 ; TB

p.52)







unit

- Talk about school (SB, p. 36 and 37)

- Descriptions (SB, p.40-41)








- Dialogues and communicative exchanges (SBpp.36,38,40 and 41).




place.


Sing a song performing the actions. (SB, p. 38).


(Cultural lessons: City farms TB p. 52)




Learning-to-learn




Manage their own abilities in the review sections (WB, pp. 38 and 39)













Consists of the ability to use and relate numbers, basic operations symbols and forms




This competence is developed in the unit via Put the Pictures in the correct order:

SB p. 41.

V. LITERARY EDUCATION




written form.

Literary genres:

Dialogue (SB p. 36)

Description SB p.40


Complete a song and a description (SB p 40, WB p 39)

Reproduce a dialogue/song (SBpp.36y 38)

Write a description (WB, p. 39)











VI. ASSESSMENT


Unit 5 (SB p. 36-39)



Self-assessment


Assessment criteria






Unit 5,


situations:


ROM 1; SB p. 36-38 and 40; WB, p. 34-36 and 38).



SB p.40-41).






Vocabulary



- related to the vocabulary related to animals. (SB p.36,37)


Grammar



- Are you reading? Yes, I am. / No I’m not. / Is the monkey eating a sandwich?

Yes, It is. / No, It isn’t. / Are they eating? Yes they are. / No, they aren’t

Phonetics

Apply knowledge acquired regarding pronunciation .(SB p.39; WB p.37)


Check whether basic strategies for progress in learning are being used. ( SB p. 38-

39; WB p.37)



linguistic diversity. (SB p.36,37,40;WB, p. 36,37 y41)



UNIT 6: JIM´S DAY




- Identify daily activities.

- Converse using vocabulary related to daily activities and the time when they

are performed, using the expressions :

I have breakfast at eight o’clock. He doesn’t get up early. Do they live in a

big house? Yes, they do/ No, they don’t. What time does he start work?



- Sing a song.

- Understand a description.




texts, appropriate to their age and related to daily activities.




Differentiate between proper nouns and common nouns.




- related to routine activities.



I have breakfast at eight o’clock. He doesn’t get up early. Do they live in a big house?

Yes, they do/ No, they don’t. What time does he start work?

▪ Use and differentiate between sounds and letters.










II. CONTENTS



- Identification of daily activities.

- Dialogues using Vocabulary related to daily activities and the time when

they are performed, using the expressions :

I have breakfast at eight o’clock. He doesn’t get up early. Do they live in a

big house? Yes, they do/ No, they don’t. What time does he start work?



- A short story.

- Song.

- A description.



texts, appropriate to their age and to daily activities and the time when they are

performed.


47)


Reading of a short story, a song and a Description. (SB, p.42,44 and 46)


chant (SB, p. 45; WB, p.43)



- related to daily activities and the time when they are performed.(SB p. 42,

44,46 and WB p. 40-47)



I have breakfast at eight o’clock. He doesn’t get up early. Do they live in a big

house? Yes, they do/ No, they don’t. What time does he start work? (SBp.41 and WB,

p.111-112)



phonics, chant (SB, p.44 and 45; WB, p.42 and 43)

Use of revision strategies and reflection upon what has been learnt. (SB, p.44 and

45; WB, p.42 and 43)



classroom activities (SB p.42,43,46;WB, p. 40,41 and 45)



Acceptance and learning of mathematical forms ( SB p.44 and 47)


Organisation of personal work as a strategy to progress in learning. (SB, p.46 and

47; WB, p.44 and 45)


(SB, p.42-47 ; WB, p.40-45 ;TB p.58 and 62)

Active participation in activities and group work. (SB, p.42-47 ; WB, p.40-45 ;TB

p.58 and 62)






unit

- Talk about what they do every day and what time they do it (SB, p. 42y 43)






petences using the MultiROM interactive exercises. SB p. 46



- Dialogues and communicative exchanges ( SBpp.42,44,46 and 47).




place.


Complete a Description. (SB, p. 44 and 46).


(Cultural lessons: Jackaroos, TB p. 58; The school of the air TB p.62





Learning-to-learn




















This competence is developed in the unit via Ask and answer: SB p. 44 and Listen

and write the number (SB p. 47)





written form.

Literary genres:

Dialogue (SB p. 42)

Description SB p. 46


Sing a song (SB p 44)



Write a Description of the activities they perform every day. (WB, p. 44-45)










VI. ASSESSMENT


Summative assessment is a compendium of the contents studied in units 1-6, both in

the Students’ Book and the Activity Book activities and in the various activities

suggested in the TB



Unit 6 (SB p. 42-47)

Cumulative review (Starter-Unit 6, SB p. 42-51)


Self-assessment


Assessment criteria







Unit 6,


situations:


ROM 1; SB, p. 42-44; WB, p. 40, 41,42 and 44).



SB p.46, 47).



(Reading -Test and Resource, Multi-ROM 1; SB p.42, 44, 46; WB p.40-45)

Complete texts using different resources (Writing - TR Multi-ROM 1)


Vocabulary


- related to the activities they perform every day. , WB p 40-47)


Grammar


(Grammar - TR Multi-ROM 1, SB p.43 and WB, p.41,111 and 112)

I have breakfast at eight o’clock. He doesn’t get up early. Do they live in a big

house? Yes, they do/ No, they don’t. What time does he start work?

Phonetics

Apply knowledge acquired regarding pronunciation .(SB,p.45; WB p.43)



and 45; WB p.43)



linguistic diversity. (SB p.42,43,46;WB, p. 40,41 and 45)


language is spoken. (TB p. 58 and 62)


UNIT 7: PLACES TO GO!




- Identify the names of places in a city.

- Converse using vocabulary related to places in a city using adverbs of

frequency and prepositions of time using the forms: Do you ever go to the

library? We always go to the Sports centre. He plays football on Mondays.



- Sing a song.




texts, appropriate to their age and related to places in a city.




Find verbs, adjectives and prepositions in a sentence.




- Places in a city.



- Do you ever go to the library? We always go to the Sports centre. He plays

football on Mondays.












II. CONTENIDOS



- Identification of the names of places in a city. (SB p. 52 and 53; WB p. 48

and 49 )

- Dialogues using Vocabulary related to places in a city using adverbs of

frequency and prepositions of time using the forms: Do you ever go to the

library? We always go to the Sports centre. He plays football on Mondays.

(SB, p. 52-54 and 56; WB, p. 48-50, 52 y112)



- Song (SB, p.54)

- Una Description (SB, p.56)




texts, appropriate to their age and related to places in a city ( WB p.48,49 and 112)


Completion of simple written texts with words studied(WB, p.50 - 52)

Reading of a short story, a song and a Description. (SB, p.52 and 54)


chant(SB, p.55; WB, p.51)



- related to places in a city.(SB p. 52,54,56 and WB p. 48-53)



-Do you ever go to the library? We always go to the Sports centre. He plays

football on Mondays. (SBp.53 and WB, p.112)



phonics, chant (SB, p.54-55; WB, p.50-51)


WB, p.50-52)



classroom activities (SB p.52,53,56;WB, p. 48,49 and 53)




Organisation of personal work as a strategy to progress in learning. ( SB, p.56 and

57; WB, p.52 and 53)


.(SB, p.52-57 ; WB, p.48-53)

Active participation in activities and group work.( SB, p.52-57 ; WB, p.48-53; TB

p.64)







unit

- Talk about what they like doing (SB, p. 52 and 53)






petences using the MultiROM interactive exercises



- Dialogues and communicative exchanges( SBpp.52,54,56 and 57).




place.


Complete a song and a Description. (SB, p. 54 and 56).

Immersion in the language, culture and tradition of the English-speaking

world(Cultural lessons: Sports centres in Britain, TB p. 64)




Learning-to-learn






Assume responsibility for the tasks and activities set out in the unit(WB, p. 48 a 53)











Consists of the ability to use and relate numbers, basic operations symbols and forms




This competence is developed in the unit via Write the odd one out: SB p. 55.





written form.

Literary genres:

Dialogue (SB p. 52)


Complete a song and a description (WB p 53)

Reproduce a dialogue/song (SB pp.52 and 54)

Write an e-mail to invite a friend to the cinema (SB, p. 53)











VI. ASSESSMENT


Unit 7 (SB p. 52-55)



Self-assessment


Assessment criteria






Unit 7


situations:

- Ask and answer questions about the topic studied Speaking Tests, TR Multi-


- Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.

53).


SB p.56 and 57).




Complete texts using different resources(Writing - TR Multi-ROM 1; WB p 48-53)


Vocabulary



-related to the vocabulary places in a city. (SB p 52-53)


Grammar



-Do you ever go to the library? We always go to the Sports centre. He plays football

on Mondays

Phonetics

Apply knowledge acquired regarding pronunciation. (SB, p.55; WB p.51)



and 55; WB p.51)



linguistic diversity. (SB p.52,53 and 56;WB, p.48,49 and 53)


language is spoken .(TB p.64)


UNIT 8: I´D LIKE A MELON!




- Identify food.

- Converse using vocabulary related to food using a, an, some, I would like,

using the expressions: I’d like some melons. We’d like a banana. Would you

like some cereal? Yes, please. / No thanks…



- Sing a song.

- Understand a recipe



texts, appropriate to their age and related to food.




Identify the uses of a, an and some.

Identify the differences between the sounds: /Id/, /It/



- related to food.



- I’d like some melons. We’d like a banana. Would you like some cereal? Yes,

please. / No thanks.

Use and differentiate between sounds.











II. CONTENTS



- Identification of food. (SB, p. 58,59; WB p. 54,55)

- Dialogues using Vocabulary related to food using a, an, some, I would like,

using the expressions: I’d like some melons. We’d like a banana. Would you

like some cereal? Yes, please./ No thanks…(SB, p. 58-60 and 62; WB, p.

54-56,58 and 113)



- Song (SB, p.60)

- Recipe (SB, p.62)



texts, appropriate to their age and related to food (SB, p.62-63)


63)

Completion of simple written texts with words studied (WB, p.56-57)

Reading of a short story, a song and a recipe. (SB, p.58, 60 and 62)





- related to food.(SB p. 58, 60,62 and WB p. 54-59)





please. / No thanks. (SBp.59 and WB, p.113)

Use of and differentiation between sounds and letters. ( SBp.61; WB, p.57)


phonics, chant ( SBp.60 and 61; WB, p.56 and 57)


63; WB, p.58 and 59)








63; WB, p.58 and 59)


.(SB, p.58-63; WB, p.54-59 )

Active participation in activities and group work.(SB, p.58-63;WB, p. 54-59 ; TB

p.70 and 74)






unit

- Talk about food shopping in a supermarket (SB, p. 58 and 59)

- Descriptions (SB, p.60 and 62)

- Act out a dialogue (SB, p. 58 and 63).












place.


Complete a song, a Description. (SB, p. 56 and 58).


(Cultural lessons: Ethical food shopping, TB p. 70; Weekly market in the UK TB

p.74




Learning-to-learn




Manage their own abilities in the review sections(WB, pp. 58 and 59)













Consists of the ability to use and related to numbers, basic operations, symbols and

forms of mathematical expression and reasoning.



This competence is developed in the unit via Listen and read: SB p.62.





written form.

Literary genres:

Dialogue (SB p. 58)



Complete a Description (SB p 60 and 62, WB p 59)


Write a recipe of how to make sandwich (WB, p. 59)










VI. ASSESSMENT



Unit 8 (SB p. 58-61)

Cumulative review (Unit 8, SB p. 62-63)


Self-assessment


Assessment criteria






Unit 8,


situations:





SB p.62-63).



(Reading -Test and Resource, Multi-ROM 1; SB p.58,60 and 62; WB p.54-59)



Vocabulary


- related food shopping in a supermarket.(SB,p.58-59)


Grammar


(Grammar - TR Multi-ROM 1, SB, p.59 and WB, p.55 and 113)



please. / No thanks

Phonetics

Apply knowledge acquired regarding pronunciation .(SB, p.61; WB p.57)



and 61; WB p.57)





language is spoken.(TB p. 70 and 74)

UNIT 9: WHAT´S THE FASTEST ANIMAL IN THE WORLD?




- Identify names of places to go to.

- Converse using vocabulary related to places to go to, using the comparative

and the superlative and using the expressions: Russia is bigger than the

UK. The highest mountain in the world is Mount Everest. The fastest animal

in the World is the cheetah.

- Understand simple texts in the classroom context:


- Sing a song.

- Understand an interview.



texts, appropriate to their age and related to places to go to.





Put adverbs of frequency in the right place.

Identify sounds within a text or a word.



- related to places to go to.



- Russia is bigger than the UK. The highest mountain in the World is Mount

Everest. The fastest animal in the World is the cheetah.











II. CONTENTS



- Identification of the names of places to go to. (SB p. 64 and 65; WB p. 60

and 61)

- Dialogues using Vocabulary related to places to go to, the comparative and

the superlative and using the expressions: Russia is bigger than the UK.

The highest mountain in the world is Mount Everest. The fastest animal in

the World is the cheetah. (SB, p. 64-66 and 64; WB, p. 60-62 , 64 and 113)



- Song (SB, p.66)

- Description of workplaces. (SB, p.68)




texts, appropriate to their age and related to places to go to ( SB p. 64, 66 and 68)



Reading of a short story, a song and an interview. (SB, p.64,66 and 68)


chant(SB, p.67; WB, p.63)



- related to places to go to .(SB p. 64,66,68 and WB p. 60-65)

- Hobbies: word groups. (WB, p.113)


- Russia is bigger than the UK. The highest mountain in the world is Mount

Everest. The fastest animal in the World is the cheetah. (SBp.61 and WB, p.113)



phonics, chant (SB, p.67; WB, p.63)


WB, p.64-67)









WB, p.64-65)


(SB, p.64-71; WB, p.60-67 )

Active participation in activities and group work.( SB, p.64-71;WB, p.60-67 ; TB

p.79)






unit

- Talk about places to go to (SB, p. 64 and 65)






petences using the MultiROM interactive exercises. SB p. 68







place.



Complete a song, a description. (SB, p. 66 and 68).


(Cultural lessons: School quiz TEMS and quiz shows in the UK, TB p. 76)




Learning-to-learn




















This competence is developed in the unit via Ask and answer: SB p. 65





written form.


Literary genres:

Dialogue (SB p. 64)

Description and interview. SB p. 64, 66 and 68


Complete a Description (SB p 66, WB p 63)


Write a Description of what they do (WB p. 65)










VI. ASSESSMENT




suggested in the TB



Unit 9 (SB p. 64-67)



Self-assessment


Assessment criteria







Unit 9,


situations:





SB p.68, 69).




Complete texts using different resources(Writing - TR Multi-ROM 1; WB p 60-67)


Vocabulary


- related to the vocabulary of places to go to. (SB p. 64-65)


Grammar



Russia is bigger than the UK. The highest mountain in the World is Mount Everest.

The fastest animal in the World is the cheetah.

Phonetics

Apply knowledge acquired regarding pronunciation. ( SB p. 67; WB p.63)



and 67; WB p.63)



linguistic diversity. (SB p.64,66,68; WB p. 60,61 and 65)



language is spoken. (TB p.76)

UNIT 10: IN THE PARK!




- Identify Vocabulary to talk about things in a park.

- Converse using vocabulary related to things in a park using must and

mustn’t to indicate duty or obligation and using the expressions: We must do

our homework. They mustn’t talk in class. You must turn off your mobile

phone. You mustn’t walk on the grass.



- Sing a song.

- Understand a fairy tale.



texts, appropriate to their age and related to things in a park.




Recognise the uses of and or in a sentence.

Identify the sound/e/ with the letters ai, ay, a_e.



- related to things in a park.



- We must do our homework. They mustn’t talk in class. You must turn off your

mobile phone. You mustn’t walk on the grass. …












II. CONTENTS



- Identification of Vocabulary to talk about things in a park. (SB p. 74-75; WB

p. 68-69)

- Dialogues using Vocabulary related to things in a park using must and

mustn’t to indicate duty or obligation and using the expressions: We must do

our homework. They mustn’t talk in class. You must turn off your mobile

phone. You mustn’t walk on the grass. (SB, p.74-76 and 78; WB, p. 68-70,

72 and 114)



- Song (SB, p.76)

- Comprehension of a fairy tale. (SB, p.72)



texts, appropriate to their age and related to things in a park (SB, p. 78 and 79)

Use of basic reading comprehension strategies (Point and answer). ((SB, p. 78 and

79)


Reading of a short story, a song and a tale. (SB, p.74 and 76)






- related to things in a park. (SB, p.74 and 75)



We must do our homework. They mustn’t talk in class. You must turn off your

mobile phone. You mustn’t walk on the grass. (SB, p.74-76 and 78; WB, p. 68-70,

72 and 114)



phonics, chant. (SB, p.77; WB, p.71)

Use of revision strategies and reflection upon what has been learnt.(SB, p.78 and

80; WB, p.72 and 73)





cultures where the target language is spoken. (TB, p86)



80; WB, p.72 and 73)


(SB, p.74-79; WB, p.68-73)

Active participation in activities and group work (SB, p.74-79; WB, p. 68-73; TB

p.86)






unit

- Talk about what they must or mustn’t do (SB, p. 74y 75)














place.


Complete a Description. (WB, p. 70).


