Programación Explorers 5 5º Prim. English Destacados... · Web viewTIMING EXPLORERS 5: YEAR...

EXPLORERS 5

AREA OF FOREIGN LANGUAGES

ENGLISH

FIFTH YEAR

COMPULSORY PRIMARY EDUCATION

Explorers 5 – Oxford University Press1

INDEX

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

2. METHODOLOGY............................................................................................1

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

4. ATTENTION TO DIVERSITY........................................................................17

5. CURRICULUM..............................................................................................19

5.1. OBJECTIVES.........................................................................................19

5.2. CONTRIBUTION OF THIS AREA TO THE ACQUISITION OF KEY

COMPETENCES...........................................................................................24

5.3. CONTENTS............................................................................................26

5.4. ASSESSMENT CRITERIA......................................................................29

6. PROGRAMME OF UNITS.............................................................................30

7. TIMING EXPLORERS 5: YEAR 20--/20--*....................................................77

Annex I. THE DEVELOPMENT OF KEY COMPETENCES USING

EXPLORERS 5..............................................................................................132

Annex II. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH

DEPARTMENT................................................................................................140


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 Explorers 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 cbetween of the process, and thus developing

their autonomy and independence.

2. METHODOLOGY

Explorers is a six-level series which proposes fast grammatical progression combined

with a methodology focused on the four skills (reading, writing, listening and speaking).

Explorers transcends classroom teaching, promoting the values of family and

friendship, cooperation, help and gratitude.

Vocabulary and grammarNew 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.

SkillsEvery unit contains a five-page section devoted specifically to the development of the

four skills: reading, writing, listening and speaking.

StoriesEach 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. In Explorers 5

the unit story is about the main characters in the course.

The three extension stories complement the language and offer students the opportun-

ity to respond. Every two units there is a three-episode comic story with which to revise

language in an entertaining context

Exploration of the real worldExplorers is a flexible method, which also pays considerable attention to the real world,

as is reflected in the contents of the DVD, coordinated with the Class Book. The theme

of the unit is further explored in lesson 7. The DVD also includes material from the real

world.

Songs and chantsIn 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

Explorers, 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.

ValuesValues or civic education are a fundamental part of Explorers. 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 COMMUNICATIONThis 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 COMPETENCEThis 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 COMPETENCESearching, 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 COMPETENCEThis 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 COMPETENCEThis 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 INITIATIVEThis 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 COMMUNICATIONThis 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 two lessons of each unit incluye comunicative activities for the

structures introduced in the unit SB P.. 50-59,.,. In the fourth lesson of each unit

is a dramatisation of the story. SB P.. 3,9, 17, 22-23,27, 35,40-41,45, 53, 58-59.

The first lesson of each unit contain activities which help to mprove

pronunciation. SB P.. 7,17,29,39,51, 61

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.

The students can practise and play interactive games as well as practise

pronunciation via songs in the Explorers section on the Oxford Online Learning

zone. It also offers the teachers the possibility of connecting to internet and

features a teachers’ CD-ROM which contains a wide variety of material that

facilitates teachers’ work and helps them to reinforce the work covered. TB P.

52-54, 74-75, 98-99, 119-120, 143-144, 164-165.


SOCIAL AND CIVIC COMPETENCEThis 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 of the units includes activities which promote good behaviour and respect

for others as well as correct ways of behaving in different places. SB P. 6-10,

14-17. 24-27, 32-35, 42-45, 50-53 At the end of the book the festivals sections

help students to be aware of the different material worked on in each unit, as

well as the different stories at the end of Units 2, 4 and 6 Trotter´s tours.

CULTURAL AND ARTISTIC COMPETENCEThis 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 provide the option of expressing oneself via sketches, songs, plays

and written work in both the student’s book and the workbook. SB P. 11-13, 18-

21, 28-31, 36-39, 45-49, 54-57… WB P. 8, 10, 14,15…,

LEARNING-TO-LEARNThis 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 Explorers helps to develop this competence.

AUTONOMY AND PERSONAL INITIATIVEThis 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 Explorers, 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 2-68; WB pp. 3-82.

B. KEY COMPETENCES NOT DIRECTLY RELATED TO FOREIGN LANGUAGE LEARNING

MATHEMATICAL COMPETENCEThis 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 SB. pp.

2, 5, 6,7,14,15… ; WB pp, 3, 6, 9, 13...

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. p11-13, 18-21, 28-31, 36-39, 45-49, 54-57… WB pp.

8, 1014,15…,

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.

SUBCOMPETENCESThe 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:

ÁREAKEY 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.

Explorers 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 CD-ROM, 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 after native 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 under-

stand 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 cultural, as

well as the possibilities for action and care of it.

i) Get started in the use of information and communication technology to develop a crit-

ical mind to the messages they receive and produce.

j) Use representation and artistic expression and start to build visual proposals.

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 education and sport to encour-

age both personal and social development.

l) Know and appreciate those animals closest to us and adopt forms of behaviour 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 stereotype.

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 profectThe 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 contents have been grouped in blocks to sort the elements of analysis of a com-

plex reality, in relation to four key competences with specific characteristics and needs

in terms of the teaching and learning process: oral language; written language; the con-


stituents of the linguistic system, their functioning and relationships, and the social and

cultural dimension of the foreign language.

Although oral and written language are two different manifestations of the same capa-

city, each requires different skills and knowledge and is therefore dealt with separately.

CONTENT BLOCK 1- Listening, speaking and conversing

The language model provided by the school is the first source of knowledge and learn-

ing of language. Classroom speech is both a vehicle and an object of learning. There-

fore both the curriculum and our Project have provided for the learning elements as

well as the capacity to use them in communicative tasks.

On the other hand, the language model must come from a large enough number of

speakers to reflect changes and nuances both in phonetic and prosodic aspects as in

the election of idiomatic expressions in well-defined communicative situations. Hence

the use of conventional media and ITC is present both in the curriculum and in our pro-

ject.

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

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

Block 1. Listening, speaking and conversing

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

instructions 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

responses 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

assistance 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.

- Ability to overcome typical difficulties in communication, using communication

strategies of familiar languages.

- Appreciation of the foreign language as an instrument of communication.


CONTENT BLOCK 2-Reading and writing

The aim is competence in discursive writing. Foreign-language texts are also textual

composition patterns and practice for the acquisition of linguistic elements.. The pro-

gressive use of written language will depend on the degree of knowledge of the code,

which is directly related to the degree of security that the code provides in the graphic

representation of the sounds of the language. To overcome lack of security, the cur-

riculum and our project include strategies and resources such as the use of dictionaries

and other consulting facilities, conventional and digital, for the understanding and com-

position of all kinds of texts.



Block 1. Reading and writing

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

linguistic competence, to use global and specific information, in the execution of a task

or to enjoy reading.

- Progressively independent 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, using dictionaries.

- Reading and writing their own texts about everyday social situations from the media

and texts to learn and obtain information.

- Composition of their own texts in different communicative situations, progresssively

longer and richer in terms of lexicon and structures, to transmit information, or with

diverse communicative aims

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

- Interest in careful presentation of written texts, and appreciation of their role in

communication.

- Appreciation of the target language as an instrument of communication and learning.

CONTENT BLOCK 3- Reflection on the language and learning through use

Contact with the foreign language and its use enables those who are learning it work

out a basic conceptual system on its functioning. The starting point will be situations


that encourage the inference of language rules so as to gain confidence in their own

abilities.

This content block is divided into knowledge and reflection on learning.



Block 3: Knowledge of the language

Linguistic knowledge

- Careful pronunciation, apropriate rhythm, stress and intonation, in both oral

expression and interaction and recital, acting or reading aloud.

- Recognition and use of previously employed vocabulary and basic forms and

structures particular to the target language.

- Association of spelling, pronunciation and meaning via written models, familiar oral

expressions and establishment of analytical relation between spelling and sound.

- 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.

- Interest in using the target language correctly in different situations, progressively

longer and with focus upon correct and appropriate expressions.

- Comparison and reflection upon the functioning of the target language via languages

already known.

Reflection upon learning

- 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.

- Reflection upon their own learning, organisation of work, acceptance of error as part

of the learning process, self- correction and self-assessment.

- Progressive use of graphic sources of consultation and information and of the

possibilities afforded by this technology.

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

teamwork.

CONTENT BLOCK 4- Socio-cultural features and intercultural awareness


This block helps the students learn customs, forms of social relationships, and specific

features of countries that speak the target language, in other words, lifestyles different

from their own. This knowledge will promote tolerance and acceptance, increase in-

terest in the knowledge of different social and cultural realities and facilitate intercultural

communication.

The contents of this block for the third cycle of Primary education for the areas of

foreign language in accordance with the Real Decreto de Enseñanzas Mínimas are as

follows.

BLOCK 4 – Socio-cultural features and intercultural awareness

- Appreciation of the target language and other languages as a means of

communicating and socialising with people from other countries, as a way of accessing

new information and as a tool for getting to know different and enriching cultures and

ways of life.

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

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

.

- Interest in contacting and communicating with speakers of the target language aqnd

other languages via media offered by communication technology.

5.4. ASSESSMENT CRITERIA

The Royal Decree of Minimum Education establishes the following assessment criteria

for the third cycle of primary education in the area of foreign language:

1. Participate in controlled oral interactions on familiar topics in predictable

communicative situations, while respecting some basic rules, such as listening and

looking at the speaker.

2. Grasp the overall meaning and identify specific information in oral texts in different

communicative situations.


3. Read and locate explicit and direct information and make inferences understanding

texts on various topics of interest.

4. Prepare written texts keeping in mind the recipient, the text type and purpose, both

in paper and digital formats.

5. Usar formas and estructuras propias de la lengua extranjera incluyendo aspectos

de ritmo, acentuación and entonación en diferentes contexts comunicativos de forma

significativa.