(Cultural lessons: Ginger bread biscuits, TB p. 86)


learning contents ( SB p. 76 and 78)


Learning-to-learn




Manage their own abilities in the review sections (WB, pp. 72 and 73

















This competence is developed in the unit via Listen and write the number: SB p. 79





written form.

Literary genres:

Dialogue (SB p. 74)



Complete a Description (WB p 73)


Write about school rules (WB p.73)










VI. ASSESSMENT


Unit 10 (SB p. 74-77)




Self-assessment


Assessment criteria






Unit 10


situations:





SB p.78, 79).



(Reading -Test and Resource, Multi-ROM 1; SB p. 74,76,78; WB p. 68-73)



Vocabulary


- related to the vocabulary of the park. SB, p. 74 and 75


Grammar



- We must do our homework. They mustn’t talk in class. You must turn off your

mobile phone. You mustn’t walk on the grass

Phonetics

Apply knowledge acquired regarding pronunciation. ( SB p.77; WB p.71)



Check whether basic strategies for progress in learning are being used. ( SB p.

76,77; WB p.71)



linguistic diversity. (SB p.74-76;WB, p. 62,69 and 73)



UNIT 11: IN THE MUSEUM




- Identify the names of means of transport.

- Converse using vocabulary related to means of transport, using the past

simple of be and the quantifiers lots of, some and any and using the

expressions: There was/wasn’t a……in your town fifty years ago. There

were lots of…. There weren’t any…

Understand simple oral texts within the classroom:


- Sing a song.




texts, appropriate to their age and related to means of transport.



Read a short story, a song and a historical text.

Identify the different paragraphs of a text.

Identify the sound /i: /.




- related to means of transport.



- There was/wasn’t a……in your town fifty years ago. There were lots of….

There weren’t any…











II. CONTENIDOS



- Identification of the names of means of transport. (SB p. 80 and 81; WB p.

74 and 75)

- Dialogues with Vocabulary related to means of transport, using the past

simple of be and the quantifiers lots of, some and any and using the

expressions: There was/wasn’t a……in your town fifty years ago. There

were lots of… There weren’t any…(SB, p. 80-82 and 84; WB, p. 74,

75,76,78 and 114-115)



- Song (SB, p.82)

- Description. (SB, p.84)



texts, appropriate to their age and related to means of transport ( SB p. 80,82

y84)



85)


Reading of a short story, a song and a Description. (SB, p.80,82 and 84)





- related to means of transport.(SB p. 80,82 y84 and WB p. 74-79)



- There was/ wasn’t a……in your town fifty years ago. There were lots of….

There weren’t any… (SB, p. 80-82 and 84; WB, p. 74, 75, 76, 78 and 114-115)





85; WB, p.78 and 79)



classroom activities (SB p.80,81,84;WB, p. 74,75 y79)



Acceptance and learning of mathematical forms ( WB p.76)


85; WB, p.78 and 79)


.(SB, p.80-85; WB, p.74-79 )

Active participation in activities and group work.( SB, p.80-85; WB, p.74-79; TB

p.92)







unit

- Talk about means of transport in the past (SB, p. 80, 81)













place.


Complete sentences. (SB, p. 84).


(Cultural lessons: The Vikings, TB p. 92)




Learning-to-learn





















This competence is developed in the unit via Circle the correct word: WB p. 76.





written form.

Literary genres:

Dialogue (SB p. 80)


Complete a Description (SB p 84, WB p 79)


Write a Description of their city fifty years ago and now (WB, p. 79)











VI. ASSESSMENT


Unit 11 (SB p. 80-83)


Completion of WB exercises (Unit 11, p. 74- 79).

Self-assessment


Assessment criteria






Unit 11,


situations:





SB p.84, 85).



(Reading -Test and Resource, Multi-ROM 1; SB p. 80, 82,84; WB p. 74-79)



Vocabulary



- related to different means of transport. (SB p.80, 81).


Grammar


(Grammar - TR Multi-ROM 1, SB, p.80 and WB, p.74 and 114-115)

-There was/wasn’t a……in your town fifty years ago. There were lots of…. There

weren’t any…

Phonetics




and 83; WB p.77)





language is spoken. (TB p.92)

UNIT 12: A CLEVER BABY!




- Identify adjectives to describe people.

- Converse using adjectives attributed to people using the past simple of be

and have, and using the expressions: I was tall when I was five. He had

black hair when he was young…



- Sing a song.





texts, appropriate to their age and related to the description of people.



Read a short story, a song, a poem.

Use the connectors and and but to connect sentences.

Identify sounds within a word.



- related to adjectives to describe people.



- I was tall when I was five. He had black hair when he was young…











II. CONTENTS



- Identification of adjectives to describe people. (SB p. 86 and 87; WB p. 80

and 81)

- Dialogues using adjectives attributed to people using the past simple of be

and have, and using the expressions: I was tall when I was five. He had

black hair when he was young…(SB, p. 86-88 and 84; WB, p. 80-82 ,84 and

115-116)




- Song (SB, p.88)




texts, appropriate to their age and related to the description of people.

(SB, p.90)


91)

Completion of simple written texts with words studied (WB, p.82-84)

Reading of a short story, a song. (SB, p.86 and 88)





related to the Description of people (SB p g. 80,82 and 84 and WB p. 80-85)



- - I was tall when I was five. He had black hair when he was young…

(SBp.87 and WB, p.115-116)



phonics, chant (SB, p.88 and 89; WB, p.83)


91; WB, p.84 and 85)



classroom activities (SB p.86,87 and 90;WB, p. 80,81 and 85)





WB, p.82-87)


.(SB, p.86-93; WB, p.80-87)


Active participation in activities and group work.( SB, p.86-93; WB, p .80-87 ; TB

p.95)






unit

- Talk about how people were before and are now (SB, p. 86 and 87)













place.



Immersion in the language, culture and tradition of the English-speaking world(

Cultural lessons: Weekends in the UK, TB p. 95)


learning contents ( SB p. 86-88)


Learning-to-learn





















This competence is developed in the unit via Write: SB p. 81






written form.

Literary genres:

Dialogue (SB p. 86)

Poetry (SB p. 90)


Complete sentences (SB p 87, WB p 85)

Reproduce a dialogue/son (SBpp.86 and 88)

Write a Description of a family photo (WB, p. 85)










VI. ASSESSMENT



in the Student’s Book and the Activity Book activities and in the various activities

suggested in the TB



Unit 12 (SB p. 86-89)

Cumulative review (Unit 12, SB p. 90-93)



Self-assessment


Assessment criteria





- Listening Test and Resource, Multi-ROM 1; SB p 86,88,90,93) Tests Unit

12,


situations:





SB p.90 and 91).



(Reading -Test and Resource, Multi-ROM 1; SB p.86,88,90)



Vocabulary


- related to adjectives to describe people.( SB, p. 86-87)


Grammar

Understand and use correctly the grammatical structures learnt in the unit: (Grammar -

TR Multi-ROM 1, SB p.87; WB, p.81 and 115-116)

- I was tall when I was five. He had black hair when he was young…

Phonetics





89; WB p.83)






UNIT 13: THE ANCIENT EGYPTIANS!




- Identify regular verbs.

- Converse using regular verbs in past simple in affirmative and negative form

using the expressions They lived 5.000 years ago. They didn’t cook pizza.



- Sing a song.

- Understand aDescription.



texts, appropriate to their age and using the past




Match paragraphs with the topic they refer to.




- related to activities they have or haven’t done.




- They lived 5.000 years ago. They didn’t cook pizza.











II. CONTENTS



- Identification of regular verbs. (SB p. 96 and 97; WB p. 88 and 89)

- Dialogues using regular verbs in past simple in affirmative and negative

form using the expressions They lived 5.000 years ago. They didn’t cook

pizza. (SB, p. 96-98 and 100; WB, p. 88-90, 92 and 116)


- A short story. (SB, p.96, 97)

- Song (SB, p.98)




texts, appropriate to their age and using the past.

Use of basic reading comprehension strategies (Point and answer). (SB, p. 100-

101)


Reading of a short story, a song... (SB, p.96 and 98)


chant.(SB, p.99; WB, p.91)




- Related to activities they have or haven’t done. (SB, p.96,98,100 ;WB p. 88-

93)



- They lived 5.000 years ago. They didn’t cook pizza (SBp.97 and WB, p.116)



phonics, chant (SB, p.98 and 99; WB, p.91)

Use of revision strategies and reflection upon what has been learnt. (SB, p.98,99;

WB, p. 90,91)



classroom activities (SB p.96, 97,100;WB, p. 88,89 and 93)




Organisation of personal work as a strategy to progress in learning. ( SB, p.100

and 101; WB, p.92 and 93)


.(SB, p.96-101; WB, p.88-93)


p.100)






unit

- Talk about what they have done or what has happened (SB, p. 96 and 97)

- Descriptions of the world of papyrus (SB, p.100)













place.




(Cultural lessons: The Rosetta Stone, TB p. 100)




Learning-to-learn





















This competence is developed in the unit via Listen and number: SB p.101.





written form.

Literary genres:

Dialogue (SB p. 96)

Informative description (SB p. 100)


Complete sentences and a Description (SB p 97, WB p 89)


Write a Description about children in Ancient Egypt and now (WB, p. 93)










VI. ASSESSMENT



Unit 13 (SB p. 96-99)



Self-assessment


Assessment criteria





- Listening Test and Resource, Multi-ROM 1; SB p 96,98,100,101) Tests

Unit 13,


situations:




97).


SB p.100-101).






Vocabulary

Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1, SB

p.96,97)

- related to activities or things that have happened.


Grammar



(Grammar - TR Multi-ROM 1, SB p.97 ; WB, p.89 and 116)

- They lived 5.000 years ago. They didn’t cook pizza

Phonetics




99; WB p.91)



linguistic diversity. (SB p.96,97,100;WB, p. 88,89 and 93)




UNIT 14: DID YOU HAVE A GOOD DAY AT SCHOOL?




- Identify objects related to school.

- Talk about events that have happened and related to the school using the

interrogative form of the past simple of regular verbs using Wh- questions:

Did you have a good day? Yes, I did. / No, I didn’t. What did you watch last

night? A film.

- Understand simple oral texts within the classroom context:


- Sing a song.




texts, appropriate to their age and related to the past.




Use words which indicate time to show the order in which events occur.




- related to the past of school events.



-Did you have a good day? Yes, I did. / No, I didn’t. What did you watch last

night? A film.

▪ Use and differentiate between sounds and letters.











II. CONTENTS



- Identification of objects related to school. (SB p. 102 and 103; WB p. 94 and

95)

- Dialogues about events that have occurred and related to school using the

interrogative form of the past simple of regular verbs using Wh- questions:

Did you have a good day? Yes, I did. / No, I didn’t. What did you watch last

night? A film. (SB, p. 102-104 and 106; WB, p. 94-96 and 98)



- Song (SB, p.104)




texts, appropriate to their age and related to the past ( SB p.102,104,106)

Use of basic reading comprehension strategies (Point and answer). (SB, p. 106

and 107)

Completion of simple written texts with words studied (WB, p.96 - 98)

Reading of a short story, a song and a Description. ((SB, p.102,104 and 106)

Match words which have the same sound. (SB, p.105)

Identify long and short vowel sounds within a text. (SB, p.105; WB, p.97)



- related to the past.(SB p. 102,104,106 and WB p. 94-99)




- Did you have a good day? Yes, I did. / No, I didn’t. What did you watch last

night? A film. (SBp.103 and WB, p.116)



phonics, chant (SB, p.104 and 105; WB, p.96 and 97)

Use of revision strategies and reflection upon what has been learnt. (SB, p.106-

107; WB, p.98-99)







Organisation of personal work as a strategy to progress in learning. (SB, p.106-

107; WB, p.98-99)


.(SB, p.102-107; WB, p.94-99)


p.111)






unit

- Converse using the past. (SB, p. 102 and 103)














place.


Complete a song, a Description. (SB, p. 104 and 106).


(Cultural lessons: Camping in the UK, TB p. 111)




Learning-to-learn




Manage their own abilities in the review sections ( WB, pp. 98 and 99)

















This competence is developed in the unit via Listen and write the numbers: SB p.

107.





written form.

Literary genres:

Dialogue (SB p. 102)



Complete a description (SB p 106, WB p 99)


Write a description of a day at school (WB, p. 99)










II. ASSESSMENT


Unit 14 (SB p102-105)



Self-assessment



Assessment criteria





- Listening Test and Resource, Multi-ROM 1; SB p 102,104,106 and 107)

Tests Unit 14,


situations:


ROM 1; SB, p. 102-104y 106; WB, p. 94-96 and 98).

- Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB

p.103).


SB p.106-107).





Complete texts using different resources (Writing - TR Multi-ROM 1; WB p. 94-99)


Vocabulary


p.102-103)

- related to school.


Grammar



- Did you have a good day? Yes, I did. / No, I didn’t. What did you watch last night?

A film.

Phonetics




104-105; WB p.97)



linguistic diversity. (SB p. 102,104,106;WB, p. 94,96 and 98)




UNIT 15: OUR HOLIDAY!




- Identify names of things related to holidays.

- Converse using names of things related to holidays, using the form be going

to + verb, using the expressions. He’s going to play basketball tomorrow.

Are you going to swim on the sea? Yes, I am. / No I’m not.



- Sing a song.

- Understand aDescription.



texts, appropriate to their age and related to holidays.




Identify the correct way to begin and end a letter or an e-mail.




- related to holidays.



- He’s going to play basketball tomorrow. Are you going to swim on the sea?

Yes, I am. / No I’m not.












II. CONTENIDOS



- Identification of names of things related to holidays. (SB p. 108 and 109;

WB p. 100 and 101)

- Dialogues using names of things related to holidays, using the form be

going to + verb, using the expressions. He’s going to play basketball

tomorrow. Are you going to swim on the sea? Yes, I am. / No I’m not. (SB,

p.108, 109,110 and 112; WB, p. 100, 101,102 ,104 and 118)



- Song (SB, p.110)




texts, appropriate to their age and related to holidays. ( SB p. 108,110,112)

Use of basic reading comprehension strategies (Point and answer).(SB, p. 112-

113)


Reading of a short story, a song... (SB, p.108,110)


chant. (SB, p.111; WB, p.103)




- related to holidays .(SB p. 108,110,112 WB p.100-107)



- - He’s going to play basketball tomorrow. Are you going to swim on

the sea? Yes, I am. / No I’m not. (SB, p. 109; WB, p. 118)





113; WB, p.104 and 105)






Acceptance and learning of mathematical forms

Organisation of personal work as a strategy to progress in learning. ( SB, p.112-

115; WB, p.104-107)


.(SB, p.108-115; WB, p.100-107)

Active participation in activities and group work.( SB, p.108-115; WB, p.100-107;

TB p.122)






unit

- Talk about what they are going to do soon (SB, p. 108 and 109)







petences using the MultiROM interactive exercises... SB p. 112 and WB p. 105







place.


Complete a description. (SB, p. 110 and WB p. 102).


(Cultural lessons: School and public holidays in the UK, TB p. 112)




Learning-to-learn






Assume responsibility for the tasks and activities set out in the unit (WB, p. 104-

107)











Consists of the ability to use and relate numbers, basic operation, symbols and forms








written form.

Literary genres:

Dialogue (SB p. 108)

Narration (SB p. 112)


Complete a description (SB p 112, WB p 102)


Write an email or a letter about what they are going to do next weekend. (WB, p. 105)






- Grammar reference (Unit 15-SB, p. 118)




VI. ASSESSMENT





suggested in the TB



Unit 15 (SB p. 108-111)

Cumulative review (Starter-Unit 1-15, SB p. 112-115)


Self-assessment


Assessment criteria





- Listening Test and Resource, Multi-ROM 1; SB p 108,110,112 and 115)

Tests Unit 15,


situations:




109).


SB p.112 and 115).



(Reading -Test and Resource, Multi-ROM 1; SB p. 108,110,112; WB p. 100-107)

Complete texts using different resources (Writing - TR Multi-ROM 1; WB p. 100-

107)



Vocabulary


p.108 and 109)

- related to holidays.


Grammar



- He’s going to play basketball tomorrow. Are you going to swim on the sea? Yes, I

am. / No I’m not

Phonetics




110,111; WB p.103)



linguistic diversity. (SB p.108,109,112;WB, p. 100,101,105-107 )




7. CLASSROOM PROGRAMMETIMING FAMILY AND FRIENDS 3: YEAR 2010/2011*

UNIT APPROX. Nº

SESSIONS

APPROX. TIMING (45 MIN PER SESSION) NOTES and OBSERVATIONS

Starter : My family 4 3 hours*

1 They’re from Australia! 6 4 hours and 30 min*

2 My weekend 6 4 hours and 30 min*

3 My things 7 5 hours and 15 min*

4 We’re having fun at the Beach! 6 4 hours and 30 min*

5 A naughty monkey! 6 4 hours and 30 min*

6 Jim’s day 7 5 hours and 15 min*

7 Places to go! 6 4 hours and 30 min*

8 I’d like a melon! 6 4 hours and 30 min*

9 What’s the fastest animal in the world? 7 5 hours and 15 min*

10 In the park 6 4 hours and 30 min*

11 In the museum 6 4 hours and 30 min*

12 A clever baby! 7 5 hours and 15 min*

13 The Ancient Egyptians 6 4 hours and 30 min*

14 Did you have a good day at school? 6 4 hours and 30 min*

15 Our holiday! 7 5 hours and 15 min*

Culture, Festivals and Extensive Reading 9 4 hours and 30 min*

TOTAL e.g. approx 108 81 hours

Extra activities programmed by the school

*Each centre will have to adapt this programme to its own situation and timetable.

THE SESSIONS ARE APPROXIMATELY 45’ LONG. TEACHERS WILL ADAPT THIS TO THEIR TIMETABLE AND CLASS LEVEL

The terms used in the classroom programme tables are as follows:

Skills Interaction Material

RC Reading

comprehension

T-P Teacher-pupil WB Workbook

OC Oral comprehension IW Individual work SB Students’ Book

WE Written expression GW Group work TB Teacher’s Book

OE Oral expression PW Pair work TRP Teacher’s Resource and Tests

Pack

OI Oral interaction PMB Photocopy Masters Book

AS All skills TEB Testing and Evaluation Booklet


SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALS

1 45’

Warm up. TB, p. 24

Identify the names of the characters in the story.Remember the vocabulary of family members.Flashcards 1-10SB p.4

- Practise greetings.

- Revision of the vocabulary related to the family.- Presentation of the unit contents and plan of

objectives and activities. - Write the names of the characters.

OC, OE

RC, OC, OE

RC, OC, OE

T-P, IW

T-P

IW, GW, PW

TRP SBCD

Reinforcement activities-WB exercises, p. 4-Wordlist, TB 24Extension activities:

- Optional activity: TB p.24

Completion of exercises proposed to reinforce and consolidate what has been learnt.

Completion of exercises to recycle and extend vocabulary

RC, WE

RC, OE

IW

IW, GW

WBTRP

TB

245’

Warm-up activity. Play: Jump!TB p.25

Development activities: (Grammar)Revise comparative adjectives.Revise the past simple of beIdentify names of animals.

SB, p. 5

- Play: Jump

- Identification of communicative purpose of sen-tences.

- Use of different grammatical structures:I’m seven. We’ve got two cousins. It was sunny. The children were happy. The red car is bigger than the blue car

- Identification of true and false sentences after observing a picture.

OC, OE,

RC, OC,

OC, OE

T-P

IW, PW, GW

PW, GW

SB CDTB

Reinforcement activitiesWB exercises, p.5

Completion of the WB exercises to consolidate what has been learnt

RC, WE

IW WB

345’

Warm-up activity: TB p. 26

Development activities :.(Song)Identify the months of the yearSB, p. 6

- Participation in communicative exchanges to practise the structures learnt in a context of everyday language. When’s your birthday? My birthday is in April. How old are you? I´m eight- Práctica de los meses mediante a song.

RC, OE

.RC, OC, OE,WE

T-P, IW

PW, GW

SBTRPCD

Reinforcement activitiesWB exercises, p. 6

Extension activities:Optional activities TB p. 26

Completion of exercises to reinforce and consolidate what has been learnt.

Completion of exercises to extend grammatical knowledge

RC, WE

RC, WE

IW

IW

WBTRP

TRP

445’

Warm-up activity. TB p. 27

Development activities:Identify the written and numerical form of the numbers from 1-100.Perform sums with the written form of numbersMatch the written forms of the numbers from 10-20 with their numerical formSB, p. 7

- Listen to, repeat and point out numbers- Perform sums, using the written form of numbers

OC, OE

RC, WE, OC

T-P

IW, GW

SBCD

Reinforcement activities-WB exercises, p. 7

Extension activities:-Optional activity: Vocabulary (TB p.27) -My family. Test, (TEB p.6)


Completion of exercises to recycle and extend vocabulary.

RC, WE

RC, WE

IW

IW

WBTRP

TB

UNIT 1: THEY’ RE FROM AUSTRALIA

SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES

1 45’

Warm up. TB, p. 28

Identify the names of different countries.SB p.8Flashcards 1-18

Understand a short story.SB, p. 8

- Observation of flashcards to introduce vocabulary.- Presentation of the unit contents and plan of

objectives and activities. - Match pictures and words.- Memorisation of Vocabulary .

- Introduction of the unit topic and vocabulary : short story about family members completion of suggested comprehension exercises: - Listen to a text- Read the short story

OC, OE

RC, OC, OE

RC, OC, OE

T-P, IW

T-P

IW, GW, PW

TRP SBCD

Reinforcement activities-WB exercises, p. 8-Wordlist, TB 28

Extension activities:- Optional activity: Vocabulary,

TB p.28- Cut and make 1 PMB p.36



RC, WE

RC, OE

IW

IW, GW

WBTRP

TB

245’

Warm-up activity. Play: Snap!TB p.21Development activities: (Grammar)Revise personal pronouns.Revise the short form of be in affirmative and interrogative sentences using: Where are you from? I’m from Egypt. / Where’s he from? He’s from Brazil.

Act out the storySB, p. 9

- Game: Snap!

- Read and listen to a text studied in the previous session

- Identification of the communicative purpose of the previous text.

- Learn and use different grammatical structures: Where are you from? I’m from Egypt. Where’s he from? He’s from Brazil.

- Dramatisation of the short story

OC, OE,

RC, OC,

OC, OE

T-P

IW, PW, GW

PW, GW

SB CDTB

Reinforcement activitiesWB exercises, p.9Grammar reference. WB p.108Extension activities:Optional activity: (TB p. 29)


Completion of exercises to improve oral and written skills.

RC, WE

RC, WE

IW

IW

WB

WBTB

345’

Warm-up activity: Play: Freeze! TB p. 23

Development activities (Grammar & Song).Ask and answer questions in the present.Write sentences with the verb beUse be and countries in the context of a song.SB, p. 10

- Play: Freeze!

- Participation in communicative exchanges to

practise the structures learnt in a context of everyday language

- Learn a song performing actions

RC, OE

.RC, OC, OE,WE

T-P, IW

PW, GW

SBTRPCD

Reinforcement activitiesWB exercises, p. 10Extension activities:Optional activity TB p. 30



RC, WE

RC, WE

IW

IW

WBTRP

TRP

445’

Warm-up activity.TB p.31

Development activities (Phonics)Revise the pronunciation of the consonants cr, dr, sp, sn and plIdentify the sounds /Kr/, / dr/, sp/, /sn/ and /pl/Use these sounds in the context of a chantSB, p. 11

- Revise phonemes

- Listen to, repeat and indicate sounds- Listen to and repeat a chant.- Match sounds and letters.

OC, OE

RC, WE, OC

T-P

IW, GW

SBCD


Extension activities:-Optional activity: Vocabulary (TB p.31)



RC, WE

RC, WE

IW

IW

WBTRP

TB

545’


Development activities (Skills time!).Identify vocabulary related to the four seasonsRead and understand a story.Recognise a sequence of events in a story. SB, p. 12

- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercises such as completing tables, sentences etc.- Recognise words upon hearing or reading them.

OE

RC, OC, OE

GW

IW, GW, PW

SBCD

Reinforcement activitiesWB exercises, p. 12Extra writing worksheet PMB p.2Extension activities:Optional activity, TB, P. 32Play script 1: The Selfish Giant PMB p.32-33



RC, WE

RC, WE

IW

PW, GW

WB

TB

645’

Warm-up activity. TB p.33

Development activities (Skills Time!).Identify a picture after listening to specific information.Ask and answer questions about themselves and their favourite season.Identify and write with capital letters appropriate words.SB, p. 13

- Listen to specific vocabulary- Ask and answer questions using the structures and vocabulary studied. - Identification and use of capital letter when ne-cessary.

RC, OC

OC, OE, RC, WE

T-P

IW

SBCD

Reinforcement activitiesWB exercises, p. 13Pair work, TRP

Extension activities: Optional activity: Communication, TB p.33Test Unit 1, TEB p. 7


Completion of exercises to consolidate oral expression.

Completion of suggested activities

RC, WE

OE, OIOC, OE

WE, OE

IW

PWT-P

GW, IW

WBSB

TRPTB

UNIT 2: MY WEEKEND


1 45’

Warm up. TB, p. 34

Identify different hobbiesSB p.14Flashcards 25-32

Understand a short storySB, p. 14

.



- Introduction of the unit topic and vocabulary : short story about hobbies and family members completion of suggested comprehension exercises: - Listen to a text- Read the short story

OC, OE

RC, OC, OE

RC, OC, OE

T-P, IW

T-P

IW, GW, PW

TRP SBCD


Extension activities:

- Optional activity: Vocabulary, TB p.34



RC, WE

RC, OE

IW

IW, GW

WBTRP

TB

245’

Warm-up activity. TB p.35Development activities: (Grammar)Identify the affirmative, negative and interrogative forms of the present simple: like+ -ingComplete sentences with the third person singular and plural.Ask and answer questions using: I like reading. I don’t like fishing. Do you like playing chess? Yes, I do. / No, I don’t. He doesn’t like skateboarding. Does he like playing chess? Yes, he does./ No, he doesn’t


- Read and listen to a text studied in the previous session- Identification of the communicative purpose of the

previous text.- Learn and use different grammatical structures:I like reading. I don’t like fishing. Do you like playing chess? Yes, I do. / No, I don’t. He doesn’t like skateboarding. Does he like playing chess? Yes, he does./ No, he doesn’t


OC, OE,

RC, OC,

OC, OE

T-P

IW, PW, GW

PW, GW

SB CDTB

Reinforcement activitiesWB exercises, p.15Grammar reference. WB p.108-109Extension activities:Optional activity: (TB p. 35)



RC, WE

RC, WE

IW

IW

WB

WBTB

345’

Warm-up activity Play: Teachers can’t remember TB p. 19Development activities: (Grammar & Song).Ask and answer questions with does+ like+ -ingWrite sentences with likes / doesn’t like + -ing Use the forms studied in the context of a song.SB, p. 16

- Play: Teachers can’t remember- Participation in communicative exchanges to

practise the structures learnt in a context of everyday language.


RC, OE

.RC, OC, OE,WE

T-P, IW

PW, GW

SBTRPCD

Reinforcement activitiesWB exercises, p. 16Extension activities:Optional activity TB p.36



RC, WE

RC, WE

IW

IW

WBTRP

TRP

445’

Warm-up activity.TB p. 37

Development activities (Phonics)Revise the sounds of long vowels /e,/a, /ə and / u :/ +consonant+ e Associate the sounds of the letters a-e, i-e, o-e and u-e in words.Identify these words and sounds in a chantSB, p. 17Phonics cards 4-7

- Revision of phonemes


OC, OE

RC, WE, OC

T-P

IW, GW

SBCD





RC, WE

RC, WE

IW

IW

WBTRP

TB

545’


Development activities (Skills time!).Read and understand a web page.Identify specific vocabulary in a textSB, p. 18 TB p. 38

- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercises such as completing tables, sentences etc.

- Recognition of specific information upon listening to or reading a text

OE

RC, OC, OE

TG

IW, GW, PW

SBCD

Reinforcement activitiesWB exercises, p. 18Extra writing worksheet PMB p.3Extension activities:Optional activity, TB, P. 38


Completion of exercises to extend grammatical knowledge and de Vocabulary.

RC, WE

RC, WE

IW

PW, GW

WB

TB

645’


Development activities (Skills Time!).Match people with their hobbies after listening to specific informationAsk and answer questions about what they like doingUse the apostrophe in the contractions of verbs: are not = aren’tSB, p. 19

- Listen to specific vocabulary- Ask and answer questions using the structures and vocabulary studied. - Observe and write the contraction of verbs

RC, OC

OC, OE, RC, WE

T-P

IW

SBCD

Reinforcement activitiesWB exercises, p. 19Pair work, TRPExtension activities: Optional activity: Communication, TB p.39Test Unit 2 TEB p.5 and TEB p. 8




RC, WE

OE, OIOC, OE

WE, OE

IW

PWT-P

GW, IW

WBSB

TRPTB

UNIT 3: MY THINGS


1 45’

Warm up. TB, p. 40

Identify objects which they possess and related verbs.SB p.20Flashcards 39-46

Understand a short story.SB, p. 20

- Observation of flashcards to introduce the vocabulary.

- Presentation of the unit contents and plan of objectives and activities.

- Match pictures and words.- Memorisation of Vocabulary

- Introduction of the unit topic and vocabulary : short story about possessions, verbs related to them and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story

OC, OE

RC, OC, OE

RC, OC, OE

T-P, IW

T-P

IW, GW, PW

TRP SBCD

Reinforcement activities-WB exercises, p. 20-Wordlist, TB 40Extension activities:




RC, WE

RC, OE

IW

IW, GW

WBTRP

TB

245’

Warm-up activity. TB p.41Development activities: (Grammar)Understand and use possessive adjectives: your, our, theirUnderstand the use of can to ask permission. .Answer questions with can in short form , using: This is your computer.That´s our CD. That’s their CD placer. Can I use your computer? Yes, you can. / No, you can’t. / Can you turn off the TV please?Act out the storySB, p. 21



- Learn and use different grammatical structures:This is your computer.That´s our CD. That’s their CD placer. Can I use your computer? Yes, you can. / No, you can’t. / Can you turn off the TV please?-Dramatisation of the short story

OC, OE,

RC, OC,

OC, OE

T-P

IW, PW, GW

PW, GW

SB CDTB

Reinforcement activitiesWB exercises, p.21Grammar reference. WB p.109-110Extension activities:Optional activity: (TB p. 41)Values 1 worksheet PMB p.6-7



RC, WE

RC, WE

IW

IW

WB

WBTB

345’


Development activities (Grammar &Song).Identify the uses of can to ask permission. Use can in the context of a song.SB, p. 22

- Participation in communicative exchanges to practise the structures learnt in a context of everyday language.


RC, OE

.RC, OC, OE,WE

T-P, IW

PW, GW

SBTRPCD




RC, WE

RC, WE

IW

IW

WBTRP

TRP

445’


Development activities (Phonics)Pronounce the sound /a: /Associate the sound /a:/ with the letters ar in a word : car / parkIdentify the sound /a:/ in a chantWrite words that rhyme.Phonics cards 4-9

SB, p. 23

- Revision of phonemes studied

- Listen to, repeat and indicate sounds- Listen to and repeat a chant.- Match words that rhyme.

OC, OE

RC, WE, OC

T-P

IW, GW

SBCD





RC, WE

RC, WE

IW

IW

WBTRP

TB

545’


Development activities (Skills time!).Read and understand school projects about collectionsFind specific information about people in a text.SB, p. 24

- Sing the song learnt in the previous session.- Learn and reinforce vocabulary and grammatical

structures for the descriptionand completion of suggested exercises such as completing tables, sentences etc.

- Recognise words upon hearing or reading them.

OE

RC, OC, OE

TG

IW, GW, PW

SBCD




RC, WE

RC, WE

IW

PW, GW

WB

TB

645’

Warm-up activity. Play: What have we got? TB p.45

Development activities (Skills Time!). Identify specific information to match people with what they collectAsk and answer questions based on a text previously listened to.Identify the use of the question mark, comma and full stop.SB, p. 25

- Play: What have we got?

- Listen to specific information- Ask and answer questions using the structures and vocabulary studied. - Write the question mark, comma and full stop.

RC, OC

OC, OE, RC, WE

T-P

IW

SBCD

Reinforcement activitiesWB exercises, p. 25Writing skills worksheet PMB p.5Pair work, TRPExtension activities: Optional activity: Communication, TB p.45Values worksheet (Unit 3) PMB p.6-7 ( if not done) and TEB p. 9




RC, WE

OE, OIOC, OE

WE, OE

IW

PWT-P

GW, IW

WBSB

TRPTB

745’

Assessment exercises:Summative Test 1 p. 10 TEBSkills Test 1 p.12

Completion of assessment activities from Units 1-3WE, OE IW TRP

UNIT 4: WE´RE HAVING FUN AT THE BEACH!


1 45’

Warm up.:Play: Quickly, slowlyTB, p. 46

Identify different water sportsSB p.30Flashcards 53-60

Understand a short story SB, p. 30

- Play: Quickly, slowly

-Observation of flashcards to introduce vocabulary.- Presentation of the unit contents and plan of

objectives and activities. - Match pictures and words.- Memorisation of Vocabulary via chant

- Introduction of the unit topic and vocabulary : short story about water sports and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story

OC, OE

RC, OC, OE

RC, OC, OE

T-P, IW

T-P

IW, GW, PW

TRP SBCD


- Extension activities:- Optional activity: Vocabulary,

TB p.46- Cut and make 2 PMB p.37



RC, WE

RC, OE

IW

IW, GW

WBTRP

TB

245’

Warm-up activity. TB p. 47Development activities: (Grammar)Identify the Present Continuous in the affirmative and negativeUnderstand how some verbs change in the –ing form.Complete sentences in present continuous with the correct form of be, using the expressions: I’m swimming. I’m not swimming. He’s surfing. We’re mailing. They aren’t waterskiingAct out the storySB, p. 31



- Learn and use different grammatical structures: I’m swimming. I’m not swimming. He’s surfing. We’re mailing. They aren’t waterskiing


OC, OE,

RC, OC,

OC, OE

T-P

IW, PW, GW

PW, GW

SB CDTB




RC, WE

RC, WE

IW

IW

WB

WBTB

345’


Development activities (Grammar &Song).Use the present continuous affirmative and negative to describe and locate actions in pictures. Write sentences in present continuous about a pictureUse the vocabulary studied in the context of a song.SB, p. 32



RC, OE

.RC, OC, OE,WE

T-P, IW

PW, GW

SBTRPCD

Reinforcement activitiesWB exercises, p. 30Extension activities:Optional activity TB p. 48

Completion of exercises to reinforce and consolidate what has been learnt.Completion of exercises to extend grammatical knowledge

RC, WE

RC, WE

IW

IW

WBTRP

TRP

445’


Development activities (Phonics)Pronounce the sound //Identify the sound // with the letters all in words ball, wall, tall…Identify and repeat this sound in un chant

SB, p. 33

- Revise phonemes studied


OC, OE

RC, WE, OC

T-P

IW, GW

SBCD





RC, WE

RC, WE

IW

IW

WBTRP

TB

545’


Development activities (Skills time!).Read a holiday brochure.Recognise and use descriptive adjectivesSB, p. 34Flashcards 61-66

- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercises such as completing sentences.