6. Use some strategies for learning to learn such as asking questions as appropriate to

obtain information, seek clarification, using bilingual and monolingual dictionaries,

accompanying communication with gestures, to search for, collect and organize

information in different formats, using ICT to check and verify information and identify

some aspects to improve efficiency.

7. Value the foreign language as a communication tool and show curiosity and interest

in its speakers.

8. Identify some traits, customs and traditions of countries where the target language is

spoken and compare them with the students’ own.

(For instruments and assessment criteria for each teaching unit see the teaching

programme section at end of document)

6. PROGRAMME OF UNITS

This programme and timing constitutes a timing and learning model for 3rd year of Primary Education, based on a 68-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. Furthemore, 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 Teacher’s Resource CD-ROM. 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: HELLO

I TEACHING OBJECTIVES

BLOCK 1 - Oral communication: listening, speaking and conversing

Participate in oral exchanges:

- Identify the numbers from 1-31 in ordinal, numeric and written form.

- Converse using greetings, questions and answers related to age, the family

and our favourite things, the possessive ´s, using the expressions: When is

your birthday? It´s the 5th of April. What´s this? It´s (Alfie´s poster). What

are these) They´re ( Becca´s books)

Understand simple oral texts in the classroom context:

- Sing a song

BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple

texts, the names of vocabulary studied in previous levels.

Use of basic reading comprehension strategies (Listen and read).

Complete simple sentences with words studied.

Read a song.

Identify specific words.

BLOCK 3 - Knowledge of the language

Revise and identify the vocabulary from the unit:

- related to the numbers from 1-31 in ordinal, numeric and written form .

- Interests: word groups.

Understand and correctly apply grammatical aspects:

When is your birthday? It´s the 5th of April. What´s this? It´s (Alfie´s poster). What


Recognise and reproduce aspects of sound, rhythm, stress and intonation:

phonics, song.

Use of revision strategies and reflection upon what has been learnt.

BLOCK 4 - Socio-cultural aspects and intercultural awareness


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

different classroom activities.

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

a different culture to one’s own.

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

cultures where the target language is spoken. .

II. CONTENTS


Participation in oral exchanges:

- Identification of the numbers from 1-31 in ordinal, numeric and written form

(SB P. 2-5 WB P. 3-6)

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

present simple of be and got, using the expressions : How are you? When

is your birthday? It´s the 5th of April. What´s this? It´s (Alfie´s poster). What


- . (SB, P. 2-5)


- story (SB, P.3)



texts, the names of vocabulary studied in previous levels. ( SB P. 2-5 WB P.3-6)

Use of basic reading comprehension strategies (Listen and read). (SB, P.3)

Complete simple written texts with words studied(WB, P.3-6)

Read a story (SB, P.3)



related to the numbers from 1-31 in ordinal, numeric and written form (SB P. 2-5

WB P. 3-6)



When is your birthday? It´s the 5th of April. What´s this? It´s (Alfie´s poster). What

are these) They´re ( Becca´s books) . (SB, P. 2-5)


Recognise and reproduce aspects of sound, rhythm, stress and intonation: (SB, P.

3)

Use of revision strategies and reflection upon what has been learnt. (SB, P.2-5 WB

3-6)



different classroom activities. (SB &WB P.2-5; )



Be receptive to and learn mathematical forms ( SB P.2 and 5WB P.3, 6)

Organisation of personal work as a strategy to progress in learning. (SB, P.2-5 WB

3-6)

Take advantage of learning opportunities created within and beyond the

classroom context . .(SB&WB, P.2-5)

Active participation in activities and group work .(SB, P.2-4)

III. KEY COMPETENCES

Linguistic communicationAll the sections and activities in the unit contribute to the development of linguistic

competence in communication, in particular:

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

unit:

- Converse using greetings, asking about names, age …(SB, P. 2-5)

The activity sections in the WB P. 3-6

Data processing and digital competence - Practise and become familiar with the functioning of various digital and IT com-

petences via the course using internet resources


Social and civic competence This competence is developed via working on essential communication skills like:

- Dialogues and communicative exchanges (SB Ps 2-5 TB P.29).

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

P.31

Use the target language as an instrument for accessing information and as a tool

for learning diverse contents and information ( SB P. 2-5)

Act out a short story: ( SB P.3)

Learning-to-learn Understand and use good learning habits in class: make a notebook/folder with the

vocabulary learnt..( TB P.26)

Manage one’s own abilities. (WB, Pinas 3-6).

Autonomy and personal initiative Assume responsibility for tasks and activities set out in the unit (WB, P. 3-6 TB

P.28)

Use reference material suggested for the unit.

Be equipped with and deploy social skills to interact, cooperate and work in pairs

and teams in a cooperative and flexible manner whenever required by the commu-

nicative activities in the unit: Dialogues, etc.

Organise personal work as a strategy to progress in learning.

Competence in knowledge of and interaction with the physical worldThis competence involves accurate perception of the physical space in which life and

human activity develop, and the ability to interact therein.

Mathematical competenceConsists 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 SB P. 2 and 5 WB P.3 and 6

IV. LITERARY EDUCATIONThis section develops the ability to relate to others, via the repetition of dialogues

included in the unit as well as those of their own creation. Also important is the creation

of descriptive texts,which help to consolidate language in both oral and written form.

Literary genres:

Dialogue (SB P.3)

Production of oral and written texts:

Perform a dialogue (SB P.2)

V. TREATMENT OF DIVERSITYReinforcement activitiesAdditional and after native activities; TRB

Workbook (Starter Unit – Ps 3-6)

Activities in the reference sections:

- Vocabulary: (Starter Unit)

Extension activitiesTeacher’s Resource and Tests Pack CD-ROM and TB Starter Unit

VI. ASSESSMENT

Formative assessmentStarter Unit (SB P. 2-5)

Completion of WB activities (Starter Unit P. 2-5).

Self-assessmentTeacher´s Resource CD-ROM

Assessment criteria



Understand the gist and the 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 CD-ROM.

- Listening Test - Teacher’s Resource CD-ROM - , SB P.2-5 ;PMB) Tests

Starter Unit,

- Express oneself and interact correctly and fluently in different

communicative situations: ( SB& WB P.2-5)

- Ask and answer questions about the theme in question Speaking Tests, TR

CD-ROM and PMB). (SB, P.2-5 WB 3-6))

- Act out a conversation (Role-play – (SB P.2,3) Speaking Tests, TR CD-ROM

and PMB).

- Describe photographs (Photo description (SB P.2 and 5) - Speaking Tests,

TR CD-ROM).


Understand the information contained in written texts from various sources

(Reading ( SB P.2-5; WB P.3-6) -Test - Teacher’s Resource CD-ROM - )

Complete texts with different resources (Writing (WB P.3-6)- TR CD-ROM PMB)


Vocabulary

Learn and extend vocabulary (Vocabulary- Test - Teacher’s Resource CD-ROM

- ,

related to the vocabulary of the numbers from 1-31 in ordinal, numeric and written

form (SB P. 2-5 WB P. 3-6)


Grammar

Understand and use correctly grammar strategies learnt in the unit: (Grammar - TR CD-ROM, When is your birthday? It´s the 5th of April. What´s this? It´s

(Alfie´s poster). What are these) They´re ( Becca´s books)

Phonetics

Apply knowledge acquired regarding pronunciation.

Reflection upon learning (SB&WB P.2-5)

Assess use of basic strategies which favour progress in learning. (SB&WB P.2-5)



Show interest and curiosity regarding learning the target language and recognise

linguistic diversity as an enriching element . (SB, P.2-5 WB 3-6)

Identify some cultural elements typical of countries and cultures where the target

language is spoken. Teacher´s Resource Pack CD-ROM

UNIT 1: IN THE TREES




- Identify the names of different actions and adjectives .

- Converse using vocabulary related to different actions and adjectives ,

using the present continuous in all its forms and the verb To be +

adjetivo: questions and answers and using the expression What´s ( Poppy)

doing? She is Laughing. He ´s wearing a scarf. He isn´t playing the guitar.Is

she dumping? Yes, she is. No , she isn´t. Is Becca tired?Yes, she is. / No,

she isn´t


- Listen to and act out a short story.

- Sing a song .

- Understand a narration .



texts, the names of different actions and adjectives

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

Complete simple written texts with words studied.

Read a short story , a song.

Identify sounds /i:/



- related to the names of different actions and adjectives .




- What´s ( Poppy) doing? She is Laughing.He ´s weraing a scarf. Heisn´t

playing the guitar.Is she dumping? Yes, she is. No , she isn´t. Is Becca tired?Yes,

she is. / No, she isn´t.

Use and differentiate between sounds and letters .


phonics, song.

Use revision strategies and reflection upon language studied.








II. CONTENTS



- Identification of the names of different actions and adjectives (SB P. 6-

13&WB P. 7-16)

- Dialogues using vocabulary related to the names of different actions and

adjectives , using the present simple and using the expression What´s

( Poppy) doing? She is Laughing.He ´s wearing a scarf. He isn´t playing the

guitar.Is she dumping? Yes, she is. No , she isn´t. Is Becca tired?Yes, she

is. / No, she isn´t (SB&WB, P. 6-13, 60, WB P. 8 )


- A short story . (SB, P.9 11 and 12-13)

- Song (SB, P.7)

- Narration (SB, P.11)



texts, the names of the names of different actions and adjectives ( SB P. 6-13 WB

P. 7-16 and 77)


Use of basic reading comprehension strategies . (SB, P.8 , 9, 10, 11-13 )

Complete simple written texts with words studied (WB, P.7-16)

Read a short story, a song and a narration. (SB, P.7, 9 and 12-13)

Identification of and differentiation between sounds in specific vocabulary (WB, P.

7)



- related to the names of different actions and adjectives .(SB P.6-13& WB P.

7-16)



What´s ( Poppy) doing? She is Laughing.He ´s weraing a scarf. Heisn´t

playing the guitar.Is she dumping? Yes, she is. No , she isn´t. Is Becca tired?Yes,

she is. / No, she isn´t 6-15, WB P. 7 and 70)

Use and differentiate between sounds and letters. (WB, P.7)


phonics, song (SB P7&WB, P. 7)

Use of revision strategies and reflection upon what has been learnt. (WB, P.7-16)



different classroom activities. (SB P. 6-13& WB P.7-16)


cultures where the target language is spoken. . (SB, P.60 TB P. 49)

Be receptive to and learn mathematical forms ( SB P.6,7, WB P9, 13)

Organisation of personal work as a strategy to progress in learning. ( SB P.6-

13&WB, P.7-16)


classroom context . ( SB P.6-13&WB, P.7-16)

Active participation in activities and group work . ( SB P.6-13&WB, P.7-16)


Linguistic communication


All the sections and activities in the unit contribute to the development of linguistic



unit:

- Converse about names related to the names of different actions and adjectives

.… (SB, P. 6-13)

- Narration (SB, P.11-13 and 60)

- Perform a dialogue (SB, P. 9).



petences via the course using internet resources ( SB P.11, TB P.52-54)


- Dialogues and communicative exchanges ( SB Ps 6-13, TB P. 38).




place..

Artistic and cultural competence Sing a song, act out un cuento. (SB, P. 9y10)

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

(Cultural lessons: Hauses made of wood SB P. 60, TB P. 35, 42 and 49)





vocabulary learnt..

Use reference material.

Manage one’s own abilities in the review sections (WB, Pi.13 TB P.34 and 49).

Autonomy and personal initiative


Assume responsibility for tasks and activities set out in the unit (WB, P. 7-16 , TB

P. 40)







human activity develop, and the ability to interact therein. TB P. 47y 49





This competence is developed in the unit via : SB P. 6 and 7WB P. 9 and 13 .



of descriptive texts, which help to consolidate language in both oral and written form.

Literary genres:

Dialogue (SB P.9 and 12-13)

Narration ( SB P.11)


Complete a description (, WB P.10,14 and 16)

Perform a dialogue/Song (SB Ps 7, 9 and 13)

V. TREATMENT OF DIVERSITYReinforcement activitiesAdditional and after native activities; TRB CD-ROM

Workbook (Unit 1 – Ps 7-17)



- Pronunciation bank (Unit 1- WB, P. 7)

Extension activitiesTeacher’s Resource and Tests Pack and TB Unit 1

VI. ASSESSMENT

Formative assessmentUnit 1 (SB P. 6-13)

Cumulative review (Starter-Unit 1, SB P. 11-13)

Completion of WB activities (Unit 1, P. 6-17).

Self-assessmentProgress review (Unit 1 - WB, P. 13).

Assessment criteria




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

- Listening Test - Teacher’s Resource CD-ROM - ; SB P.6-13) Tests Unit 1,


communicative situations:


CD-ROM;

- Act out a conversation (Role-play - Speaking Tests, TR CD-ROM; SB P.8).

- Describe photographs (Photo description - Speaking Tests, TR CD-ROM; SB

P.6, WB P.8



(Reading -Test - Teacher’s Resource CD-ROM - ; SB P.9-13; WB P.7-16)

Complete texts with different resources (Writing - TR CD-ROM; WB P.7-16)


Vocabulary



- ,

- related to the names of different actions and adjectives .


Grammar

Understand and use correctly grammar strategies learnt in the unit: (Grammar - TR CD-ROM,

- What´s ( Poppy) doing? She is Laughing.He ´s weraing a scarf. Heisn´t

playing the guitar.Is she dumping? Yes, she is. No , she isn´t. Is Becca

tired?Yes, she is. / No, she isn´t (SB 6-13, and 60 WB P. 7-16)

Phonetics

Apply knowledge acquired regarding pronunciation .( SB P.& WB P.7)


Assess use of basic strategies which favour progress in learning. ( SB P.6-13 &WB

P. P. 7-17)



linguistic diversity as an enriching element . (SB P.11-13 and .60 )


language is spoken(TB P. 49)

UNIT 2: LET´S DO SPORTSI TEACHING OBJECTIVES



- Identify the names of different sports.

- Converse using vocabulary related to different sports, using Present

Simple in all its forms and using the expression Do you play football? Yes, i

do./No, I don´tI play tennis on TuesdayShe goes riding . She doesn´t play

basketball.



- Sing a song .





texts, the names of different sports




Identify sounds /v/ and /b/.



- related to different sports.



- Do you play football? Yes, i do./No, I don´tI play tennis on TuesdayShe goes

riding . She doesn´t play basketball Use and differentiate between sounds and

letters .


phonics, song.









II. CONTENTS



- Identification of names of objects related with different sports (SB P. 14-

23&WB P. 17-28)


- Dialogues using vocabulary related to different sports and using the

expression Do you play football? Yes, i do./No, I don´tI play tennis on

TuesdayShe goes riding . She doesn´t play basketball ((SB P. 14-23&WB

P. 17-28)


- A short story . (SB, P.11, and 22-23)

- Song (SB, P.15)

- Narration (SB, P19)



texts, the names of different sports (SB P. 14-23 and 61 &WB P. 17-28 and 78)

Use of basic reading comprehension strategies . (SB, P.17-19, 22-23 )

Complete simple written texts with words studied (WB, P.17-28)

Read a short story , a song and a narration. (SB, P.15-19y 22-23)

Identification of and differentiation between sounds in specific vocabulary and

chant (WB, P. 17)



related to different sports.( (SB P. 14-23&WB P. 17-28)



Do you play football? Yes, i do./No, I don´tI play tennis on Tuesday. She goes

riding . She doesn´t play basketball (SB P. 14-23&WB P. 17-28)



phonics, song (SB 15 &WB, P. 17)




different classroom activities. (SB P. 14-23&WB P. 17-28)



Be receptive to and learn mathematical forms ( SB P.14,15, WB P21,23,24)


Organisation of personal work as a strategy to progress in learning. ((SB P. 14-

23&WB P. 17-28)


classroom context . .( (SB P. 14-23&WB P. 17-28)

Active participation in activities and group work .( (SB P. 14-23&WB P. 17-28)





unit:

- Converse about different sports … (SB, P. 14-23)

- Narration (SB, P.19 and 22-23WB P. 61)

- Perform a d ialogue (SB, P. 17).





- Dialogues and communicative exchanges ( SB Ps 14-23, TB P. 62, 69,71).




place..

Artistic and cultural competence Sing a song, act out a short story. (SB, P. 15y20)


(Cultural lessons: Water sports SB P. 65, TB P. 57 and 66)






vocabulary learnt..


Manage one’s own abilities in the review sections (WB, Pi.26 TB P.56, 58,60,64).

Autonomy and personal initiative Assume responsibility for tasks and activities set out in the unit (WB, P. 17-28 ,)












This competence is developed in the unit via : SB P. 14,15 WB P. 21,23,24 .




Literary genres:

Dialogue (SB P. 17 and 22-23)

Narration ( SB P.18, 19)



Complete a description (, WB P.19,20)

Perform a dialogue/Song (SB Ps 15,17 and 22-23)




- Pronunciation bank (Unit 2-SB&WB, P. 20)


VI. ASSESSMENT





Assessment criteria




- Unit 2 and Unit 1&2 Test Audio, Tests and Resource CD-ROM.


and 1&2




CD-ROM;



P.15, WB P.18







Vocabulary


- ,

- related to different sports.


Grammar


Do you play football? Yes, i do./No, I don´tI play tennis on TuesdayShe goes

riding . She doesn´t play basketball (SB&WB, P. 16-25, WB P. 18 and 68)

.

Phonetics

Apply knowledge acquired regarding pronunciation .( SB15, WB P.17)


Assess use of basic strategies which favour progress in learning. ((SB P. 14-

23&WB P. 17-28)



linguistic diversity as an enriching element . (SB P.21-23;WB, P.78 )



UNIT 3: COLLECTIONS




- Identify the names of collectionable objects.


- Converse using vocabulary related to a collectionable objects, using the

Present Simple and There´s/ There arey using the expression Does Josh

collect badges? Yes he does. No, he doesn´t. There´s a carpet on the floor.

there are some cards. There aren´t any badges



- Sing a song .




texts, the names of collectionable objects




Identify sounds /dz/ and /



- related to collectionable objects.



Does Josh collect badges? Yes he does. No, he doesn´t. There´s a carpet

on the floor. there are some cards. There aren´t any badges



phonics, song.










II. CONTENTS



- Identification of collectable objects(SB&WB P. 26-35)

- Dialogues using vocabulary related to collectionable objects and using the

expression Does Josh collect badges? Yes he does. No, he doesn´t. There

´s a carpet on the floor. there are some cards. There aren´t any badges

- (SB P.24-31 , WB, P. 29-38,)


- A short story . (SB, P.27)

- Song (SB, P.25)

- Narration (SB, P. 28, 30,31)



texts, the names of collectionable objects ( SB P. 24-31 and 66 WB P. 29-38)

Use of basic reading comprehension strategies . (SB, P.26-31)

Complete simple written texts with words studied(WB, P.29-38)

Read a short story , a song and una narration. (SB, P.24-31y 70)


chant (SB P.25 WB, P. 29)



matching collectable objects.( (SB P. 24-31 and 66 WB P. 29-38)


Comprehension and correct application of grammar:

Does Josh collect badges? Yes he does. No, he doesn´t. There´s a

carpet on the floor. there are some cards. There aren´t any badges (SB P.24-31 ,

WB, P. 29-38,)

Use and differentiate between sounds and letters. (SB P.25 WB, P. 29)


phonics, song (SB P.25 WB, P. 29)


BLOQUE 4 – Aspectos socio-culturales and conciencia intercultural



different classroom activities. ( SB P. 24-31 and 66 WB P. 29-38)



Be receptive to and learn mathematical forms ( SB P.24,25, WB P33, 35)

Organisation of personal work as a strategy to progress in learning. ( SB P. 24-31

and 66 WB P. 29-38)


classroom context . ( SB P. 24-31 and 66 WB P. 29-38)

Active participation in activities and group work ( SB P. 24-31 and 66 WB P. 29-38)





unit:

- Converse about collectionable objects … (SB, P. 24-31 and 66)







- Dialogues and communicative exchanges ( SB Ps 24,26, 29,31,).




place..