OE

RC, OC, OE

TG

IW, GW, PW

SBCD




RC, WE

RC, WE

IW

PW, GW

WB

TB

645’


Development activities (Skills Time!).Identify specific information to order some pictures.Ask and answer questions about what they like doing on the beachIdentify the use of the gerund -ingSB, p. 35

.

- Listen to specific information- Ask and answer questions using the structures and

vocabulary studied. - Write verbs in gerund form to complete sentences.

RC, OC

OC, OE, RC, WE

T-P

IW

SBCD

Reinforcement activitiesWB exercises, p. 33Pair work, TRPExtension activities: Optional activity: Communication, TB p.51Test Unit 4 TEB p. 14




RC, WE

OE, OIOC, OE

WE, OE

IW

PWT-P

GW, IW

WBSB

TRPTB

UNIT 5: A NAUGHTY MONKEY!


1 45’

Warm up. Play: Simon saysTB, p. 52

Identify the names of different animalsSB p.36Flashcards 67-74


- Play: Simon says.

- Observation of flashcards to introduce the vocabulary.

- Presentation of the unit contents and plan of objectives and activities.

- Match pictures and words.- Memorisation ofVocabulary.

- Introduction of the unit topic and vocabulary : short story about a visit to the zoo and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story

OC, OE

RC, OC, OE

RC, OC, OE

T-P, IW

T-P

IW, GW, PW

TRP SBCD

Reinforcement activities-WB exercises, p. 34-Wordlist, TB 52- Values 2 worksheets PMB p.12-13





RC, WE

RC, OE

IW

IW, GW

WBTRP

TB

245’

Warm-up activity. TB p.53Development activities: (Grammar)Identify the interrogative form of the present continuous.Use short answers to answer questions in the present continuous.Using: Are you reading? Yes, I am. / No I’m not. / Is the monkey eating a sandwich? Yes, It is. / No, It isn’t. / Are they eating? Yes they are./ No, they aren’tAct out the storySB, p. 37



- Learn and use different grammatical structures:- Are you reading? Yes, I am. / No I’m not. / Is the

monkey eating a sandwich? Yes, It is. / No, It isn’t. / Are they eating? Yes they are./ No, they aren’t


OC, OE,

RC, OC,

OC, OE

T-P

IW, PW, GW

PW, GW

SB CDTB




RC, WE

RC, WE

IW

IW

WB

WBTB

345’

Warm-up activity: TB p.54Development activities (Grammar & Song).Ask and answer questions using the third person singular of the present continuous.Use the third person singular of the present continuous with short answers.Use the forms studied in the context of a song.SB, p. 38

- Participation in communicative exchanges to practise the structures learnt in a context of everyday language.- Learn a song performing the actions

RC, OE

.RC, OC, OE,WE

T-P, IW

PW, GW

SBTRPCD


Extension activities:Optional activity TB p.54



RC, WE

RC, WE

IW

IW

WBTRP

TRP

445’


Development activities (Phonics)Pronounce the sound //Associate the sound // with the letters or and awIdentify the sound // in a chantSB, p. 39Phonics cards 12-13



OC, OE

RC, WE, OC

T-P

IW, GW

SBCD





RC, WE

RC, WE

IW

IW

WBTRP

TB

545’

Warm-up activity. TB p.56Development activities (Skills time!).Read and understand a storyRecognise specific vocabulary in a textWrite descriptions of the characters in the story.SB, p. 38

- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercises such as completing sentences, etc.


OE

RC, OC, OE

TG

IW, GW, PW

SBCD

Reinforcement activitiesWB exercises, p. 38Extra writing worksheet PMB p 9Extension activities:Optional activity, TB, P. 56



RC, WE

RC, WE

IW

PW, GW

WB

TB

645’

Warm-up activity. Play: Where was it?TB p.57

Development activities (Skills Time!).Listen to and understand the descriptions of what is happening in the pictures and order them.Ask and answer questions about the picturesIdentify and use speech marks.SB, p. 41

- Use of the vocabulary studied in this unit

- Listen to descriptions of what is happening- Ask and answer questions using the structures and vocabulary studied. - Identification and use of speech marks in sentences

RC, OC

OC, OE, RC, WE

T-P

IW

SBCD

Reinforcement activitiesWB exercises, p. 39Pair work, TRPExtension activities: Optional activity: Communication, TB p.57Test Unit 5 TEB p.15




RC, WE

OE, OIOC, OE

WE, OE

IW

PWT-P

GW, IW

WBSB

TRPTB

UNIT 6: JIM´S DAY


1 45’

Warm up. TB, p. 58

Identify activities which they perform every daySB p.42Flashcards 81-88



objectives and activities. - Match pictures and words.- Memorisation ofVocabulary .

- Introduction of the unit topic and vocabulary : short story about a relation’s routines and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story

OC, OE

RC, OC, OE

RC, OC, OE

T-P, IW

T-P

IW, GW, PW

TRP SBCD






RC, WE

RC, OE

IW

IW, GW

WBTRP

TB

245’


Development activities: (Grammar)Identify the present simple in its three forms and short answers.Use the third person singular to complete sentences: I have breakfast at eight o’clock. He doesn’t get up early. Do they live in a big house? Yes, they do/ No, they don’t. What time does he start work?Act out the storySB, p. 43



- Use of different grammatical structures:I have breakfast at eight o’clock. He doesn’t get up early. Do they live in a big house? Yes, they do/ No, they don’t. What time does he start work?


OC, OE,

RC, OC,

OC, OE

T-P

IW, PW, GW

PW, GW

SB CDTB




RC, WE

RC, WE

IW

IW

WB

WBTB

345’


Development activities (Grammar& Song).Ask and answer questions about when they perform routines.Use the vocabulary studied in the context of a song.SB, p. 44

- Participation in communicative exchanges to practise the structures learnt in a context of everyday language.- Learn a song performing the actions

RC, OE

.RC, OC, OE,WE

T-P, IW

PW, GW

SBTRPCD





RC, WE

RC, WE

IW

IW

WBTRP

TRP

445’


Development activities (Phonics)Pronounce el diphthong /Associate the sound /with the letters oy and oi in words like boy, coinIdentify the sound/ in a chantSB, p. 45Phonics cards 14-17



OC, OE

RC, WE, OC

T-P

IW, GW

SBCD





RC, WE

RC, WE

IW

IW

WBTRP

TB

545’


Development activities (Skills time!).Read and understand a web page about Cyber schools on a posterFind specific information in a textSB, p. 46

- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercises such as completing sentences etc.

- Recognition of information upon hearing or reading a text.

OE

RC, OC, OE

TG

IW, GW, PW

SBCD




RC, WE

RC, WE

IW

PW, GW

WB

TB

645’


Development activities (Skills Time!).Identify and order the sequence of events in a person’s daily routine.Ask and answer questions about when they perform each routineIdentify common and proper nouns in a sentence.SB, p. 47

- Listen to specific vocabulary- Write sentences using the structures and vocabu-

lary learnt. - Recognition of verbs to express activities

RC, OC

OC, OE, RC, WE

T-P

IW

SBCD

Reinforcement activitiesWB exercises, p. 45Pair work, TRPExtension activities: Optional activity: Communication, TB p.63Values worksheet (Unit 6 PMB p.12 and 13 ( if not done) and TEB p. 16




RC, WE

OE, OIOC, OE

WE, OE

IW

PWT-P

GW, IW

WBSB

TRPTB

745’


Completion of assessment activities from Units 1-6 WE, OE IW TRP

UNIT 7: PLACES TO GO!


1 45’

Warm up. TB, p. 64

Identify the names of places in a citySB p.52Flashcards 89-96




- Introduction of the unit topic and vocabulary : short story about what to do at the weekend and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story

OC, OE

RC, OC, OE

RC, OC, OE

T-P, IW

T-P

IW, GW, PW

TRP SBCD






RC, WE

RC, OE

IW

IW, GW

WBTRP

TB

245’

Warm-up activity. TB p. 65Development activities: (Grammar)Understand questions with Do you ever+ infinitive .Identify adverbs of frequency. Identify and use prepositions of time, using: Do you ever go to the library? We always go to the Sports centre. He plays football on Mondays


- Revision of vocabulary studied in the previous session.



- Learn and use different grammatical forms:Do you ever go to the library? We always go to the Sports centre. He plays football on Mondays


OC, OE,

RC, OC,

OC, OE

T-P

IW, PW, GW

PW, GW

SB CDTB

Reinforcement activitiesWB exercises, p 49Grammar reference. WB p.112Extension activities:Optional activity: (TB p.65)



RC, WE

RC, WE

IW

IW

WB

WBTB

345’


Development activities (Grammar& Song).Talk about activities they perform using adverbs of frequencyUse the vocabulary studied in the context of a song.SB, p. 54

- Revision of Vocabulary.

- Participation in communicative exchanges to practise the structures learnt in a context of everyday language.- Learn a song performing actions

RC, OE

.RC, OC, OE,WE

T-P, IW

PW, GW

SBTRPCD





RC, WE

RC, WE

IW

IW

WBTRP

TRP

445’


Development activities (Phonics)Pronounce the sound / a.Associate the sound / awith the letters ow and ou in words bowl, cloud Identify the sound / a in a chantSB, p. 51Phonics cards 14-19

- Revision of phonemes


OC, OE

RC, WE, OC

T-P

IW, GW

SBCD





RC, WE

RC, WE

IW

IW

WBTRP

TB

545’


Development activities (Skills time!).Read and understand a textRecognise specific information in a textSB, p. 56

- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercises such as answers to questions, etc.


OE

RC, OC, OE

TG

IW, GW, PW

SBCD

Reinforcement activitiesWB exercises, p. 52Extra writing worksheet PMB p. 14Extension activities:Optional activity, TB, P. 68



RC, WE

RC, WE

IW

PW, GW

WB

TB

645’


Development activities (Skills Time!).Listen to specific information and match it.Ask and answer questions about what they like doing I like + -ing and how often...Identify verbs, adjectives and prepositions in sentencesSB, p. 57

- Listen to a text with specific Vocabulary - Ask and answer questions using the structures and vocabulary studied. - Identification of verbs, adjectives and prepositions in a sentence

RC, OC

OC, OE, RC, WE

T-P

IW

SBCD

Reinforcement activitiesWB exercises, p. 53Pair work, TRPExtension activities: Optional activity: Communication, TB p.69Test Unit 7 TEB p. 21




RC, WE

OE, OIOC, OE

WE, OE

IW

PWT-P

GW, IW

WBSB

TRPTB

UNIT 8: I´D LIKE A MELON!


1 45’

Warm up. Play: Simon says TB, p. 70

Identify different food.SB p.58Flashcards 103-110


- Play: Simon says


objectives and activities. - Match pictures and words.- Memorisation ofVocabulary

- Introduction of the unit topic and vocabulary : short story about shopping in a supermarket and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story

OC, OE

RC, OC, OE

RC, OC, OE

T-P, IW

T-P

IW, GW, PW

TRP SBCD

Reinforcement activities-WB exercises, p. 54-Wordlist, TB p.70-Values worksheets PMB p 18-19





RC, WE

RC, OE

IW

IW, GW

WBTRP

TB

245’

Warm-up activity. Play: A long sentence. TB p.71

Development activities: (Grammar)Identify countable and uncountable using a, an, some Understand affirmative and negative sentences using would+like : I’d like some melons. We’d like a banana. Would you like some cereal? Yes, please./ No ,thanks


- Drawing on the board



- Learn and use different grammatical structures:I’d like some melons. We’d like a banana. Would you like some cereal? Yes, please./ No, thanks


OC, OE,

RC, OC,

OC, OE

T-P

IW, PW, GW

PW, GW

SB CDTB




RC, WE

RC, WE

IW

IW

WB

WBTB

345’


Development activities (Grammar & Song).Describe people shopping and write sentences using would like and countable and uncountable nounsUse the structures studied in the context of a song.SB, p. 60


- Learn a song completing it with new words and actions.

RC, OE

.RC, OC, OE,WE

T-P, IW

PW, GW

SBTRPCD


Extension activities:Optional activity TB p.72Cut and make 3 PMB p.38



RC, WE

RC, WE

IW

IW

WBTRP

TRP

445’


Development activities (Phonics)Pronounce the sounds /Id/ and /It/ at the end of a wordIdentify words with the sounds /Id/ and /It/ in un chant: child, fieldIdentify the differences between these sounds

SB, p. 61Phonics cards 20-21



OC, OE

RC, WE, OC

T-P

IW, GW

SBCD


Extension activities:-Optional activity: (TB p.73)


Completion of exercises to recycle and extend vocabulary and its pronunciation

RC, WE

RC, WE

IW

IW

WBTRP

TB

545’


Development activities (Skills time!).Leer and Understand a RecipeLocalizar información and Vocabulary específico in atexto.SB, p. 62

- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercises such as completing sentences, etc- Recognise words upon hearing or reading them.

OE

RC, OC, OE

TG

IW, GW, PW

SBCD




RC, WE

RC, WE

IW

PW, GW

WB

TB

645’


Development activities (Skills Time!).Listen to and understand specific vocabulary.Act out a dialogue about shopping.Identify and order adjectives of colour or size. SB, p. 63

- Listen to specific vocabulary.- Act out a dialogue about shopping- Identification of adjectives and order according to whether of size or colour.

RC, OC

OC, OE, RC, WE

T-P

IW

SBCD

Reinforcement activitiesWB exercises, p. 59Pair work, TRPExtension activities: Optional activity: TB p.75Test Unit 8 TEB p. 22




RC, WE

OE, OIOC, OE

WE, OE

IW

PWT-P

GW, IW

WBSB

TRPTB

UNIT 9: WHAT´S THE FASTEST ANIMAL IN THE WORLD?


1 45’

Warm up. TB, p. 76

Identify different places.SB p.64Flashcards 117-124



objectives and activities. - Match pictures and words.- Memorisation ofVocabulary

- Introduction of the unit topic and vocabulary : short story about places to visit and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story

OC, OE

RC, OC, OE

RC, OC, OE

T-P, IW

T-P

IW, GW, PW

TRP SBCD






RC, WE

RC, OE

IW

IW, GW

WBTRP

TB

245’

Warm-up activity. TB p.75Development activities: (Grammar)Identify the comparative and superlative form de of short adjectives.Recognise the changes, depending on the word, in the formation of the comparative and superlative of adjectives. Russia is bigger than the UK. The highest mountain in the World is Mount Everest. The fastest animal in the World is the cheetah. Act out the storySB, p. 61



- Learn and use different grammatical structures:- Where does he/she work? He / She

Works in a bank. / Does he/ she work in a shop? Yes, he /she does / No, he/she doesn’t


OC, OE,

RC, OC,

OC, OE

T-P

IW, PW, GW

PW, GW

SB CDTB




RC, WE

RC, WE

IW

IW

WB

WBTB

345’

Warm-up activity: Play: Freeze TB p. 78Development activities (Grammar & Song).Ask and answer questions using the superlative.Use the vocabulary and structures studied in the context of a song.SB, p. 66

- Participation in communicative exchanges to practise the structures learnt in a context of everyday language.- Learn a song performing actions

RC, OE

.RC, OC, OE,WE

T-P, IW

PW, GW

SBTRPCD





RC, WE

RC, WE

IW

IW

WBTRP

TRP

445’


Development activities (Phonics)Pronounce the sounds /nd/, /nt/,/mp/ and as-sociate them with the letters nd, nt and mp: plant, pond, campIdentify these sounds and consonants in a chantSB, p. 67Phonics cards 20-24



OC, OE

RC, WE, OC

T-P

IW, GW

SBCD





RC, WE

RC, WE

IW

IW

WBTRP

TB

545’


Development activities (Skills time!).Read and understand a web page about World RecordsRecognise specific informationSB, p. 68

- Revision of Vocabulary- Learn and reinforce vocabulary and grammatical

structures for the descriptionand completion of suggested exercises such as completing sentences etc.

- Recognition of words upon hearing or reading them to complete comprehension exercise.

OE

RC, OC, OE

TG

IW, GW, PW

SBCD

Reinforcement activitiesWB exercises, p. 64Extra writing worksheet PMB p.16Extension activities:Optional activity, TB, P. 80Cut and make 3 PMB p. 38



RC, WE

RC, WE

IW

PW, GW

WB

TB

645’


Development activities (Skills Time!).Listen to specific information and match it with the contents of a table.Ask and answer questions about placesIdentify and place adverbs of frequency in the correct place in a sentence.SB, p. 69

- Listen to specific vocabulary and match with the in-formation in a table- Ask and answer questions using the structures and

vocabulary studied. - Placement of adverbs of frequency in the correct

position.

RC, OC

OC, OE, RC, WE

T-P

IW

SBCD

Reinforcement activitiesWB exercises, p. 65Pair work, TRPExtension activities: Optional activity: Communication, TB p.81Values worksheet (Unit 9) PMB p.18 and 19 ( if not done) and TEB p. 23




RC, WE

OE, OIOC, OE

WE, OE

IW

PWT-P

GW, IW

WBSB

TRPTB

745’

Assessment exercises:Summative Test 3 p. 24TEBSkills Test 3 p.26


UNIT 10: IN THE PARK!


1 45’

Warm up. TB, p. 82

Identify different things in a park.SB p.74Flashcards 131-138



objectives and activities. - Match pictures and words.- Memorisation of Vocabulary

- Introduction of the unit topic and vocabulary : short story about what is happening in a park and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story

OC, OE

RC, OC, OE

RC, OC, OE

T-P, IW

T-P

IW, GW, PW

TRP SBCD

Reinforcement activities-WB exercises, p. 68-Wordlist, TB 80-Values 4 worksheets PMB p. 24-25





RC, WE

RC, OE

IW

IW, GW

WBTRP

TB

245’


Development activities: (Grammar)Understand and use must and mustn’t to express duty or obligation using the expressions: We must do our homework. They mustn’t talk in class. You must turn off your mobile phone. You mustn’t walk on the grass



- Identification of the communicative purpose of the pervious text.

- Learn and use different grammatical structures:We must do our homework. They mustn’t talk in class. You must turn off your mobile phone. You mustn’t walk on the grass


OC, OE,

RC, OC,

OC, OE

T-P

IW, PW, GW

PW, GW

SB CDTB




RC, WE

RC, WE

IW

IW

WB

WBTB

345’


Development activities (Grammar & Song).Identify and write sentences with must and mustn’t to express duty or obligationUse must and mustn’t in the context of a song.SB, p. 76

-Participation in communicative exchanges to practise the structures learnt in a context of everyday language.- Learn a song and perform the actions.

RC, OE

.RC, OC, OE,WE

T-P, IW

PW, GW

SBTRPCD





RC, WE

RC, WE

IW

IW

WBTRP

TRP

445’


Development activities (Phonics)Pronounce the sound/e.Associate the sound /ewith the letters ay, ai and a_e in words. Tray, train, case…Practise the sound /ein a chantSB, p. 77Phonics cards 22-26



OC, OE

RC, WE, OC

T-P

IW, GW

SBCD





RC, WE

RC, WE

IW

IW

WBTRP

TB

545’


Development activities (Skills time!).Read and understand a fairy story.Identify specific information about a textSB, p. 78

- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercises.

- Recognise words upon hearing or reading them, matching them with the corresponding picture

- Write a description of what happens in the story

OE

RC, OC, OEWE

TG

IW, GW, PW

SBCD

Reinforcement activitiesWB exercises, p. 72Extra writing worksheet PMB p.20Extension activities:Optional activity, TB, P. 86Playscript2: The Gingerbread Man PMB p. 34-35



RC, WE

RC, WE

IW

PW, GW

WB

TB

645’


Development activities (Skills Time!).Listen to and understand Descriptions of actions.Talk about rules and identify pictures.Use and and or to connect sentences.SB, p. 73

- Listen to specific vocabulary- Talk about the weather using the structures and vocabulary learnt

- Identification of verbs and adjectives in a sentence.

RC, OC

OC, OE, RC, WE

T-P

IW

SBCD

Reinforcement activitiesWB exercises, p. 73Pair work, TRPExtension activities: Optional activity: Communication, TB p.87Cut and make 4, PMB p. 39Test Unit 10 TEB p. 28




RC, WE

OE, OIOC, OE

WE, OE

IW

PWT-P

GW, IW

WBSB

TRPTB

UNIT 11: IN THE MUSEUM


1 45’

Warm up. TB, p. 88

Identify different means of transport.SB p.80Flashcards 145-152




- Introduction of the unit topic and vocabulary : short story about the visit to a museum and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story

OC, OE

RC, OC, OE

RC, OC, OE

T-P, IW

T-P

IW, GW, PW

TRP SBCD






RC, WE

RC, OE

IW

IW, GW

WBTRP

TB

245’


Development activities: (Grammar)Identify There was/ were to talk about the pastUnderstand expressions in past simple.Identify the use of the quantifiers: lots of, some, any:There was/wasn’t a……in your town fifty years ago. There were lots of…. There weren’t any…SB p. 81Act out the storySB, p. 81

-Read and listen to a text studied in the previous session-Identification of the communicative purpose of the previous text.-Learn and use different grammatical structures:

- There was/wasn’t a……in your town fifty years ago. There were lots of…. There weren’t any…

-Dramatisation of the short story

OC, OE,

RC, OC,

OC, OE

T-P

IW, PW, GW

PW, GW

SB CDTB

Reinforcement activitiesWB exercises, p.75Grammar reference. WB p.114-115Extension activities:Optional activity: (TB p.89)



RC, WE

RC, WE

IW

IW

WB

WBTB

345’

Warm-up activity: TB p. 90Development activities (Grammar & Song).Describe pictures using structures learnt previously.Use the structures learnt in the context of a song.SB, p. 82

-Participation in communicative exchanges to practise the structures learnt in a context of everyday language.-Learn a song performing actions.

RC, OE

.RC, OC, OE,WE

T-P, IW

PW, GW

SBTRPCD




RC, WE

RC, WE

IW

IW

WBTRP

TRP

445’


Development activities (Phonics)Pronounce the sound /i: / Associate the sound /i:/ with the letters ea,ee and : dream, queen, happyIdentify and repeat the sound /i:/ in a chantSB, p. 83Phonics cards 27-28



OC, OE

RC, WE, OC

T-P

IW, GW

SBCD





RC, WE

RC, WE

IW

IW

WBTRP

TB

545’


Development activities (Skills time!).Read and understand a text about The Vikings.Identify specific information in a textSB, p. 84

- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercises such as reading comprehension

- Recognition of information upon hearing or reading a text.

OE

RC, OC, OE

TG

IW, GW, PW

SBCD




RC, WE

RC, WE

IW

PW, GW

WB

TBTRP

645’


Development activities (Skills Time!).Identify what is represented by the pictures which correspond to the recorded conversation about The VikingsTalk about the past using There was / were.Identify the organisation of texts into paragraphsSB, p. 85

- Listen to a dialogue with specific information - Write a description using - Identification of the different paragraphs in a text

RC, OC

OC, OE, RC, WE

T-P

IW

SBCD

Reinforcement activitiesWB exercises, p. 79Pair work, TRPExtension activities: Optional activity: Communication, TB p.93Test Unit 11, TEB p. 29




RC, WE

OE, OIOC, OE

WE, OE

IW

PWT-P

GW, IW

WBSB

TRPTB

UNIT 12: A CLEVER BABY!


1 45’

Warm up.TB, p. 94

Identify different adjectives to describe peopleSB p.86Flashcards 159-166


- Observation of flash cards to introduce- Presentation of the unit contents and plan of

objectives and activities. - Match pictures and words.- Memorisation of Vocabulary

- Introduction of the unit topic and vocabulary : short story about family photos and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story

OC, OE

RC, OC, OE

RC, OC, OE

T-P, IW

T-P

IW, GW, PW

TRP SBCD


- Extension activities:




RC, WE

RC, OE

IW

IW, GW

WBTRP

TB

245’

Warm-up activity. Play: Teacher can’t rememberTB p. 95

Development activities: (Grammar)Recognise and use the forms of the past affirmative and negative of be and haveUsing: I was tall when I was five. He had black hair when he was young…


- Game: Teacher can’t remember



- Learn and use different grammatical structures:I was tall when I was five. He had black hair when he was young…


OC, OE,

RC, OC,

OC, OE

T-P

IW, PW, GW

PW, GW

SB CDTB




RC, WE

RC, WE

IW

IW

WB

WBTB

345’

Warm-up activity: Play: Simon saysTB p. 96Development activities (Grammar & Song).Talk about people in past using was /hadUse was and had in the context of a song.SB, p. 88

- Play: Simon says



RC, OE

.RC, OC, OE,WE

T-P, IW

PW, GW

SBTRPCD





RC, WE

RC, WE

IW

IW

WBTRP

TRP

445’


Development activities (Phonics)Pronounce the sound /a Associate the sound /a with the letters igh, y, and i_eIdentify words which contain the sound /a in a chant :night, sky, smileSB, p. 89Phonics cards 29-30

- Revision of sounds studied


OC, OE

RC, WE, OC

T-P

IW, GW

SBCD





RC, WE

RC, WE

IW

IW

WBTRP

TB

545’


Development activities (Skills time!).Read and understand a poem about family membersFind specific information in a poemSB, p. 90

- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercisescomo respuestas a frases, etc.

- Localización de specific informationpara completar frases

OE

RC, OC, OE

TG

IW, GW, PW

SBCD




RC, WE

RC, WE

IW

PW, GW

WB

TB

645’


Development activities (Skills Time!).Identify people from specific informationTalk about what people were like in the pastIdentify and use and and but to join sentencesSB, p. 91

- Listen to descriptions with specific vocabulary- Write a description using the structures and vocabu-lary studied .- Use of and and but to link sentences

RC, OC

OC, OE, RC, WE

T-P

IW

SBCD

Reinforcement activitiesWB exercises, p. 85Pair work, TRPExtension activities: Optional activity: Communication, TB p.99Values worksheet (Unit 12)PMB p.24 and 25 ( if not done) and TEB p. 30




RC, WE

OE, OIOC, OE

WE, OE

IW

PWT-P

GW, IW

WBSB

TRPTB

745’

Assessment exercises:Summative Test 4 p. 31 TEBSkills Test 4 p. 33


UNIT 13: THE ANCIENT EGYPTIANS


1 45’

Warm up. TB, p. 100

Identify regular verbs in past.Recognise verbs already studied.SB p.96Flashcards 173-180

Understand a short story SB, ps.96

- Observation of flashcards to introduce new verbs- Presentation of the unit contents and plan of

objectives and activities. - Match pictures and words.- Memorisation ofverbos

- Introduction of the unit topic and vocabulary : short story about family members completion of suggested comprehension exercises: - Listen to a text- Read the short story

OC, OE

RC, OC, OE

RC, OC, OE

T-P, IW

T-P

IW, GW, PW

TRP SBCD


Extension activities:- Optional activity: Vocabulary,

TB p.100- Cut and make 5, PMB p.40



RC, WE

RC, OE

IW

IW, GW

WBTRP

TB

245’

Warm-up activity. TB p. 101Development activities: (Grammar)Understand the formation of the past simple of regular verbs in affirmative and negative form:They lived 5.000 years ago. They didn’t cook pizza


.



- Learn and use different grammatical structures:They lived 5.000 years ago. They didn’t cook pizza


OC, OE,

RC, OC,

OC, OE

T-P

IW, PW, GW

PW, GW

SB CDTB




RC, WE

RC, WE

IW

IW

WB

WBTB

345’


Development activities (Grammar & Song).Talk using the past simple of regular verbs. Write about what they have or haven’t done.Use the past in the context of a song.SB, p. 98

-Participation in communicative exchanges to practise the structures learnt in a context of everyday language.-Learn a song performing actions

RC, OE

.RC, OC, OE,WE

T-P, IW

PW, GW

SBTRPCD


Extension activities:Optional activity TB p. 102



RC, WE

RC, WE

IW

IW

WBTRP

TRP

445’


Development activities (Phonics)Pronounce the sound /ə Associate the sound /ə with the letters ow, oa and o_e in words : snow, coat, noseIdentify words which have the sound /əin a chant.SB, p. 99Phonics cards 31,32 and 35-38

- Revision of phonemes studied.

- Listen to, repeat and indicate sounds- Listen to and repeat a chant.- Relation between sounds, letters and words.

OC, OE

RC, WE, OC

T-P

IW, GW

SBCD





RC, WE

RC, WE

IW

IW

WBTRP

TB

545’


Development activities (Skills time!).Read and understand a text about papyrus.Find specific information in a textSB, p. 100

- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercises such as completing tables, sentences etc.

- Recognition of specific information in a text .

OE

RC, OC, OE

GW

IW, GW, PW

SBCD


Extension activities:Optional activity, TB, P. 104



RC, WE

RC, WE

IW

PW, GW

WB

TB

645’


Development activities (Skills Time!).Identify and number pictures about past events after listening to specific information.Ask and answer questions about what is happening in the pictures.Match paragraphs with the subject they refer to.SB, p. 101

- Audición de información específica- Write sentences using the structures and vocabu-lary learnt. - Asociación de párrafos con el tema al que hacen referencia.

RC, OC

OC, OE, RC, WE

T-P

IW

SBCD





RC, WE

OE, OIOC, OE

WE, OE

IW

PWT-P

GW, IW

WBSB

TRPTB

UNIT 14: DID YOU HAVE A GOOD DAY AT SCHOOL?


1 45’

Warm up.TB, p. 106

Identify different objects related to school.SB p.102Flashcards 187-194



objectives and activities. - Match pictures and words.- Memorisation ofVocabulary.

- Introduction of the unit topic and vocabulary : short story about school, completion of suggested comprehension exercises: - Listen to a text- Read the short story

OC, OE

RC, OC, OE

RC, OC, OE

T-P, IW

T-P

IW, GW, PW

TRP SBCD

Reinforcement activities-WB exercises, p. 94-Wordlist, TB 106- Values 5 worksheets PMB p.30-31





RC, WE

RC, OE

IW

IW, GW

WBTRP

TB

245’

Warm-up activity. TB p. 107Development activities: (Grammar)Understand the formation of the past simple interrogative and short answers.Revise interrogative particles: What, When and WhereWrite short answers using the past: Did you have a good day? Yes, I did. / No, I didn’t. What did you watch last night? A film.Act out the storySB, p. 103



- Learn and use different grammatical structures:I Did you have a good day? Yes, I did. / No, I didn’t. What did you watch last night? A film.


OC, OE,

RC, OC,

OC, OE

T-P

IW, PW, GW

PW, GW

SB CDTB




RC, WE

RC, WE

IW

IW

WB

WBTB

345’

Warm-up activity: TB p.108Development activities (Grammar & Song).Ask and answer written and oral questions in past using Wh- questionsUse the past in the context of a song.SB, p. 104

.


- Learn a song using adjectives and verbs in the past

RC, OE

.RC, OC, OE,WE

T-P, IW

PW, GW

SBTRPCD





RC, WE

RC, WE

IW

IW

WBTRP

TRP

445’


Development activities (Phonics)Pronounce the sound /u:/Associate the sound /u:/ with the letters oo, ue and u_e in words: moon, blue, tubeIdentify this sound in a chantSB, p. 105


- Listen to, repeat and indicate sounds- Listen to and repeat a chant.- Match sounds and letters within a word

OC, OE

RC, WE, OC

T-P

IW, GW

SBCD





RC, WE

RC, WE

IW

IW

WBTRP

TB

545’


Development activities (Skills time!).Read and understand a school magazine article about a camping trip.Recognise specific information.SB, p. 106

- Revision de Vocabulary and estructuras trabajadas- Learn and reinforce vocabulary and grammatical

structures for the descriptionand completion of suggested exercisescomo acabado de frases, etc.


OE

RC, OC, OE

GW

IW, GW, PW

SBCD




RC, WE

RC, WE

IW

PW, GW

WB

TB

645’


Development activities (Skills Time!).Listen to specific information and number the picturesTalk about what happened to the boys the previous week.Identify particles which indicate the order of events: First, Then, Next and FinallySB, p. 107

.

- Listen to specific vocabulary- Realización de frases sobre como estaban vestidos los personajes.- Identification of the particles: First, Then, Next and Finally.

RC, OC

OC, OE, RC, WE

T-P

IW

SBCD





RC, WE

OE, OIOC, OE

WE, OE

IW

PWT-P

GW, IW

WBSB

TRPTB

UNIT 15: OUR HOLIDAY!


1 45’

Warm up. TB, p. 112

Identify things related to holidaysSB p.108Flashcards 201-208



objectives and activities. - Match pictures and words.- Memorisation of Vocabulary.

- Introduction of the unit topic and vocabulary : short story about holidays and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story

OC, OE

RC, OC, OE

RC, OC, OE

T-P, IW

T-P

IW, GW, PW

TRP SBCD






RC, WE

RC, OE

IW

IW, GW

WBTRP

TB

245’

Warm-up activity. Play: A long sentence TB p.113Development activities: (Grammar)Understand and use the form be going to + verb, in affirmative, negative and short answers, to talk about plans and future intentions:He’s going to play basketball tomorrow. Are you going to swim on the sea? Yes, I am./ No I’m not


- Game: Play: A long sentence



- Learn and use different grammatical structures:He’s going to play basketball tomorrow. Are you going to swim on the sea? Yes, I am./ No I’m not


OC, OE,

RC, OC,

OC, OE

T-P

IW, PW, GW

PW, GW

SB CDTB




RC, WE

RC, WE

IW

IW

WB

WBTB

345’

Warm-up activity: Play: Freeze! TB p. 114

Development activities (Grammar & Song).Ask and answer questions about what people are going to take on holiday.Use the form be going to + verb in the context of a song.SB, p. 110

- Play: Freeze!