Artistic and cultural competence Sing a song, act out a story . (SB, P. 25 and 27)


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

world(Cultural lessons: Interesting collections SB P. 66, TB P. 93 and 94)





vocabulary learnt..


Manage one’s own abilities in the review sections (WB, Pi.34-35 TB P. 82, 85, 86,

95).

Autonomy and personal initiative Assume responsibility for tasks and activities set out in the unit (WB, P. 29-38 , TB

P. 80, 88,97)












This competence is developed in the unit via : ( SB P.24, 25, WB P.33, 35)

IV. LITERARY EDUCATION


This section develops the ability to relate to others, via the repetition of dialogues



Literary genres:

Dialogue (SB P. 27)

Narration ( SB P.27-31)


Complete a description (, WB P.31, 32, 36)

Perform a dialogue/Song (SB Ps 25 , 27)




- Pronunciation bank (Unit 3-SB P. 25 &WB, P. 29)


VI. ASSESSMENT




Self-assessmentProgress review (Unit 3 - WB, P. 34-35).

Assessment criteria




- Unit 3Test Audio, Tests and Resource CD-ROM.






CD-ROM;



P.26, WB P.31






Vocabulary


- ,

- related to collectionable objects.


Grammar


Does Josh collect badges? Yes he does. No, he doesn´t. There´s a carpet on

the floor. there are some cards. There aren´t any badges (SB P.24-31 , WB,

P. 29-38,)

Phonetics

Apply knowledge acquired regarding pronunciation .( SB P.25 & WB P.29)


Assess use of basic strategies which favour progress in learning. SB P.24-31 ,

WB, P. 29-38,)



linguistic diversity as an enriching element . (SB P.28-31 and 66 ;WB, P.79 )




UNIT 4: ANIMALS ALL AROUND




- Identify the names of animals and adjectives describing them .

- Converse using vocabulary related to animals and adjectives describing

them .. , using have got and the comparative in affirmative sentences and

negativas with short adjectives and using the expression I´ve got a canary.

Have you got a pet? Which snake is longer? Sheila is longer than Sally.

Lions are fierce



- Sing a song .




texts, the names of animals and adjectives describing them .




Identify sounds /



- related to household objects and adverbs of place.




- I´ve got a canary. Have you got a pet? Which snake is Longer? Sheila is

Longer than Sally. Lions are fierce



phonics, song.









II. CONTENTS



- Identification of names of animals and adjectives describing them . (SB

P.32-41 &WB P. 39-50)

- Dialogues using vocabulary related to animals and adjectives describing them .y

using the expression - I´ve got a canary. Have you got a pet?Which snake is

Longer? Sheila is Longer than Sally. Lions are fierce (SBP. 32-41, WB P. 39-50)


- A short story . (SB, P.35 and 40-41)

- Song (SB, P.33)

- Narration (SB, P.36-39)



texts, the names of animals and adjectives describing them . I´ve got a canary.

Have you got a pet?Which snake is Longer? Sheila is Longer than Sally. Lions are

fierce (SBP. 32-41 and 67, WB P. 39-50, 80)

Use of basic reading comprehension strategies . (SB, P.32 , 34-41 )

Comprehension of simple written texts with words studied (WB, P.39-50)

Read a short story , a song and una narration. (SB, P.33, 35-41)



chant (SB P. 33 &WB, P. 39)



- related to animals and adjectives describing them ..(SB P.32-41& WB P. 39-

50)



I´ve got a canary. Have you got a pet?Which snake is Longer? Sheila is Longer

than Sally. Lions are fierce (SBP. 32-41, WB P. 39-50)



phonics, song (SB P. 33 &WB, P. 39)




different classroom activities. (SBP. 32-41,67 WB P. 39-50 and 80)



Be receptive to and learn mathematical forms ( SB P.32, 33, WB P40, 46)

Organisation of personal work as a strategy to progress in learning. (SBP. 32-41,

WB P. 39-50)


classroom context . (SBP. 32-41, WB P. 39-50)

Active participation in activities and group work (SBP. 32-41, WB P. 39-50)





unit:

- Conversar animals and adjectives describing them .… (SB, P. 32-41)

- Narration (SB, P.36-39 WB P. 42,47,48)


- Perform a d ialogue (SB, P. 35, 40-41).



petences via the course using internet resources ( SB P.37, TB P.119-120 ,

163)


- Dialogues and communicative exchanges ( SB Ps 32-41, TB P. 109, 116, 140).




place..

Artistic and cultural competence Sing a song, act out un cuento. (SB, P. 35, 40-41)


world(Cultural lessons: Helping animals in danger WB P.67, TB P. 93)



Act out a short story: ( SB P.35, 40-41)


vocabulary learnt..


Manage one’s own abilities in the review sections (WB, P. 44-45 TB P.103, 105).


P. 102, 107)








human activity develop, and the ability to interact therein. TB P. 101





This competence is developed in the unit via : SB P. 32, 33WB P. 40, 46 .




Literary genres:


Narration ( SB P.36-39 WB 42,47,48)


Complete a description (, WB P.42,47,48)

Perform a dialogue/Song (SB Ps 33 and 35)




- Pronunciation bank (Unit 4-SB P.33 &WB, P.39)


VI. ASSESSMENT






Assessment criteria




- Unit 4 & 3-4Test Audio, Tests and Resource CD-ROM.

- Listening Test - Teacher’s Resource CD-ROM - ; SB P.33-41) Tests Unit 4

& 3-4,




CD-ROM;



P.33, WB P.41






Vocabulary


- ,

- related to animals and adjectives describing them ..


Grammar



I´ve got a canary. Have you got a pet?Which snake is Longer? Sheila is

Longer than Sally. Lions are fierce (SBP. 32-41, WB P. 39-50)

.

Phonetics

Apply knowledge acquired regarding pronunciation .( WB P.39)


Assess use of basic strategies which favour progress in learning. (SBP. 32-41, WB

P. 39-50)



linguistic diversity as an enriching element . (SB P.36-39 and 67;WB, P.80 )



UNIT 5: PLACES AND PEOPLE




- Identify the names of places in a city and jobs.

- Converse using vocabulary related to places in a city and jobs, using

questions with Where…?, questions in the past with the verb to be and la 3ª

persona singular and plural, affirmative and negative of the verb to be and

using the expression Where was the cinema? It was beside the Shopping

center. What´s Eva´s job? She´s a scientist. She wasn´t a student



- Sing a song .





texts, the names of places in a city and jobs




Identify sounds /h/ .



- related to places in a city and jobs.



Where was the cinema? It was beside the Shopping center. What´s Eva´s job?

She´s a scientist. She wasn´t a student



phonics, song.









II. CONTENTS



- Identification of names of places in a city and jobs(SB P.42-49&WB P. 51-

60)

- Dialogues using vocabulary related to wild animals and their parts and

using the expression Where was the cinema? It was beside the Shopping


center. What´s Eva´s job? She´s a scientist. She wasn´t a student (SB P.42-

49&WB P. 51-60)


- A short story . (SB, P.45)

- Song (SB, P.43)




texts, the names of places in a city and jobs(SB P.42-49, 68&WB P. 51-60 and 81)


Comprehension of simplewritten texts with words studied (WB, P.51-60)

Read a short story , a song and una narration. (SB, P.43,45,47-49)


song (SB P. 43 &WB, P. 51)



- related to places in a city and jobs. (SB P.42-49&WB P. 51-60)




She´s a scientist. She wasn´t a student (SB P.42-49&WB P. 51-60)



phonics, song (SB P. 43 &WB, P. 51)

Use of revision strategies and reflection upon what has been learnt. (WB, P.60)



different classroom activities. (SB P.42-49&WB P. 51-60)



Be receptive to and learn mathematical forms ( SB P.42, 43, WB P.55, 57)

Organisation of personal work as a strategy to progress in learning. (SB P.42-

49&WB P. 51-60)



classroom context . (SB P.42-49&WB P. 51-60)

Active participation in activities and group work (SB P.42-49&WB P. 51-60)





unit:

- Converse about places in a city and jobs… (SB, P. 42-49 )







- Dialogues and communicative exchanges ( SB Ps 42-49, )




place..

Artistic and cultural competence Sing a song, act out un cuento. (SB, P. 43, 45)


world(Cultural lessons: In my city WB P. 68, TB P. 140 and 142)




Learning-to-learn


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

vocabulary learnt..


Manage one’s own abilities in the review sections (WB, P. .56-57) TB

P.125,127,135, 140).


P. 132)







human activity develop, and the ability to interact therein. TB P. 134, 138





This competence is developed in the unit via :SB P.42, 43 WB P. 55, 57 .




Literary genres:

Dialogue (SB P. 45)

Narration ( SB P.46-49)



Complete a description (, WB P.54, 55, 60)

Perform a dialogue/Song (SB Ps 43, 45)


Workbook (Unit 5– Ps 51-60)


- Pronunciation bank (Unit 5- WB, P. 51)


VI. ASSESSMENT



Completion of WB activities (Unit 5, P.51-60).


Assessment criteria




- Unit 5Test Audio, Tests and Resource CD-ROM.





CD-ROM;



P.43, WB P.55




(Reading -Test - Teacher’s Resource CD-ROM - ; (SB P.42-49&WB P. 51-60)



Vocabulary


- ,

- related to lugares de una ciudad and oficios.


Grammar



She´s a scientist. She wasn´t a student (SB P.42-49&WB P. 51-60)

Phonetics

Apply knowledge acquired regarding pronunciation .( WB P.51)


Assess use of basic strategies which favour progress in learning. (SB P.42-49&WB

P. 51-60)



linguistic diversity as an enriching element . (SB P.47-49 and 68;WB, P.81)



UNIT 6: A DAY OUT





- Identify the names of different places where one can spend the day

- Converse using vocabulary related to a different places where one can

spend the day, using Wh. questions and answers in the Present Simple,

can, want to go, Past Simple with did interrogative and short answers , Past

simple of regular and irregular verbs and using the expression What time

does the Science Museum open? At ten o´clock. I want to go to the

circus.Did he buy a pizza? Yes he did.. Did she buy sweets? No she didn´t..

I went to a school trip.



- Sing a song .




texts, the names of different places where one can spend the day




Identify sounds /k/y /s/.



related to different places where one can spend the day.



- What time does the Science Museum open? At ten o´clock. I want to go

to the circus.Did he buy a pizza? Yes he did.. Did she buy sweets? No she didn´t..

I went to a school trip..



phonics, song.










II. CONTENTS



- Identification of names of different places where one can spend the day

(SB P. 51-59 &WB, P. 61-72)

- Dialogues using vocabulary related to different places where one can spend

the day and using the expression What time does the Science Museum

open? At ten o´clock. I want to go to the circus.Did he buy a pizza? Yes he

did.. Did she buy sweets? No she didn´t.. I went to a school trip. (SB P. 51-

59 and 69&WB, P. 61-72 and 82)


- A short story . (SB, P.53 and 58-59)

- Song (SB, P.59)



- General comprehension and identification of specific vocabulary in different

simple texts, the names of different places where one can spend the day

(SB P. 51-59 and 69&WB, P. 61-72 and 82)


Comprehension of simple written texts with words studied (WB, P.61-72)

Read a short story, a song and una narration. (SB, P.51, 53- 59)

Identification of and differentiation between sounds in specific vocabulary (SB P.

51-59 and 69&WB, P. 61-72 and 82)



related to different places where one can spend the day (SB P. 51-59 &WB, P. 61-

72)

Interests: word groups.

Comprehension and correct application of grammar:


What time does the Science Museum open? At ten o´clock. I want to go to the

circus.Did he buy a pizza? Yes he did.. Did she buy sweets? No she didn´t.. I went

to a school trip. (SB P. 51-59 and 69&WB, P. 61-72 and 82)

Use and differentiate between sounds and letters. (SB P. 51WB, P.61)


phonics, song (SB P. 51&WB, P. 61)




different classroom activities. (SB P. 51-59 and 69&WB, P. 61-72 and 82)


cultures where the target language is spoken. . (SB P.69 WB, P.82 TB P. 159 and

161)

Be receptive to and learn mathematical forms ( SB P.50, 51, WB P62,63,67,69 ,

71)

Organisation of personal work as a strategy to progress in learning. (SB P. 51-59

and 69&WB, P. 61-72 and 82)


classroom context . (SB P. 51-59 and 69&WB, P. 61-72 and 82)

Active participation in activities and group work (SB P. 51-59 and 69&WB, P. 61-

72 and 82)





unit:

Converse about different places where one can spend the day… (SB, P. 51-59)

- Narration (SB, P.54-57 WB P. 69)

- Perform a d ialogue (SB, P.53, 58-59).


Data processing and digital competence


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

petences via the course using internet resources ( SB P.55, TB P.163, 164 and

165)


- Dialogues and communicative exchanges ( SB Ps 50-59, TB P. 162).




place..

Artistic and cultural competence Sing a song, act out un cuento. (SB, P.51, 53 and 58-59)


(Cultural lessons: A special day SB P. 69, TB P. 153, 159 and 161)



Act out a short story: ( SB P.53, 58-59)


vocabulary learnt..


Manage one’s own abilities in the review sections (WB, Pi.66-67 TB

P.147,148,151,155,161).


P. 149, 157, 163)








This competence involves accurate perception of the physical space in which life and

human activity develop, and the ability to interact therein. TB P. 159





This competence is developed in the unit via : SB P.50, 51 WB P. 62,63, 67, 69, 71.




Literary genres:


Narration ( SB P54-57)


Complete a description (, WB P.62,65,70)

Perform a dialogue/Song (SB Ps 51 , 53 , 58-59)




- Pronunciation bank (Unit 6-SB P. 51WB, P. 61)


VI. ASSESSMENT






Assessment criteria




- Unit 6 & 5-6 Test Audio, Tests and Resource CD-ROM.

- Listening Test - Teacher’s Resource CD-ROM - ; SB P.50-59) Tests Unit 6

& 5-6,




CD-ROM;

- Act out a conversation (Role-play - Speaking Tests, TR CD-ROM; SB P.53,

58-59).


P.51, WB P.65






Vocabulary


- ,

related to different places where one can spend the day.


Grammar



What time does the Science Museum open? At ten o´clock. I want to go to

the circus.Did he buy a pizza? Yes he did.. Did she buy sweets? No she didn

´t.. I went to a school trip. (SB P. 51-59 and 69&WB, P. 61-72 and 82)

Phonetics

Apply knowledge acquired regarding pronunciation .( SB P.51& WB P.61)


Assess use of basic strategies which favour progress in learning. (SB P. 51-59

and 69&WB, P. 61-72 and 82)



linguistic diversity as an enriching element . (SB P.54-57 and 69;WB, P.82)


language is spoken(TB P.159. 161)


7. TIMING EXPLORERS 5: YEAR 20--/20--*

UNIT APPROX. Nº SESSIONS

APPROX. TIMING (45 MIN PER SESSION) NOTES and OBSERVATIONS

Meet the explorers! 1 45 min*

Hello! 4 3hours

1 In the trees 12 9hours

2 Let´s do sport 14 10hours 30 min

3 Cillections 12 9hours

4 Animals all around 14 10hours 30 min

5 Places and people 12 9hours

6 A day out 14 10hours 30 min

Culture ,Festivals and Extensive Reading 10 7 hours and 30min*

TOTAL e.g approx 93 72hours 15 min

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 TR CD-ROM

Teacher´s Resource CD-ROM

OI Oral interaction

AS All skills


MEET THE EXPLORERS

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIAL1

45’Warm up. TB, P. 23

Sing a rap.Revise the vocabulary and structures from previous levels .Spell words Seek information in a picture SB

- Practise greetings.

- Learn the rap.- Introduction of unit contents and planning of

objectives and activities. - , Listen, repeat and find words - Listen to guess the word.- Do questions and answers in pairs- Read some sentences and indicate whether they are true or false

CO,EO

CE, CO, EO

CE, CO, EO

P-A, TI

P-A

TI, TG, TP

TRP cBCD

Reinforcement activities-Exercises in the TB, P. 24-Wordlist, TB 23

Extension activities:- Optional activity: TB P.24

Do suggested activity

Do exercises to recycle and extend vocabulary

CE, EE

CE, EO

TI

TI, TG

WBTRP

TB


HELLO



Introduce the course characters.Revise questions and answers about age, the family and our favourite things.Practise the vocabulary in the context of a dialogue

SB, P. 2 WB P.3

Say goodbye

-With Hello and the Explorers Song

- Read about the children , listen and say their names

- Introduction of unit contents and planning of objectives and activities.

- Match questions and answers.- Do questions and answers in pairs

- Following a code match names and pictures . Then Listen to check if correct-Write a text about oneself

CO,EO

CE, CO, EO

CE, CO, EO

P-A, TI

P-A

TI, TG, TP

TRP SBCD

Reinforcement activities-Do suggested activity TB P.26

Extension activities:- Optional activity for all and for

fast finishers TB P.26

Completion of suggested exercises to reinforce and Consolidate studies.


CE, EE

CE, EO

TI

TI, TG

WBTRP

TB


245’

Warm-up activity.TB P.27Read and understand a storyAct out a scene from the storyGoodbye

TB, P. 27SB P.3 WB P. 4

- Listen and Read a story - Do questions about the story.:- Leer the story again and match sentence halves- Write a questions .- Completar Listen and check answers - Performance of the story

CO, EO,

CE, CO,

CO, EO

P-A

TI, TP, TG

TP, TG

SB CDTB

Reinforcement activitiesDo recommended activities in TB P.28Extension activities:Do recommended activities in TB P.28

Do exercises in WB to consolidate studies

Do exercises to improve oral and written skills.

CE, EE

CE, EE

TI

TI

WB

WBTB

345’

Warm-up activity: TB P. 29

Listen for gist of storyIntroduce a new grammar structure: the possessive ´sPractise the new structure via an oral expression activity SB, P. 4 WB P. 5 TB P. 30Goodbye

- Read questions , Listen and match with the

pictures- Observe picture frames, Listen and repeat

sentences- Read and say whether true or false- Read and number the pictures - Write sentences using the possessive case.- Play a game -

CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD

Reinforcement activitiesExercises in the TB, P. 30Extension activities:Optional activity TB P. 30


Do exercises to extend grammatical knowledge

CE, EE

CE, EE

TI

TI

WBTRP

TRP


445’

Warm-up activity.TB P.31

Ask and answer questions about birthdaysIntroduce a new linguistic feature: how to say and write dates and ordinal numbers from 1 to 31GoodbyeSB, P. 5 WB p. 6

-

- Listen , and repeat dates- Listen , indicate on a calendar and repeat.- Write a answers - Listen and write the dates- Do questions and answers- Complete a crossword.

CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB

Reinforcement activities-Exercises in the TB, P. 32

Extension activities:-Optional activity: Vocabulary (TB P.32)-Picture Dictionary


Do exercises to recycle and extend vocabulary .

CE, EE

CE, EE

TI

TI

TRP

TB


UNIT 1: IN THE TREES



Introduce and Practise the first vocabulary blockRevise the Present Contínuous: Questions and answersFlashcards Practise the language in the context of a DialogueRevise the sound /i/

SB, P. 6 TB P.33 WB P.7

Goodbye

.