- Participation in communicative exchanges to practise the structures learnt in a context of everyday language.- Aprendizaje de a songcon las acciones correspondientes

RC, OE

.RC, OC, OE,WE

T-P, IW

PW, GW

SBTRPCD





RC, WE

RC, WE

IW

IW

WBTRP

TRP

445’


Development activities (Phonics)Pronounce the sound // .Associate the sound // with the letters oo en words: book, wool, woodIdentify the words which have this sound in a chant

SB, p. 111Phonics cards 35-36



OC, OE

RC, WE, OC

T-P

IW, GW

SBCD





RC, WE

RC, WE

IW

IW

WBTRP

TB

545’


Development activities (Skills time!).Read and understand a postcard.Recognise specific information about the plans of the person who sent itSB, p. 112

- Learn and reinforce vocabulary and grammatical structures for the description

y realización de los ejercicios propuestos para ello.

- Recognition of information upon listening to and reading a text

OE

RC, OC, OE

GW

IW, GW, PW

SBCD




RC, WE

RC, WE

GW

PW, GW

WB

TB

645’

Warm-up activity. Play: Simon says TB p.117

Development activities (Skills Time!).Understand a conversation about some young people’s holiday plans. Ask and answer questions about their plans for next weekIdentify structures to start or finish an email or a letterSB, p. 113

- Play: Simon says

- Listen to specific information.- Write sentences using the past, the structures and vocabulary learnt.- Recognition and use of structures to begin and end

an email or a letter.

RC, OC

OC, OE, RC, WE

T-P

IW

SBCD

Reinforcement activitiesWB exercises, p. 105Pair work, TRPExtension activities: Optional activity: Communication, TB p.117Values worksheet (Unit 15)PMB p.30-31 ( if not done ) and TEB p. 37




RC, WE

OE, OIOC, OE

WE, OE

IW

PWT-P

GW, IW

WBSB

TRPTB

745’



CULTURE: THE UNITED KINGDOM


1 45’

Warm up. TB, p. 118

Identify the countries, flags and capitals of the UKIdentify famous places in those capitals.Talk about where they are from.

TB p 118 SB p. 120 and 121

- Identification on a map of countries, flags and capitals.

- Read the descriptions of different people and complete the sentences

- Ask questions to obtain information and write a description of themselves or another.

OC, OE

RC, OC, OE

T-P, IW

T-P

IW, GW, PW

TRP SBCD

Reinforcement and extension activities


- Culture note: The UK and Great Britain TB p. 118


EO, RC, WE

IW

GW

WBTRP TB

CULTURE: SCHOOL LIFE


1 45’

Warm up. TB, p. 119

Learn about life in schools in the UK

Talk about their school and favourite subjects

TB p 119 SB p. 122-123

- Listen to and read short texts to obtain information and complete sentences.- Write a description of their school

- Design the uniform they would like.

OC, OE

RC, OC, OE

T-P, IW

T-P

IW, GW, PW

TRP SBCD

Reinforcement and extension activities


- Culture note: Primary Schools in the UK TB p.119


EO, RC, WE

IW

GW

WBTRP TB

FESTIVAL: CHRISTMAS AROUND THE WORLD


1 45’

Warm up. TB, p. 120

Learn how festivals are celebrated in other countries of the world.Sing a traditional carol.Read and understand a text.

SB p.124-125

- Identification of vocabulary studied.

- Listen to and read short texts about Christmas in other countries

- Sing a traditional carol.- Make a Christmas card.

OC, OE

RC, OC, OE

WE

T-P, IW

T-P

IW, GW, PW

TRP SBCD

Reinforcement and extension activities:

- Optional activity:, TB p.120- Culture note: Christmas in other

countries and ‘Silent Night’ carol TB p. 120


EO,RC, WE IW

IW, GW

WBTRP

TB

FESTIVAL : MAY DAY


1 45’

Warm up. TB, p. 121

Learn about May Day in the UKRevise the time talking about the events of May Day

SB p.126-127

- Listen to and understand texts about this celebration.- Use times to talk about different events.

- Make a collage referring to May Day

OC, OE

RC, OC, OE

WE

T-P, IW

T-P

IW, GW, PW

TRP SBCD

Reinforcement activities:

- Optional activity:, TB p.121- Culture note: May Day origins

and celebrations TB p. 121


EO,RC, WE IW

IW, GW

WBTRP

TB

EXTENSIVE READING


1 45’ Read and understand different kinds of text.

Answer questions about the texts read

SB p.28-29, 50-51,72-73, 94-95 and 118-119

TB p. 126-127

- Read texts

- Write sentences in response to texts read.

OC, OE

RC, OC, OE

WE

T-P, IW

T-P

IW, GW, PW

TRP SBCD

Annex I THE DEVELOPMENT OF KEY COMPETENCES USING FAMILY AND FRIENDS 3


Class Book Workbook Teacher’s book Photocopy Master Book

MultiROM

Linguistic competence

All the activities All the activities All the activities All the activities


P. 7: Listen, point and repeat; Write the answers

P. 7: Match; Write the next number; Write in words and complete the sums

Lesson 4: Lead-in; Listen, point and repeat 1 & 2 + Optional activities; Write the answers


P. 4: Find and circle the family words in red and the numbers in blue. Then write two lists.


All the activities


P. 6: Ask and answer about you Lesson 1: WarmerLesson 3: Ask and answer about you


P. 6: Song Lesson 1: WarmerLesson 3: SongLesson 4: Warmer

Songs

Learning-to-learn All the activities All the activities All the activities All the activities


Pag. 4: Read and write the namesP. 5: Read and write True or

P. 4: Look at the pictures and write the sentencesP. 5: Circle the correct word; Write;

Lesson 1: Warmer + Optional activity; Optional activity –Teacher

Games

False; Write; Read and write True or FalseP. 6: Ask and answer about youP. 7: Write the answers

Write was or wereP. 6: Complete the words; Write the next month; Write about you

can’t remember–; Read and write the names; Listen and checkLesson 2: Warmer; Lead-in + Optional activity; Read and write True or False; Write + Optional activity; Read and write True or False + Optional activity Lesson 3: Warmer; Lead-in; Ask and answer about you + Optional activity; Optional activity –Play Forwards and Backwards–Lesson 4: Optional activity –Choose a number–; Write the answers

Unit 1: THEY’ RE FROM AUSTRALIA


MultiROM


All the activities All the activities All the activities All the activities All the activities



P. 8: FlagsP. 9: Read and write a or b

P. 8: Write about different countries Lesson 1: Lead-in; Listen, point and repeat + Optional activity; Optional activity –Cut and make–Lesson 2: Warmer; Optional activity –Countries flashcards–

P. 2: Where is it summer in December and winter in August?; Look and completeP. 36: Flags of the world


P. 108: Grammar Time All the activities


P. 10: Ask and answerP. 13: Speaking

Lesson 2: Point and sayLesson 6: Ask and answer about you


P. 8: StoryP. 9: Act; Let’s learn!P. 10: Song; Sing and doP. 11: ChantP. 12: Read the storyP. 13: Writing

Lesson 1: Lead-in; Listen and read; Optional activity –Cut and make–Lesson 2: Warmer; Act; Optional activity –Countries flashcards–Lesson 3: Song; Sing and do + Optional activityLesson 4: Warmer; Sounds; Chant + Optional activity; Read the chant, say the words and write Lesson 5: Listen and read; Read again and put the sentences in the correct

P. 2: Draw the flag; What about you?P. 36: Flags of the world

Songs and phonics

order + Optional activity; Optional activity –The Selfish Giant–Lesson 6: Warmer; Lead-in; Culture note

Learning-to-learn All the activities All the activities All the activities All the activities All the activities


P. 9: Read and write a or b; WriteP. 10: Think of a boy or a girl; Ask and answer; Write about three people; Sing and doP. 11: Write the beginning lettersP. 12: Describe what’s happening in the pictures below; Read and put the sentences in the correct orderP. 13: Listening; Speaking; Writing

P. 8: Write; Write about youP. 9: GrammarP. 10: Read and write; Write about you and your friends; Write P. 11: PhonicsP. 12: ReadingP. 13: Writing; My WritingP. 108: Grammar Time

Lesson 1: Warmer; Lead-in; Optional activity –Quick Flash–; Listen and read + Optional activityLesson 2: Lead-in; Story actions; Look and say; Read and write a or b; Write + Optional activityLesson 3: Warmer; Lead-in; Write about three people + Optional activity; Sing and do; Song actions + Optional activitiesLesson 4: Lead-in; Read the chant, say the words and write; Write the beginning letters + Optional activityLesson 5: Warmer; Lead-in; Describe what’s happening in the pictures below; Listen and read; Read again and put the sentences in the correct order + Optional activityLesson 6: Warmer; Lead-in + Optional activity; Listen and write a, b or c; Ask and answer about you; Write the sentences with capital letters

P. 2: Complete the puzzle; Look and complete

Word, Phonics and Grammar Games

Unit 2: MY WEEKEND


MultiROM






P. 108-109: Grammar Time All the activities



Lesson 2: Think of a boy, ask and answer; Optional activity –Hobbies flashcards–Lesson 6: Ask and answer


P. 14: StoryP. 15: Act; Let’s learnP. 16: Song; Sing and doP. 17: Magic e; ChantP. 18: Read the penfriends websiteP. 19: Writing

P. 19: Who are these emails for? Lesson 1: Warmer; Listen and read; Culture noteLesson 2: Lead-in; ActLesson 3: Song; Sing and do + Optional activityLesson 4: Warmer; Sounds; Chant + Optional activity; Read the chant, say the words and write Lesson 5: Listen and read; Read again and answer the questions + Optional activity; Optional activity –Make a poster–Lesson 6: Warmer

P. 3: What do you like? Songs and phonics



P. 15: Read and write True or False; WriteP. 16: Think of a boy; Ask and answer; Write about a boy; Sing and doP. 17: Complete the wordsP. 18: Where are the children from?; Read and answer the questionsP. 19: Listening; Speaking; Writing

P. 14: Number the pictures; WriteP. 15: GrammarP. 16: Match the questions and the answers; Write about you; Write P. 17: PhonicsP. 18: ReadingP. 19: Writing; My WritingP. 108-109: Grammar Time

Lesson 1: Warmer; Lead-in; Optional activity –A Long Sentence–; Listen and read + Optional activity; Optional activity –Hobbies flashcards–Lesson 2: Warmer; Lead-in; Story actions; Look and say + Optional activity; Read and write True or False; Write + Optional activityLesson 3: Warmer; Lead-in; Think of a boy, ask and answer; Write about a boy + Optional activity; Sing and do; Song actions Lesson 4: Lead-in; Read the chant, say the words and write; Complete the words + Optional activityLesson 5: Warmer; Lead-in; Where are the children from?; Listen and read; Read again and answer the questions + Optional activityLesson 6: Warmer; Lead-in; Listen and match; Ask and answer; Write the short form + Optional activities

P. 3: What do they like?; Look and write


Unit 3: MY THINGS


MultiROM





P. 109-110: Grammar Time


All the activities



Lesson 2: Values 1Lesson 3: Ask and answerLesson 6: Look at the pictures, ask and answer


P. 20: StoryP. 21: Act; Let’s learn!P. 22: Song; Sing and doP. 23: ChantP. 24: Read the school projectP. 25: Writing

P. 22: Read the song in the C.B. P. 25: Tom’s collection

Lesson 1: Listen and read; Culture noteLesson 2: ActLesson 3: Song; Sing and do + Optional activityLesson 4: Sounds; Chant + Optional activity; Read the chant, say the words and write Lesson 5: Warmer; Listen and read; Read again and write; Culture noteLesson 6: Warmer

P. 4: Have you got a collection?

Songs and phonics


Autonomy and P. 21: Write P. 20: Match; Write Lesson 1: Warmer; Lead- P. 4: Write the words; Word, Phonics and

personal initiative P. 22: Ask and answer; Close your book and write three questions; Sing and doP. 23: Say the words with ar; Match the words and rhymeP. 24: Describe what’s happening in the pictures below; Read and writeP. 25: Listening; Speaking; Writing

P. 21: GrammarP. 22: Write the questions; Read the song and writeP. 23: PhonicsP. 24: ReadingP. 25: Writing; My WritingP. 110: Grammar Time

in; Optional activity –My Things–; Listen and read + Optional activity Lesson 2: Warmer; Lead-in; Story actions; Look and say; Write; Write + Optional activityLesson 3: Warmer; Lead-in; Ask and answer; Write three questions + Optional activity; Sing and do; Song actions Lesson 4: Warmer; Lead-in; Read the chant, say the words and write; Match the words that rhyme and write + Optional activityLesson 5: Warmer; Lead-in; Optional activity –What’s missing–; Describe what you can see in the pictures below; Listen and read; Read again and write + Optional activityLesson 6: Warmer; Lead-in; Listen and match + Optional activity; Look at the pictures, ask and answer; Write the punctuation marks + Optional activity

Rearrange the words Grammar Games

Units 1–3: Review



All the activities All the activities All the activities



P. 26: Read and write True or False

P. 26: Circle the odd-one-out



P. 6-7: Helpful and safe behaviour


P. 28: Extensive reading – Swiss Family RobinsonP. 29: Extensive reading – Families around the world

Extensive Reading – Family–: Look at the text

Learning-to-learn All the activities All the activities All the activities


P. 26-27: Review 1P. 28: Where are the people? What are they doing?; Read and write True or FalseP. 29: Where do you think the children are from? What do you think they do every day?; Read and answer to the questions

P. 26-27: Review 1 Extensive Reading – Family–: Where are the people? What are they doing?; Read and write True or False; Where do you think the children are from? What do you think they do every day?; Read and answer to the questions

P. 5: Read and circle; Match and write the contradictions; Add punctuation marksP. 6: Who’s being helpful?; What can they say?P. 7: Match the beginnings and the ends of the sentences; Who says it?

Unit 4: WE’RE HAVING FUN AT THE BEACH!


MultiROM





P. 34: Dolphin Dreams




P. 35: Speaking Lesson 6: Ask and answer about you


P. 30: StoryP. 31: Act; Let’s learn!P. 32: Song; Sing and doP. 33: ChantP. 34: Read the holiday brochureP. 35: Writing

P. 30: Read the song in the C.B. P. 33: Postcard

Lesson 1: Listen and read; Culture note; Optional activity –Cut and make–Lesson 2: ActLesson 3: Song; Sing and do + Optional activityLesson 4: Warmer; Sounds; Chant + Optional activity; Read the chant, say the words and write Lesson 5: Listen and read; Read again and writeLesson 6: Warmer; Culture note

P. 8: What’s your favourite sport?P. 37: Optical illusion

Songs and phonics



P. 31: Read and match; WriteP. 32: Look and say; Write about one of the pictures; Sing and do

P. 28: Number the picture; WriteP. 29: GrammarP. 30: Match; Read the song and put

Lesson 1: Warmer; Lead-in; Listen, point and repeat + Optional activity; Listen

P. 8: Unscramble and write; Look and correct the sentences


P. 33: Say the words with all; Complete the wordsP. 34: What can you do with the dolphins?; Read and writeP. 35: Listening; Speaking; Writing

the lines in the correct orderP. 31: PhonicsP. 32: ReadingP. 33: Writing; My WritingP. 110: Grammar Time

and read + Optional activity Lesson 2: Warmer; Lead-in; Story actions; Look and say + Optional activity; Read and match; Write + Optional activityLesson 3: Warmer; Lead-in; Look and say; Write about one of the pictures + Optional activity; Sing and do; Song actions Lesson 4: Warmer; Lead-in; Read the chant, say the words and write; Complete the words + Optional activityLesson 5: Warmer; Lead-in; Optional activity –A dolphin–; What can you do with the dolphins?; Listen and read; Read again and write + Optional activityLesson 6: Lead-in; Listen and write the numbers + Optional activity; Ask and answer about you + Optional activity; Write the correct form of the verb + Optional activity

Unit 5: A NAUGHTY MONKEY!