- Observe flashcards to introduce the vocabulary .- Introduction of unit contents and Listen, repeat

and indicate pictures - Listen to names to say the number- Read questions and match with answer- Dialogue with a classmate practising the Present

Conrinuous- Write and complete with the correct letter- Write sentences using the data provided- Listen and repeat words to practise a sound

CO,EO

CE, CO, EO

CE, CO, EO,

P-A, TI

P-A

TI, TG, TP

TRP SBCD

Reinforcement activities-Do activities to reinforce previous work-Wordlist, TB 33-34

Extension activities:- TB P.34



CE, EE

CE, EO

TI

TI, TG

TR CD-ROMTB


245’

Warm-up activity. TB P.35Development activities: (Grammar)Revise vocabulary from previous levels which are useful for this unitRevise the Present Continuous affirmative and negative via a songFocus on a learning strategy like: organising vocabulary Revise the page quickly to solve the Quest puzzleGoodbyeSB, P. 7 , WB P. 8 TB P. 35 and 36

- Listen to words saying the number and repeating after listening again- Listen and learn a song- Read a text - Complete a table- Read a text about Diana , writing the differences compared with picture A-Ask a classmate questions via a game

CO, EO,

CE, CO,

CO, EO, EE

P-A

TI, TP, TG

TP, TG

SB CDTB

Reinforcement activitiesDo a reinforcement sheet Extension activities:Do an extension sheet

Do reinforcement sheet 1 of unit 1 to consolidate studies


CE, EE

CE, EE

TI

TI

TR CD-ROMTB

345’

Warm-up activity TB P.37Listen for gist.Listen for specific information.Introduce the first new grammatical structure: Present continuous: short answersPractise the new structure via an oral expression activitySB, P. 8, WB P. 9 TB P.37-38

Goodbye

- Listen to a text and answer - Listen de a text indicating True or False- Observe some picture frames , Listen and repeat - Read some sentences to guess and play in pairs- Read and write the correct letter .- Order the words in a question and Write the

answers

CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD

Reinforcement activitiesDo the suggested activityExtension activities:Do a suggested activityTB P.38Grammar WB P.83



CE, EE

CE, EE

TI

TI

TR CD-ROMTB


445’

Warm-up activity.TB P. 39

Consolidate and Practise the main language and the grammar structures in the context of a story Develop reading comprehension skills Discuss story and act out a shortened version FlashcardsSB, P. 9, WB P. 10 TB P. 39Goodbye

- Listen and Read a story - Listen to the story again answering with Yes or No- Complete the dialogue checking that the answers

are correct- Performance of the play - Write a text about the story

CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB

Reinforcement activities-Reinforcement exercises TB P. 41

Extension activities:-Extension exercises (TB P.41)



CE, EE

CE, EE

TI / TP

TI/ TPTB

545’


Introduce and practise new vocabulary.Read and understand la narration de un suceso en first person .Develop reading comprehension skills Introduce and practise the second new grammar structure to be +adjetivos questions and answersSB, P. 10 WB P.11 TB P. 42Goodbye

- Introduction of vocabulary via flashcards- Listen and repeat words- Read and listen to short textsmatching

the text with the pictures- Read the texts and answer questions- Observe, listen and repeat sentences- Write sentences , draw oneself and write

a sentence , following the example - Write questions about the previous

activity and practise with a classmate .- Complete some picture frames, listen

and check they are correct

EO

CE, CO, EO

TG

TI, TG, TP

SB

CD WB TB

Reinforcement activitiesDo the reinforcement sheet 3 of unit 1Extension activities:Do the extension sheet 3 of unit 1


Do exercises to extend knowledge of grammar and vocabulary.

CE, EE

CE, EE

TI

TP, TG

TR CD-ROMTB


645’

Warm-up activity. TB P.44

Consolidate the two new grammatical structuresConsolidate the new vocabulary and revisionPersonalise the unit language.Listen for specific information.Check information via questionsWB P. 12-13 TB P. 45

Goodbye

-Listen and write names.-Answer questions dadas.-Write about the other children in the picture-Do questions and answers-Tick the sentences you think are correct and write more sentencesEnd sentences and find the answer to the question

CE, CO

CO,EO, CE,EE,

P-A

TI

SBCDWBTB

Reinforcement activitiesDo suggested activities in TB P. 45Extension activities: Do suggested activities in TB P. 45


Do suggested activities

CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TR CD-ROMTB

745’

Warm-up activity. TB P.45Learn things about los distintos estratos de un bosque and entender a text about los habitats de las plantas and the animalsque viven en él.Find information in a textSB, P. 11, WB P. 14 TB P. 45

Goodbye

- Conversation about the flashcards-Read, listen and answer some questions -Listen and find word heard-Observe the picture and say whether it is True or

False-Find information on Internet-Write the appropriate word for esch number-Write about two examplesfollowing an example

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB

Reinforcement activitiesReinforcement activity in TB P.47Extension activities: Reinforcement activity in TB P.47



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


845’

Warm-up activity. TB P.48Understand a text about an outdoor centre in the UKPractise and extend unit language in a real world contextRecognise the form of a particular type of text: postcards.Read for gist and specific information.Transfer information to a tableSB, P. 12-13, WB P. 15 TB P. 49

Goodbye

-Observe, read say the number.-Read postcards and match texts and postcards-Read the postcards again and write True or False.Match postcards and drawings.Read the postcards again and complete the table-Do the activities

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB

Reinforcement activitiesDo the suggested reinforcement sheet 1Extension activities:Do the suggested extension sheet



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

945’

Warm-up activity. TB P 50Create and practise a dialoguePlan and write a postcardAssess one’s own learning and performance in the unitTB P. 50 SB P.13 WB P.16

Goodbye

- Observe the photos of Marek, listen and say the letter

-Listen and repeat a text-Prepare and practise a new Dialogue.- Prepare a Portfolio-Write notes for your postcard and write it.-Read the sentences and indicate with a tick

CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

945’

Reinforcement activitiesDo activity suggested in TB P. 51Extension activities:Do activity suggested in TB P. 51Test Unit 1



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TBTR CD-ROM


1045’

Warm-up activity. TB P.52Obtain information watching episode of DVDWrite about English culture: visit to an outdoor centreConsider the importance of protecting the environmentTB P. 52-54

Goodbye

-Do sheet 1 of the DVD

CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1145’


Goodbye

- Do sheet 2 of the DVD

CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1245’


Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD


UNIT 2: LET´S DO SPORTS!



Introduce and practise a block of new vocabularyRevise questions and short answers in Present Simple with doFlashcards Practise the language in the context of a DialogueRevise the sound /b/ /v/

SB, P. 14 TB P.55 WB P.17

Goodbye

.

- Observe flashcards to introduce the vocabulary .- Introduction of unit contents and Listen, repeat

and indicate pictures - Listen to names to say the number - Read questions and match with answer- Dialogue with a classmate Present Simple- Write sentences using a verb and a sport - Write questions to ask classmates- Listen and repeat words to practise a sound

CO,EO

CE, CO, EO

CE, CO, EO,

P-A, TI

P-A

TI, TG, TP

TRP SBCD

Reinforcement activities-Do activities to reinforce previous work-Wordlist, TB 55

Extension activities:- Ideas bankTB P56



CE, EE

CE, EO

TI

TI, TG

TR CD-ROMTB


245’

Warm-up activity. TB P.35Development activities: (Grammar)Revise vocabulary from previous levels which are useful for this unitRevise the Present Simple affirmative and negative first person , via a songFocus on a learning strategy like: learning vocabulary Revise the page quickly to solve the Quest puzzleGoodbyeSB, P. 15 , WB P. 18 TB P. 57y 58

- Listen to words saying the number and repeating after listening again- Listen , find sports and learn a song- Read a text - Complete a table- Match sentences with pictures-Read about Anna , writing True or False- Write sentences about oneself

CO, EO,

CE, CO,

CO, EO, EE

P-A

TI, TP, TG

TP, TG

SB CDTB




CE, EE

CE, EE

TI

TI

TR CD-ROMTB

345’

Warm-up activity TB P.59Listen for the main idea.Listen for specific information.Introduce the first new grammatical structure: 3ª person Present Simple affirmative and negative Practise the new structure via an oral expression activitySB, P. 16, WB P. 19 TB P.59

Goodbye

- Listen to a text and answer about a sport - Listen to the text again indicating True or False- Observe some picture frames, Listen and repeat - Read some sentences to guess and play in pairs- Read and complete sentences.- Write about Hayley, Josh and Poppy

CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD




CE, EE

CE, EE

TI

TI

TR CD-ROMTB


445’



- Listen and Read a story - Listen to the story again answering with Yes, he

does or No, he doesn´t- Complete the dialogue checking that the answers


CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB





CE, EE

CE, EE

TI / TP

TI/ TPTB

545’


Introduce and practise new vocabulary.Read and understand a newspaper interviewDevelop reading comprehension skills Introduce and practise the second new grammar structure Present Simple: questions and answers brevesSB, P. 18 WB P.21 TB P. 64Goodbye

- Introduction of vocabulary via flashcards- Listen and repeat words- Read and listen to short texts matching

the text with the pictures- Read the texts indicating True or False- Observe, listen and repeat sentences- Complete sentences with one of the

words indicated - Order the words in some sentences ,

writing las answers and Listen to see if they are correct

- Ask a classmate four questions about Hernando

EO

CE, CO, EO

TG

TI, TG, TP

SB

CD WB TB

Reinforcement activitiesDo the reinforcement sheet TB P. 65Extension activities:Do the extension sheet TB P. 65



CE, EE

CE, EE

TI

TP, TG

TR CD-ROMTB


645’


Consolidate the two new grammatical structuresConsolidate the new vocabulary and revisePersonalise the unit language.Listen for specific information.Check information via questionsWB P. 22-23 TB P. 66

Goodbye

-Listen and complete data.-Observe sentences and write other similar ones.-Observe, read and write sentences about the picture-Do questions and answers-Tick the sentences you think are correct and write more sentencesEnd sentences and find the answer to the question

CE, CO

CO,EO, CE,EE,

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TR CD-ROMTB

745’

Warm-up activity. TB P.68Read and understand a text about a school projectObtain information from a bar chartSB, P. 19, WB P. 24 TB P. 68

Goodbye

- Conversation about the flashcards-Read, listen and answer some questions -Read again and indicate whether True or False-Observe Kelly’s graph and answer-Find information on Internet-Match numerical and written form of numbers-Use these numbers to complete a table-Observe a bar chart to complete sentences

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


845’

Warm-up activity. TB P70Understand a text about school sport Practise and extend unit language in a real world contextRecognise the form of a particular type of text: posts de internet.Leer para captar la idea central e specific information.Transfer information to a tableSB, P. 20-21, WB P. 25 TB P. 70

Goodbye

-Observe, read and listen to a text.-quickly read web posts-Read web posts again and answer-Read and write the letters M, J or M and J.Read web posts again and complete the table

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB

Reinforcement activitiesDo the reinforcement sheet propuesta TB: 71Extension activities:Do the extension sheet in the TB71



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

945’

Warm-up activity. TB P72Crear and practise a dialoguePlan and write un post de internetAssess one’s own learning and performance in the unitTB P. 72 SB P.21 WB P.26

Goodbye

- Observe the photos of Mel, listen and say the letter-Listen and repeat a text-Prepare and practise a new Dialogue.- Prepare a Portfolio-Write notes para your web post and Write a ésta.-Read the sentences and indicate with a tick

CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

’ Reinforcement activitiesDo activity suggested in TB P. 73Extension activities:Do activity suggested in TB P. 73Test Unit 2 and 1&2



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TBTR CD-ROM


1045’

Warm-up activity. TB P.74Obtain information watching episode of DVDWrite about English culture: popular sports at school and elsewhereConsider the importance of keeping fit and playing sportTB P. 74-75Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1145’

Warm-up activity. TB P.74Obtain information watching episode of DVDWrite about English culture: popular sports at school and elsewhereConsider the importance of keeping fit and playing sportTB P. 74-75

Goodbye

- Do sheet 2of the DVD

CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1245’

Warm-up activity. TB P.74Obtain information watching episode of DVDWrite about English culture: popular sports at school and elsewhere

Consider the importance of keeping fit and playing sportTB P. 74-75

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1345

Warm-up activity. TB P.75Revise the grammar and vocabulary from units 1&2 in the context of a story

SB P. 22-23 WB P. 27 TB P.77

Listen and Read the story.Write the number of the picture frameOrder the words in a sentence.Observe activity 2 and indicate the number of the

person speaking


1445

Warm-up activity. TB P.78Revise the grammar and vocabulary from units 1&2 in the context of a story Act out the story

SB P. 22-23 WB P. 28 TB P.78

- Performance of the story.-Match the correct sentences _ Answer questions

UNIT 3: COLLECTIONS

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIAL


1 45’

Warm up. TB, P. 79

Introduce and Practise the block of new vocabularyRevise Present Simple: Questions and short answersFlashcards Practise the language in the context of a dialogueRevise the sound /g/ and /d

SB, P. 24 TB P.79 WB P.29

Goodbye

.

- Observe flashcards to Introduce the vocabulary .- Introduction of unit contents and Listen, repeat

and indicate pictures - Listen to names to say the number - Read questions and match with answer- Dialogue with a classmate practising the Present

Simple- Find words in a word search- Write sentences about oneself and one’s friends- Listen and repeat words to practise a sound

CO,EO

CE, CO, EO

CE, CO, EO,

P-A, TI

P-A

TI, TG, TP

TRP SBCD

Reinforcement activities-Do activities to reinforce previous work-Wordlist, TB 80

Extension activities:- Ideas bank TB P.80



CE, EE

CE, EO

TI

TI, TG

TR CD-ROMTB


245’

Warm-up activity. TB P.81Development activities: (Grammar)Revise vocabulary from previous levels which are useful for this unitRevise There´sa…/ There isn´t a …via a songFocus on a learning strategy like: organizar vocabulary Revise the page quickly to solve the Quest puzzleGoodbyeSB, P. 25 , WB P.30 8 TB P. 82

- Listen to words saying the number and repeating after listening again- Listen and learn a song- Read a text - Complete a table- Read a text answering the question -Following the instructions tick the words you know and cross the ones you do not.-Observe a picture and answer a las questions using : Yes, There i sor No, there isn´t.-Write six questions about the picture and practise con el compañero

CO, EO,

CE, CO,

CO, EO, EE

P-A

TI, TP, TG

TP, TG

SB CDTB




CE, EE

CE, EE

TI

TI

TR CD-ROMTB

345’

Warm-up activity TB P.83Listen for gist.Listen for specific information.Introduce the first new grammatical structure: There are … and There aren´t…Practise the new structure via una actividad de expresión oralSB, P. 26, WB P. 31 TB P.84

Goodbye

- Listen to a text and answer - Listen to a text matching answers - Observe some picture frames , Listen and repeat - Read some sentences to guess and play in pairs- Read and write the correct letter .- Write sentences about the pictures 1 and 2 using

there are and there aren´t

CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD




CE, EE

CE, EE

TI

TI

TR CD-ROMTB


445’



- Listen and Read a story - Listen to the story again answering with True or

False- Complete the dialogue checking that the answers


CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB





CE, EE

CE, EE

TI / TP

TI/ TPTB

545’


Introduce and practise new vocabulary.Read and understand un artículo about una colecciónDevelop reading comprehension skills Introduce and practise the second new grammar structure Are there…? Yes, there are/ No, there aren´t SB, P. 28 WB P.33 TB P. 88Goodbye


the text with the pictures- Read the texts and answer questions- Observe, listen and repeat sentences- Put the words in the questions in order

and write las answers - Write a a or any- Write questions about the classrom,

practise with a classmate

EO

CE, CO, EO

TG

TI, TG, TP

SB

CD WB TB

Reinforcement activitiesDo the reinforcement sheet TB P. 89Extension activities:Do the extension sheet TB P. 89



CE, EE

CE, EE

TI

TP, TG

TR CD-ROMTB


645’


Consolidate the two new grammatical structuresConsolidate the new vocabulary and reviseRead and understand una descripción.Listen for specific information.Check information via questionsWB P. 34-35 TB P. 90

Goodbye

-Listen and Write numbers.-Write about the pictures , using There´s/ There isn´t/ there are/ There aren´t.-Read a text and do the corresponding picture -Do questions and answers-Tick the sentences you think are correct and write more sentencesEnd sentences and find the answer to the question

CE, CO

CO,EO, CE,EE,

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TR CD-ROMTB

745’

Warm-up activity. TB P.92Read about las técnicas especiales utilizadas por Van Gogh para crear su propio estilo.Read and understand a text about los cuadros de Van GoghFind information in a textSB, P.29, WB P. 36 TB P. 92

Goodbye


False-Find information on Internet-Write the appropriate expression in each sentence -Picture and description of a painting by Van Gogh

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


845’

Warm-up activity. TB P.94Understand a text about un museo del transportedel Reino UnidoPractise and extend unit language in a real world contextIdentify two forms of texts: conceptual maps and leafletsRead for gist and specific information.Transferir información a and extraerla de un mapa conceptualSB, P. 30-31, WB P. 37 TB P. 94

Goodbye

-Read and listen to a text matching headings with paragraphs

-Read, listen and answer the questions -Read and complete a conceptual map-Complete a text with words from a conceptual map.

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB

Reinforcement activitiesDo the reinforcement sheet in the TBP.95Extension activities:Do the extension sheet in the TB P.95



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

945’

Warm-up activity. TB P96Crear and practise a dialoguePlan and write a text about una colecició006EAssess one’s own learning and performance in the unitTB P.97 SB P.31 WB P.38

Goodbye

- Observe the photos of Alex listen and say the letter-Listen and repeat a text-Prepare and practise a new Dialogue.- Prepare a Portfolio-Make a conceptual map about your own collection or

another that you know and Write about it.-Read the sentences and indicate with a tick

CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

Reinforcement activitiesDo activity suggested in TB P. 97Extension activities:Do activity suggested in TB P. 97Test Unit 3



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TBTR CD-ROM


1045’

Warm-up activity. TB P.98Obtain information watching episode of DVDWrite about English culture: visit to a museumLearn about British moneyTB P. 98-99

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1145’


Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1245’


Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

UNIT 4: ANIMALS ALL AROUND



1 45’

Warm up. TB, P. 100

Introduce and practise a new lexical groupRevise Questions and answers with Have gotFlashcards Practise the language in the context of a dialogueRevise the sound //

SB, P. 32 TB P.100 WB P.7

Goodbye

.