MultiROM









Lesson 1: Values 2Lesson 3: Think of a girl, ask and answerLesson 6: Look at the pictures, ask and answer


P. 36: StoryP. 37: Act; Let’s learn!P. 38: Song; Sing and doP. 39: ChantP. 40: Read the storyP. 41: Writing

P. 38: Read the text in the C.B.

Lesson 1: Listen and read; Culture noteLesson 2: Warmer; ActLesson 3: Song; Sing and do + Optional activityLesson 4: Warmer; Sounds; Chant; Read the chant, say the words and write Lesson 5: Warmer; Listen and read; Read again and write; Optional activity –A play–Lesson 6: Optional activity –Read out the story–

P. 9: What’s your favourite animal?

Songs and phonics


Autonomy and P. 37: Write a or b; Write P. 34: Find and circle the Lesson 1: Warmer + Optional activity; P. 9: Look and match; Word, Phonics and

personal initiative P. 38: Think of a girl then ask and answer; Write about a girl; Sing and doP. 39: Say the words with or and aw; Complete the words with or and awP. 40: Describe what’s happening in the pictures below; Read and writeP. 41: Listening; Speaking; Writing

animal words; WriteP. 35: GrammarP. 36: Look and write; Read and write the answersP. 37: PhonicsP. 38: Reading; Read and put the sentences in the correct orderP. 39: Writing; My WritingP. 111: Grammar Time

Lead-in; Optional activity –What can you see?–; Listen and read Lesson 2: Warmer; Lead-in; Story actions; Look and say + Optional activity; Read and write a or b; Write + Optional activityLesson 3: Warmer; Lead-in; Think of a girl, ask and answer; Write about a girl + Optional activity; Sing and do; Song actions + Optional activity Lesson 4: Warmer; Lead-in; Read the chant, say the words and write + Optional activity; Match the odd-one-out; Complete the wordsLesson 5: Warmer; Lead-in; Describe what’s happening in the pictures below; Listen and read; Read again and write + Optional activityLesson 6: Warmer; Lead-in; Listen and put the pictures in the correct order; Look at the pictures, ask and answer + Optional activity; Write the speech marks; Optional activity –Write verbs–

Look and write questions and answers

Grammar Games

Unit 6: JIM’S DAY


MultiROM




P. 44: What time…? P. 10: Match the clocks and the pictures




All the activities



Lesson 3: Ask and answerLesson 6: Ask and answer about you


P. 42: StoryP. 43: Act; Let’s learn!P. 44: Song; Sing and doP. 45: ChantP. 46: Read the websiteP. 47: Writing

P. 42: Read the song in the C.B.

Lesson 1: Listen and read; Culture noteLesson 2: ActLesson 3: Optional activity –Make a poster–; Song; Sing and do + Optional activityLesson 4: Warmer; Sounds; Chant; Read the chant, say the words and write Lesson 5: Warmer; Listen and read; Read again, answer the questions and write; Culture noteLesson 6: Warmer

P. 10: What do you do every day?

Songs and phonics



P. 43: Write a or b; WriteP. 44: Write about Tom; Sing and do

P. 40: Match; WriteP. 41: GrammarP. 42: Write about Tom;

Lesson 1: Warmer; Lead-in; Optional activity –Daily Routines–; Optional activity –How do you come to

P. 10: Match and write about Jim; Write questions and answers


P. 45: Say the words with oy and oi; Choose and writeP. 46: Where does Ellie live?; Read and answer the questionsP. 47: Listening; Speaking; Writing

Read the song and put the lines in the correct orderP. 43: PhonicsP. 44: ReadingP. 45: Writing; My WritingP. 111-112: Grammar Time

school?–; Listen and read + Optional activity Lesson 2: Warmer; Lead-in; Story actions; Look and say + Optional activity; Read and write a or b; WriteLesson 3: Warmer; Lead-in; Ask and answer; Write about Tom; Sing and do; Song actions Lesson 4: Warmer; Lead-in; Read the chant, say the words and write + Optional activity; Choose and write + Optional activityLesson 5: Warmer; Lead-in; Optional activity –At the weekend–; Where does Ellie live?; Listen and read; Read again, answer to questions and write Lesson 6: Warmer; Lead-in; Ask and answer about you; Read and write the proper nouns + Optional activity

Units 4–6: Review






P. 46-47: Review 2 – Circle the odd-one-out

P. 12-13: Respecting nature


P. 112: Grammar Time


P. 12: Complete the tableP. 13: What’s safe? What’s dangerous?


P. 50: Extensive reading – White FangP. 51: Extensive reading – Flocke the polar bear

Extensive Reading – Animals–: Read the text

P. 13: Make a poster about being safe and respecting nature



P. 48-49: Review 2P. 50: What is the wolf doing?; Read and match the sentence halvesP. 51: Where is the polar bear?; Read and write True or False

P. 46-47: Review 2 Extensive Reading – Animals–: Look at the picture; What is the wolf doing?; Read and match the sentence halves; Where is the polar bear?; Read and write True or False

P. 11: Read and circle the proper nouns; Read and complete the sentences; Underline what Ellen says; Copy what Ellen says and write the speech marksP. 12: Look and write the numbersP. 13: Write and draw

Unit 7: PLACES TO GO!


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P. 57: Speaking Lesson 3: Ask and answerLesson 6: Ask and answer about you

P. 14: Where do you go?


P. 52: StoryP. 53: Act; Let’s learn!P. 54: Song; Sing and doP. 55: ChantP. 56: Read the film reviewP. 57: Writing

P. 50: Read the song in the C.B. P. 52: Read the text in the C.B

Lesson 1: Warmer; Culture note; Listen and read + Optional activityLesson 2: ActLesson 3: Warmer; Song; Sing and do + Optional activityLesson 4: Warmer; Sounds; Chant; Read the chant, say the words and write + Optional activity; Optional activity –Phonics poster–Lesson 5: Warmer; Listen and read; Read again and answer the questions

Songs and phonics



P. 53: Read and write True or False; WriteP. 54: Think of a boy or a girl then look and say; Write about Billy, Ben or Jenny; Sing and doP. 55: Say the words with ow and

P. 48: Order the letters and write the words; Where are the people?P. 49: GrammarP. 50: Write; Write True or False about you; Read the

Lesson 1: Lead-in; Listen and read; Optional activity –Memory Game–Lesson 2: Warmer; Lead-in; Story actions; Look and say; Read and write True or False; WriteLesson 3: Lead-in; Think of a boy or a

P. 14: Join and write the words on the street; Look and write


ou; Write the odd-one-out; Write the words in the correct boxP. 56: Where can you see the film?; Read and answer the questionsP. 57: Listening; Speaking; Writing

song and tick the boxesP. 51: PhonicsP. 52: ReadingP. 53: Writing; My WritingP. 112: Grammar Time

girl; Write about Billy, Ben or Jenny + Optional activity; Sing and do; Song actions Lesson 4: Warmer; Lead-in; Read the chant, say the words and write + Optional activity; Write the odd-one-out; Write the words in the correct box Lesson 5: Warmer; Lead-in; Optional activity –Places, People and Activities–; Where can you see the film?; Listen and read; Read again and answer the questions + Optional activityLesson 6: Warmer; Lead-in; Listen and tick or cross; Ask and answer about you; Write the verbs in red, the adjectives in blue and the prepositions in green + Optional activities

Unit 8: I’D LIKE A MELON!


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P. 52: Write a shopping list for My Favourite Dish




P. 63: Speaking Lesson 1: Values 3Lesson 6: Look at the pictures, ask and answer


P. 58: StoryP. 59: Act; Let’s learn!P. 60: Song; Sing and doP. 61: ChantP. 62: Read the recipeP. 63: Writing

P. 56: Read the song in the C.B. P. 58: Read the text in the C.B

Lesson 1: Listen and read; Culture note; Optional activity –Whispers–Lesson 2: ActLesson 3: Warmer; Song; Sing and do Lesson 4: Warmer; Sounds; Chant + Optional activities; Read the chant, say the words and write Lesson 5: Listen and readLesson 6: Culture note; Optional activity –Make a poster–

P. 15: What’s your favourite food?

Songs and phonics



P. 59: Choose a, an or some; WriteP. 60: Think of a boy or a girl then look and say; Write about two people; Sing and do

P. 54: Write; Look and write a shopping listP. 55: GrammarP. 56: Complete the questions with a or some

Lesson 1: Warmer; Lead-in; Optional activity –What’s missing?–Listen and readLesson 2: Warmer; Lead-in; Story actions; Look and say; Choose a, an

P. 15: Complete the puzzle; Read and tick or cross


P. 61: Say the words with ld and lt; Write the odd-one-out; Choose and writeP. 62: What food can you see in the pictures below?; Read and write True or FalseP. 63: Listening; Speaking; Writing

and a food word; What would you like for dinner; Read the song and put the lines in the correct orderP. 57: PhonicsP. 58: ReadingP. 59: Writing; My WritingP. 113: Grammar Time

or some, copy the boxes and write the words in the correct boxes; WriteLesson 3: Optional activity –Warmer–; Lead-in; Write about two people + Optional activity; Sing and do; Song actions Lesson 4: Warmer; Lead-in; Optional activity –Call out some words–; Read the chant, say the words and write; Choose and writeLesson 5: Warmer; Lead-in; What food can you see in the pictures below?; Listen and read; Read again and write True or False + Optional activitiesLesson 6: Warmer; Lead-in; Listen and write A or B; Look at the pictures, ask and answer; Copy the boxes, put the words in the correct columns and write the sentences + Optional activity

Unit 9: WHAT’S THE FASTEST ANIMAL IN THE WORLD?


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P. 60: Look and count


P. 69: Listening; Speaking P. 69: Listening; Speaking


P. 113: Grammar Time



Lesson 3: Ask and answerLesson 6: Ask and answer




P. 64: Read the text in the C.B

Lesson 1: Warmer; Listen and read; Culture note; Lesson 2: ActLesson 3: Warmer; Song; Sing and do + Optional activitiesLesson 4: Warmer; Sounds; Chant + Optional activities; Read the chant, say the words and write Lesson 5: Warmer; Listen and read; Culture note; Optional activity –Draw the sings–; Optional activity –Cut and Make–

P. 16: Who’s the tallest in your family? Who’s the smallest?P. 38: Quiz cube




P. 65: Read and write True or False; WriteP. 66: Ask and answer; Write three sentences; Sing and doP. 67: Say the words with nd, nt and mp; Write the words and

P. 60: Look and count; WriteP. 61: GrammarP. 62: Look at the table, circle the mistake in each sentence and write the

Lesson 1: Lead-in; Optional activity –Wide, Big, High and Deep–Listen and read + Optional activitiesLesson 2: Warmer; Lead-in; Story actions; Look and say + Optional activity; Read and write True or

P. 16: Look and write the numbers on the picture; Look and write

P. 65: Read and write True or False; WriteP. 66: Ask and answer; Write three sentences; Sing and doP. 67: Say the words

circle the end letters nd, nt and mpP. 68: Describe what you can see in the pictures below; Read and match the sentence halvesP. 69: Listening; Speaking; Writing

correct sentence; Tick the correct answerP. 63: PhonicsP. 64: ReadingP. 65: Writing; My WritingP. 113: Grammar Time

False; WriteLesson 3: Warmer; Lead-in; Write three sentences+ Optional activity; Sing and do; Song actions Lesson 4: Warmer; Lead-in; Read the chant, say the words and write; Write the words and circle the end letters + Optional activityLesson 5: Lead-in; Describe what you can see in the pictures below; Listen and read; Read again and match the sentences halves + Optional activityLesson 6: Warmer; Lead-in; Copy the table, listen and complete; Ask and answer + Optional activity; Are these correct? + Optional activity

with nd, nt and mp; Write the words and circle the end letters nd, nt and mpP. 68: Describe what you can see in the pictures below; Read and match the sentence halvesP. 69: Listening; Speaking; Writing

Units 7–9: Review






Extensive Reading – Food–: Read and answer the questions



P. 18-19: Behaving in publicP. 18: Who’s being polite? Who’s being rude?


P. 50: Extensive reading – Stone SoupP. 51: Extensive reading – National Dishes

Extensive Reading – Food–: Read the text



P. 70-71: Review 3P. 72: What are the people doing?; Read and answer the questionsP. 73: Where do you think these dishes are from?; Read and answer the questions

P. 66-67: Review 3 Extensive Reading – Food–: Look at the picture, What are the people doing?; Read and answer the questions; Where do you think these dishes are from?; Read and answer the questions

P. 17: Circle the verbs, the adjectives and the prepositions; Complete the sentences; Read and write the sentences with adverbs of frequencyP. 18: Match and write sentencesP. 19: What do they say?; Write the rules for good behaviour in town

Unit 10: IN THE PARK!


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P. 70: Look at the signs




P. 75: You must…P. 79: Speaking

Lesson 1: Values 4Lesson 2: Look and sayLesson 3: Lead-in; Listen and singLesson 6: Play the game

P. 39: Stop!


P. 74: StoryP. 75: Act; Let’s learn!P. 76: Song; Sing and doP. 77: ChantP. 78: Read the recipeP. 79: Writing

P. 70: SongP. 72: Read the text in the C.B.

Lesson 1: Optional activity –My park is…–; Listen and readLesson 2: ActLesson 3: Warmer; Song; Sing and do + Optional activity Lesson 4: Warmer; Sounds; Chant + Optional activity; Read the chant, say the words and write Lesson 5: Warmer; Listen and read; Optional activity –The Gingerbread Man–; Culture noteLesson 6: Culture note; Optional activity –Cut and Make–

P. 20: Write a rule for your bedroom and draw the sign

Songs and phonics



P. 75: Read and match; WriteP. 76: Look and say; Write four

P. 68: Complete the crossword; Write

Lesson 1: Warmer; Lead-in; Optional activity –My park is…–; Listen and

P. 20: Write must or musn’t; Complete the


sentences; Sing and doP. 77: Say the words with ai, ay and a_e; Circle and writeP. 78: Describe what’s happening in the pictures below; Read and write True or FalseP. 79: Listening; Speaking; Writing

P. 69: GrammarP. 70: Look at the signs and write sentences with must or mustn’t; Complete the song with must or musn’tP. 71: PhonicsP. 72: ReadingP. 73: Writing; My WritingP. 114: Grammar Time

read + Optional activityLesson 2: Warmer; Lead-in; Story actions; Look and say + Optional activity; Read and match; WriteLesson 3: Warmer; Lead-in; Write four sentences + Optional activity; Sing and do; Song actions; Optional activity –Rules–Lesson 4: Warmer; Lead-in; Optional activity –Write the letters ai, ay and a_e–; Read the chant, say the words and write; Choose and write + Optional activityLesson 5: Lead-in; Describe what’s happening in the pictures below; Listen and read; Read again and write True or False Lesson 6: Warmer; Lead-in; Listen and write the numbers; Look at the pictures and play the game; Write and or or

rules

Unit 11: IN THE MUSEUM


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P. 74: Look and count, then write the numbers

Lesson 6: How many paragraphs can you find?

P. 21: How many can you find?


Lesson 3: Optional activity –Historical Photograph–



All the activities


P. 85: Speaking Lesson 3: Look and sayLesson 6: Play the game


P. 80: StoryP. 81: Act; Let’s learn!P. 82: Song; Sing and doP. 83: ChantP. 84: Read the history posterP. 85: Writing

P. 76: Read the song in the C.B P. 78: Read the text in the C.B.P. 79: Read about the town in the past

Lesson 1: Warmer; Optional activity –Transport flashcards–; Listen and read; Culture noteLesson 2: ActLesson 3: Song; Sing and do + Optional activity; Optional activity –Make a poster–Lesson 4: Warmer; Sounds; Chant + Optional activity; Read the chant, say the words and write Lesson 5: Warmer; Where is Jorvik Viking Centre?; Listen and read; Culture note Lesson 6: Look at the text; Optional activity –True or False–

P. 21: Where were you yesterday afternoon?

Songs and phonics



P. 81: WriteP. 82: Look and say; Write four sentences; Sing and doP. 83: Say the words with ea, ee and y; Copy the boxes and write the words in the correct boxP. 84: Where is the Jorvik Viking Centre?; Read again and writeP. 85: Listening; Speaking; Writing

P. 74: Look and count; Write True or FalseP. 75: GrammarP. 76: Circle the correct words; Read the song in the C.B. and write about the town two hundred years agoP. 77: PhonicsP. 78: ReadingP. 79: Writing; My WritingP. 114-115: Grammar Time

Lesson 1: Lead-in; Listen and read + Optional activityLesson 2: Warmer; Lead-in; Story actions; Look and say; Read and match; Write; Write + Optional activityLesson 3: Warmer; Lead-in; Look and say; Write four sentences; Sing and do; Song actionsLesson 4: Warmer; Lead-in; Read the chant, say the words and write; Copy the boxes and write the words in the correct box + Optional activityLesson 5: Lead-in; Where is Jorvik Viking Centre?; Listen and read; Read again and write + Optional activitiesLesson 6: Warmer; Lead-in; Listen and tick or cross; Look at the pictures and play the game; Look at the text, How many paragraphs can you find? + Optional activities

P. 20: Look and write; Look again and correct the sentences


Unit 12: A CLEVER BABY!


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P. 86: StoryP. 87: Act; Let’s learn!P. 88: Song; Sing and doP. 89: ChantP. 90: Read the poemP. 91: Writing

P. 82: Complete the song with was or hadP. 84: Read the text in the C.B.

Lesson 1: Warmer; Listen and readLesson 2: Act; Culture noteLesson 3: Optional activity –Draw a picture of yourself–; Song; Sing and do + Optional activityLesson 4: Warmer; Sounds; Chant; Read the chant, say the words and write Lesson 5: Warmer; Describe what you can see in the pictures below; Listen and read; Optional activity –A project–

P. 22: What were you like four years ago?

Songs and phonics



P. 87: Read and write True or False; WriteP. 88: Look and say; Write about

P. 80: Order the letters and write the words; Choose the words above

Lesson 1: Lead-in; Listen and read + Optional activitiesLesson 2: Warmer; Lead-in; Story

P. 22: Write the words; Look and write


Helen; Sing and doP. 89: Say the words with igh, y and i_e; Choose and writeP. 90: Describe what you can see in the pictures below; Read and write True or FalseP. 91: Listening; Speaking; Writing

and writeP. 81: GrammarP. 82: Look and circle the correct words; Write true sentences about you; Complete the song with was or hadP. 83: PhonicsP. 84: ReadingP. 85: Writing; My WritingP. 115: Grammar Time

actions; Look and say; Read and write True or False; Write + Optional activityLesson 3: Warmer; Lead-in; Look and say + Optional activity; Write about Helen; Sing and do; Song actionsLesson 4: Warmer; Lead-in; Read the chant, say the words and write + Optional activity; Choose and write + Optional activityLesson 5: Lead-in; Describe what you can see in the pictures below; Listen and read; Read again and write True or False + Optional activitiesLesson 6: Warmer; Lead-in; Listen and write a or b; Look at the pictures and play the game; Write and or but + Optional activity

Units 10–12: Review








P. 87: Write must or musn’t and then tick or cross the rules that are the same in your family

Extensive Reading – Transport–: Ask and answer

P. 23–24: Thinking of othersP. 23: Circle the good behaviour; How do you feel?P. 24: Write must or musn’t


P. 92: Review 3 – WriteP. 94: Extensive reading – Toads Motor CarP. 95: Extensive reading – M-400 Skycar

Extensive Reading – Transport–: Read the text

P. 24: Are you a good friend?



P. 92-93: Review 3P. 94: What are the animals doing?; Read and tick or crossP. 95: What kink of vehicle is this?; Read and write True or False

P. 86-87: Review 4 Extensive Reading – Transport–: Look at the picture, What are the animals doing?; Read and tick or cross; What kink of vehicle is this?; Read and write True or False; Ask and answer

P. 23: Circle the best word; Read and mark the paragraphs; Match the sentences and write them again

Unit 12: A CLEVER BABY!


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P. 86: StoryP. 87: Act; Let’s learn!P. 88: Song; Sing and doP. 89: ChantP. 90: Read the poemP. 91: Writing

P. 82: Complete the song with was or hadP. 84: Read the text in the C.B.

Lesson 1: Warmer; Listen and readLesson 2: Act; Culture noteLesson 3: Optional activity –Draw a picture of yourself–; Song; Sing and do + Optional activityLesson 4: Warmer; Sounds; Chant; Read the chant, say the words and write Lesson 5: Warmer; Describe what you can see in the pictures below; Listen and read; Optional activity –A project–

P. 22: What were you like four years ago?

Songs and phonics



P. 87: Read and write True or False; WriteP. 88: Look and say; Write about

P. 80: Order the letters and write the words; Choose the words above

Lesson 1: Lead-in; Listen and read + Optional activitiesLesson 2: Warmer; Lead-in; Story

P. 22: Write the words; Look and write


Helen; Sing and doP. 89: Say the words with igh, y and i_e; Choose and writeP. 90: Describe what you can see in the pictures below; Read and write True or FalseP. 91: Listening; Speaking; Writing

and writeP. 81: GrammarP. 82: Look and circle the correct words; Write true sentences about you; Complete the song with was or hadP. 83: PhonicsP. 84: ReadingP. 85: Writing; My WritingP. 115: Grammar Time

actions; Look and say; Read and write True or False; Write + Optional activityLesson 3: Warmer; Lead-in; Look and say + Optional activity; Write about Helen; Sing and do; Song actionsLesson 4: Warmer; Lead-in; Read the chant, say the words and write + Optional activity; Choose and write + Optional activityLesson 5: Lead-in; Describe what you can see in the pictures below; Listen and read; Read again and write True or False + Optional activitiesLesson 6: Warmer; Lead-in; Listen and write a or b; Look at the pictures and play the game; Write and or but + Optional activity

Unit 13: THE ANCIENT EGYPTIANS


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P. 101: Speaking Lesson 6: Play the game


P. 96: StoryP. 97: Act; Let’s learn!P. 98: Song; Sing and doP. 99: ChantP. 100: Read the information posterP. 101: Writing

P. 90: Read the text in the C.B and write P. 92: Read the C.B.P. 93: Writing

Lesson 1: Listen and read + Optional activity; Culture note; Optional activity –Cut and Make–Lesson 2: Lead-in; Act; Optional activity –Write sentences about life in the Ancient Egypt–Lesson 3: Optional activity –Make a poster–; Song; Sing and do Lesson 4: Warmer; Sounds; Chant + Optional activity; Read the chant, say the words and write Lesson 5: Warmer; Who wanted to make paper?; Listen and read Lesson 6: Match the topics to the paragraphs and write + Optional activity; Optional activity –A project–

Pág 26: Find a fact about the RomansP. 40: Clock code

Songs and phonics



P. 97: Read and write True or False; WriteP. 98: Tick or cross and say; Write four sentences about you; Sing and doP. 99: Say the words with ow, oa and o_e; Write the words in the correct boxP. 100: Who wanted to make paper?; Read again and write P. 101: Listening; Speaking; Writing

P. 88: Find and circle the verbs; WriteP. 89: GrammarP. 90: Write in the past simple; Write things you did and didn’t do at the weekend; Read the song in the C.B. and complete the tableP. 91: PhonicsP. 92: ReadingP. 93: Writing; My WritingP. 116: Grammar Time

Lesson 1: Warmer; Lead-in; Listen and read + Optional activitiesLesson 2: Warmer; Lead-in; Story actions; Look and say; Read and write True or False; Write + Optional activityLesson 3: Warmer; Lead-in; Look and say, tick or cross and say; Write four sentences about you + Optional activity; Sing and do; Song actions + Optional activityLesson 4: Warmer; Lead-in; Read the chant, say the words and write; Write the odd-one-out; Copy the boxes and write the words in the correct box + Optional activityLesson 5: Lead-in; Optional activity –Write words on the board–; Who wanted to make paper?; Listen and read; Read again and write + Optional activityLesson 6: Warmer; Lead-in; Listen and put the pictures in the correct order; Look at the pictures and play the game; Match the topics to the paragraphs + Optional activity; Optional activity –Lip reading–

P. 26: Circle the false word and write the correct word; Write the sentences


Unit 14: DID YOU HAVE A GOOD DAY AT SCHOOL?


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Lesson 1: Values 5Lesson 3: Ask and answerLesson 6: Look at the pictures, ask and answer


P. 102: StoryP. 103: Act; Let’s learn!P. 104: Song; Sing and doP. 105: ChantP. 106: Read the interviewP. 107: Writing

P. 98: Read the text in the C.B

Lesson 1: Warmer; Listen and readLesson 2: ActLesson 3: Optional activity –Make a poster–; Song; Sing and do Lesson 4: Warmer; Sounds; Chant; Read the chant, say the words and write Lesson 5: Warmer; Describe what you can see in the pictures below; Listen and read Lesson 6: Culture note

P. 27: What did you learn at school today?

Songs and phonics



P. 103: WriteP. 104: Ask and answer; Write

P. 94: Write; Complete from the words above;

Lesson 1: Lead-in; Optional activity –School Things–; Optional activity –I

P. 27: What did they take on their camping


two questions and answers; Sing and doP. 105: Say the words with oo, ue and u_e; Choose and writeP. 106: Describe what you can see in the pictures below; Read again and answer the questionsP. 107: Listening; Speaking; Writing

WriteP. 95: GrammarP. 96: Look and write, then answer …Yes, I did or No, I didn’t;P. 97: PhonicsP. 98: ReadingP. 99: Writing; My WritingP. 117: Grammar Time

spy–; Listen and read Lesson 2: Warmer; Lead-in; Story actions; Look and say; Write; Write + Optional activityLesson 3: Warmer; Lead-in; Ask and answer + Optional activity; Write two questions and answers + Optional activities; Sing and do; Song actions + Optional activitiesLesson 4: Warmer; Lead-in; Read the chant, say the words and write; Choose and write + Optional activitiesLesson 5: Lead-in; Optional activity –What’s in the picture?–; Describe what you can see in the pictures below; Listen and read; Read again and answer the questions + Optional activityLesson 6: Warmer; Lead-in; Listen and write the numbers; Look at the pictures, ask and answer; Put the sentences in the correct order + Optional activities

trip?; Look and write

Unit 15: OUR HOLIDAY!


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P. 103:





Lesson 3: Ask and answerLesson 6: Ask and answer about you


P. 108: StoryP. 109: Act; Let’s learn!P. 110: Song; Sing and doP. 111: ChantP. 112: Read the postcardP. 113: Writing

P. 64: Read the text in the C.B and write

Lesson 1: Listen and read; Culture noteLesson 2: ActLesson 3: Optional activity –Draw a Big Suitcase–; Song; Sing and do Lesson 4: Warmer; Sounds; Chant; Read the chant, say the words and write + Optional activity Lesson 5: Warmer; Describe what you can see in the pictures below; Listen and read; Optional activity –Draw a picture of a place– Lesson 6: Optional activity –Draw your favourite character–

P. 28: Are you going to go on holiday?

Songs and phonics


Autonomy and P. 109: Write P. 100: Look and write; Lesson 1: Warmer; Lead-in; Listen P. 28: Complete the Word, Phonics and

personal initiative P. 110: Ask and answer; Write about a boy or a girl; Sing and doP. 111: Say the words with oo; Complete the wordsP. 112: Where is Lisa on holiday?; Read and write True or FalseP. 113: Listening; Speaking; Writing

WriteP. 101: GrammarP. 102: Look at the C.B. and match; Write sentences with is, isn’t, are or aren’t; WriteP. 103: PhonicsP. 104: ReadingP. 105: Read the email; My WritingP. 118: Grammar Time

and read + Optional activitiesLesson 2: Warmer; Lead-in; Story actions; Look and say; Write; WriteLesson 3: Warmer; Lead-in; Ask and answer + Optional activity; Write about a boy or a girl + Optional activity; Sing and do; Song actionsLesson 4: Warmer; Lead-in; Read the chant, say the words and write + Optional activity; Complete the words, listen and check ; Write a word that rhymesLesson 5: Lead-in; Where is Lisa on holiday?; Listen and read; Read again and write True or False + Optional activityLesson 6: Warmer; Lead-in; Listen and write a or b; Ask and answer about you; Write S or E + Optional activity

puzzle; Write sentences with going to

Grammar Games

Units 13–15: Review






P. 106: Review 5



P. 117: Ask and answer Extensive Reading – School–: Ask and answer

P. 30–31: Learning together safelyP. 30: Who’s doing something safe? Who’s doing something dangerous?P. 31: Write sentences about the children who are being safe


P. 116: Extensive reading – The First Day of SchoolP. 117: Extensive reading – Sports Day

Extensive Reading – School–: Read the text



P. 114-115: Review 5P. 116: How do you think the people feel?; Read and match the sentence halvesP. 117: What school event do the pictures show?; Ask and answer

Extensive Reading – School–: Look at the picture, How do you think the people feel?; Read and match the sentence halves; What school event do the pictures show?; Ask and answer

Pág 29: Complete the emails; Match the topics to the paragraphs; Match the sentences in order to write a postcardP. 30: Write the names; Circle the odd-one-outP. 31: Match the beginnings and the ends of the sentences

Extras: STORIES, CULTURE and FESTIVALS


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P. 120: The United Kingdom – FactfileP. 122: School Life – FactfileP. 125: Christmas Around the World – Factfile

Culture 1 –The United Kingdom–: Find their countries on the mapFestival 1 –Christmas Around the World–: Listen and readFestival 2 –May Day–: Listen and read

All the activities P. 120: The United Kingdom – FactfileP. 122: School Life – FactfileP. 125: Christmas Around the World – Factfile


All the activities


P. 119: Ask and answerP. 121: Ask and answerP. 123: Ask and answer the questions

Culture 1 –The United Kingdom–: Choose a person, close your book, ask and answerCulture 2 –School life–: Ask and answer the questionsFestival 2 –May Day–: Write the times, ask and answerExtensive Reading – The Prince and the Pauper–: Ask and answer

P. 119: Ask and answerP. 121: Ask and answerP. 123: Ask and answer the questions


P. 118-119: Extensive reading – The Prince and the PauperP. 120-121: The United Kingdom – Listen and read; Draw your flagP. 122-123: School life – Listen

Culture 1 –The United Kingdom–: Culture note; Draw your flag and writeCulture 2 –School life–: Lead-in; Culture note;

All the activities P. 118-119: Extensive reading – The Prince and the PauperP. 120-121: The United Kingdom – Listen and

and read; Design a school uniformP. 124-125: Christmas Around the World – Listen and read; Song; Make an international Christmas Card

Design a school uniform Festival 1 –Christmas Around the World–: Warmer; Lead-in; Culture note; Listen and read; Sing; Culture note; Make an international Christmas cardFestival 2 –May Day–: Warmer; Lead-in; Culture note; Listen and read; Make a May Day collageExtensive Reading – The Prince and the Pauper–: Read the textPMB notes: Playscript 1; Playscript 2; Cut and make 1; Cut and make 2; Cut and make 3; Cut and make 4; Cut and make 5

read; Draw your flagP. 122-123: School life – Listen and read; Design a school uniformP. 124-125: Christmas Around the World – Listen and read; Song; Make an international Christmas Card

Learning-to-learn All the activities All the activities All the activities All the activities


P. 118: What are the boys doing?P. 119: Read and write short answers; Ask and answerP. 120: Read and correct the sentences; Choose a person and ask and answer; WriteP. 123: Read and write True or False; Ask and answer; Write about your schoolP. 125: Read and answer the questions

Culture 1 –The United Kingdom–: Warmer; Lead-in; Listen and read; Read again and correct the sentences; Choose a person, close your book, ask and answer; Optional activity –Choose an English-speaking country–Culture 2 –School life–: Warmer; Listen and read; Read again and write True or False; Ask and answer the questions; Write about your schoolFestival 1 –Christmas Around the World–: Warmer; Listen and read;

All the activities P. 118: What are the boys doing?P. 119: Read and write short answers; Ask and answerP. 120: Read and correct the sentences; Choose a person and ask and answer; WriteP. 123: Read and write True or False; Ask and answer; Write about your schoolP. 125: Read and answer the questions

Read again and answer the questionsFestival 2 –May Day–: Warmer; Listen and read; Read again and write the missing words; Write the times, ask and answerExtensive Reading – The Prince and the Pauper–: Look at the pictures, What are the boys doing?; Read and write short answers; Ask and answer PMB notes: Playscript 1; Playscript 2; Cut and make 1; Cut and make 2; Cut and make 3; Cut and make 4; Cut and make 5

Annex II. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT

2nd cycle primary

School

Address

Town Province Post Code

I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT

1

2

3

4

5

II. DISTRIBUTION OF PUPILS

Level Number of pupils Number of groups

III. STUDENT CHARACTERISICS

(The department should describe the profile of the students using ther following areas as a

guide:)

– General characteristics

– Characteristics of different groups

– Characteristics of one particular group

(Give details of basic objectives for dealing with these groups, prioritising the groups’ needs and

outlining strategies to be used and their timing.)

IV. PROFILE OF SCHOOL

(OMIT THOSE WHICH ARE NOT RELEVANT)

Social level High Medium Low Mixed

Geographical

areaCity Centre Suburb Small town Rural

Nº of students with

Special needs:

Observations:

V. Learning characteristics of the different groups

(omit those which are not relevant)

General

Group A

Pupils like learning through play.

Pupils show a lot of/little creativity and imagination.

The curiosity of pupils is easily/not easily engaged.

Pupils like/don’t like expressing their emotions.

Pupils are capable/incapable of organising and analysing their own learning.

Pupils are/are not conscious of the advantages of group work in class.

Pupils express themselves coherently/incoherently and correctly/incorrectly in their own lan-

guage.

Pupils need/don’t need to understand all the words in a text to understand it.

Pupils like/don’t like reading at home.

Others.

Group B








guage.



Others.

Group C








guage.



Others.

Group D








guage.



Others.

VI. PRIORITISATION OF NEEDS

(To be completed by teachers)

General needs

Specific needs of different groups

Group A

Group B

Group C

Group D

Specific individual needs

Group A Pupil

Group B Pupil

Group C Pupil

Group D Pupil

VII. STRATEGIES

(To be completed by teachers)

a) With pupils

b) With teachers

c) With parents and tutors

VIII. CRITERIA FOR GROUPING PUPILS


Human resources

Support teachers

Psychologist

Criteria

Alphabetical order

Flexible grouping (specify what type and give reasons)

Small support groups within/outside the mainstream class

Pupils with special sensory needs in different groups/classes

IX. ORGANISATION OF SPACE AND TIME

Material resources available in the school


Video - DVD

TV

Radio cassette/ CD player

Video camera

Computers

Pizarra Digital Interactiva

Internet connection(WiFi, others…)

(Note here any observations about how, when and why these resources are used for English

classes.)

Spaces available in the school


Multi-use areas

Language laboratory

Computer room

playground

Gymnasium

Teatro

Library

Criteria for use of common spaces

(Note here anyobsdervations about when, how and why these spaces are used for English

classes.)

Distribution of classroom space


Pupils’ desks arranged in rows

Pupils’ desks arranged in “U”

Specific corners: Class library, transversal topics, games, crafts, etc.

Others

X. OUTINGS AND OTHER ACTIVITIES COMMON TO THE WHOLE SCHOOL AND TO OTHER

GROUPS

(Note here any educational or other outings planned.)

Group/sProfesores

Term/

Dates

Outing and

activity

descriptions

Observations

XI. CLASS TIMETABLES

Teacher’s name and position:

TIME Monday Tuesday Wed. Thursday Friday



Teacher’s name and position::




Programacion Family and Friends3 3Prim

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