- Observe flashcards to Introduce el vocabulary .- Introduction of unit contents and Listen, repeat

and indicate pictures - Listen to names to say the number - Read questions and match with answer- Dialogue with a classmate practising have got- Complete a crossword - Write sentences about oneself and about a classmate.- Listen and repeat words to practise a sound

CO,EO

CE, CO, EO

CE, CO, EO,

P-A, TI

P-A

TI, TG, TP

TRP SBCD


Extension activities:- Ideas bankTB P.101



CE, EE

CE, EO

TI

TI, TG

TR CD-ROMTB


245’

Warm-up activity. TB P.102Development activities: (Grammar)Revise vocabulary from previous levels which are useful for this unitRevise questions and short answerscon have got via a songFocus on a learning strategy like: organising vocabulary Revise the page quickly to solve the Quest puzzleGoodbyeSB, P. 33 , WB P. 40TB P. 102

- Listen to words saying the number and repeating after listening again- Listen and learn a song- Read a text - Choose 8 words and do the pictures - Order the words in some questions and answer , then Listen to see if they are correct-Do a game

CO, EO,

CE, CO,

CO, EO, EE

P-A

TI, TP, TG

TP, TG

SB CDTB

Reinforcement activitiesDo a reinforcement sheet TB P.103Extension activities:Do an extension sheet TB P. 103



CE, EE

CE, EE

TI

TI

TR CD-ROMTB

345’

Warm-up activity TB P.104Listen for gist.Listen for specific information.Introduce the first new grammatical structure: The comparative in affirmative and interrogative sentences with short adjectives Practise the new structure via an oral expression activitySB, P. 34, WB P. 41 TB P.104

Goodbye

- Listen to a text and answer - Listen de a text indicating True or False- Observe some picture frames , Listen and repeat - Read some sentences to guess and play in pairs- Read and write the names.- Write sentences - Write questions to ask a classmate

CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD

Reinforcement activitiesDo the suggested activity TB 105Extension activities:Do a suggested activityTB P.105Grammar WB P.89



CE, EE

CE, EE

TI

TI

TR CD-ROMTB


445’


Consolidate and Practise the main language and the grammar structures in the context of a story Develop reading comprehension skills Discuss story and act out a shortened version FlashcardsSB, P.35, WB P. 42 TB P. 107Goodbye



CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB





CE, EE

CE, EE

TI / TP

TI/ TPTB

545’


Introduce and practise new vocabulary.Read and understand un blog on internetDevelop reading comprehension skills Introduce and practise the second new grammar structure the superlative in sentences with short adjectivesSB, P. 36 WB P.43 TB P. 109Goodbye

- Introduction of vocabulary via flashcards- Listen and repeat words- Read and listen to short texts matching

the text with the pictures- Read texts and answer questions- Observe, listen and repeat sentences- Write sentences , following the example - Reapuesta a questions then listen to

check if correct- Write more questions to ask a classmate

EO

CE, CO, EO

TG

TI, TG, TP

SB

CD WB TB

Reinforcement activitiesDo the activity in the TB110Extension activities:Do the activity in the TB110



CE, EE

CE, EE

TI

TP, TG

TR CD-ROMTB


645’



Goodbye

-Listen and write names.-Read sentences and write True or False.-Write about the other children in the picture-Do questions and answers-Tick the sentences you think are correct and write more sentencesEnd sentences and find the answer to the question

CE, CO

CO,EO, CE,EE,

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TR CD-ROMTB

745’

Warm-up activity. TB P.113Learn things about different animals and how they reproduceFind information in a textSB, P. 37, WB P. 46 TB P. 113

Goodbye


False-Find information on Internet-Write the appropriate word for each number-Write about the animals following an example

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


845’

Warm-up activity. TB P.115Understand a text about a trip to the zooPractise and extend unit language in a real world contextRecognise the form of a particular type of text: las postales.Read for gist e specific information.Transfer information from notes to a text SB, P. 38-39, WB P47 TB P. 115

Goodbye

-Observe, read and listen to a text-Read the cards-Listen and Read the texts again and write True or

False.Read a text and complete the notes .Using some notes complete a text

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB

Reinforcement activitiesDo the reinforcement sheet TB 116Extension activities:Do the extension sheet TB 116



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

945’

Warm-up activity. TB P.117Crear and practise a dialoguePlan and write an information sheet about a petAssess one’s own learning and performance in the unitTB P. 117 SB P.39 WB P.48

Goodbye

- Observe the photos of Clara, listen and say the letter

-Listen and repeat a text-Prepare and practise a new Dialogue.- Prepare a Portfolio-Write notes about your pet or ideal pet.-Read the sentences and indicate with a tick

CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

945’

Reinforcement activitiesDo activity suggested in TB P118Extension activities:Do activity suggested in TB P. 118Test Unit 4 and 3&4



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TBTR CD-ROM


1045’

Warm-up activity. TB P.119Obtain information watching episode of DVDLearn things about English culture: visit to London zooConsider the importance of looking after a petTB P. 119-120

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1145’


Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1245’


Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1345

Warm-up activity. TB P.121Revise the grammar and vocabulary from units 3 and 4 in the context of a story

SB P. 40-41 WB49 TB P. 121

-Listen and Read a story Put sentences in order- Complete and match sentences, about the story

CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB


1445


Act out the story

SB P. 40-41 WB50 TB P. 122

-Order and write A or B-Circle the names -Write sentences about Betty

CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

UNIT 5: PLACES AND PEOPLE




Introduce and practise a new lexical groupRevise questions with Where…?Flashcards Practise the language in the context of a dialogueRevise the sound //

SB, P. 42 TB P.124 WB P.51

Goodbye

.

- Observe flashcards to Introduce the vocabulary .- Introduction of unit contents and Listen, repeat

and indicate pictures - Listen to names to say the number- Read questions and match with answer- Dialogue with a classmate practising Where…?- Complete a word search- Write sentences about where they live- Listen and repeat words to practise a sound

CO,EO

CE, CO, EO

CE, CO, EO,

P-A, TI

P-A

TI, TG, TP

TRP SBCD





CE, EE

CE, EO

TI

TI, TG

TR CD-ROMTB


245’

Warm-up activity. TB P.126Development activities: (Grammar)Revise vocabulary from previous levels which are useful for this unitRevise prepositions of place via a songFocus on a learning strategy like looking for words in a dictionaryRevise the page quickly to solve the Quest puzzleGoodbyeSB, P. 43 , WB P. 52TB P. 126

- Listen to words saying the number and repeating after listening again- Listen and learn a song- Read a text - Write words in the correct section - Observe picture and complete sentences , then Listen to see if they are correct-Write more sentences and ask a classmate

CO, EO,

CE, CO,

CO, EO, EE

P-A

TI, TP, TG

TP, TG

SB CDTB




CE, EE

CE, EE

TI

TI

TR CD-ROMTB

345’

Warm-up activity TB P.127Listen for gist.Listen for specific information.Introduce the first new grammatical structure: questions in the pasrt with the verb to bePractise the new structure via an oral expression activitySB, P. 44, WB P. 53 TB P.128

Goodbye

- Listen to a text and answer - Listen to a text indicating True or False- Observe some picture frames , Listen and repeat- Read some sentences to guess and play in pairs- Observe drawings to complete a dialogue.- Answer questions about the pictures - Write questions to ask a classmate

CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD




CE, EE

CE, EE

TI

TI

TR CD-ROMTB


445’



- Listen and Read a story - Listen to the story again answering with True or

False- Complete the dialogue checking that the answers


CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB





CE, EE

CE, EE

TI / TP

TI/ TPTB

545’

Warm-up activity.TB P.133

Introduce and practise new vocabulary.Read and understand a descriptive textDevelop reading comprehension skills Introduce and practise the second new grammar structure 3º person singular and plural Was/Were affirmative and negative SB, P. 46 WB P.55 TB P. 133Goodbye


the text with the pictures- Read the texts and answer questions- Read some questions about the text

and say whether they are True or False- Write dates, following the example - Write texts about John and Carol using

data provided- Match information and answers about

Arthur and Belinda

EO

CE, CO, EO

TG

TI, TG, TP

SB

CD WB TB




CE, EE

CE, EE

TI

TP, TG

TR CD-ROMTB


645’


Consolidate the two new grammatical structuresConsolidate the new vocabulary and reviseListen for specific information.Check information via questionsWB P. 56-57 TB P. 111

Goodbye

-Listen and order the dialogues.-Write was or were.-Read a text completing it with a past form of the verb To be-Do questions and answers-Tick the sentences you think are correct and write more sentencesEnd sentences and find the answer to the question

CE, CO

CO,EO, CE,EE,

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TR CD-ROMTB

745’

Warm-up activity. TB P.137Learn to use the symbols on a plan.Read and understand a text about how to use a planFind information in a textSB, P. 47, WB P. 58 TB P. 137

Goodbye

- Conversation about the flashcards-Read, listen and answer some questions -Find information on Internet-Read and write, marking the route on the plan-Measure and answer the questions

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


845’

Warm-up activity. TB P139Understand a text about a trip to a green cityPractise and extend unit language in a real world contextRecognise the form of a particular type of text: a newspaper articleRead for gist and specific information.Transfer information to a tableSB, P. 48-49, WB P 59 TB P. 139

Goodbye

-Observe, read and listen to a text-Read texts matching headings with paragraphs-Listen and Read the texts again and write True or

False.Read a text and Answer the question Numeración en orden de frases.Find and write differences between the past and now

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

945’

Warm-up activity. TB P142Create and practise a dialoguePlan and write a descriptive text about el lugar en que vivesAssess one’s own learning and performance in the unitTB P. 142 SB P.49 WB P.60

Goodbye

- Observe the photos of Leo, listen and say the letter-Listen and repeat a text-Prepare and practise a new Dialogue.- Prepare a Portfolio-Write a text about where one lives.-Read the sentences and indicate with a tick

CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

Reinforcement activitiesDo activity suggested in TB P143Extension activities:Do activity suggested in TB P. 143Test Unit 5



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TBTR CD-ROM


1045’

Warm-up activity. TB P.143Obtain information watching episode of DVDLearn things about English culture: visit to the green city of ModburyConsider the importance of protecting the environment thanks to recyclingTB P. 143-144

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1145’


Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1245’


Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

UNIT 6: A DAY OUT




Introduce and practise a new lexical groupRevise questions with interrogative words (Wh-questions) and answers in Present SimpleFlashcards Practise the language in the context of a dialogueRevise the sound /

SB, P.50 TB P.147 WB P.61

Goodbye

.

- Observe flashcards toIntroduce el vocabulary .- Introduction of unit contents and Listen, repeat

and indicate pictures - Listen to names to say the number- Read questions and match with answer- Dialogue with a classmate - Complete a

crossword - Write words and match with pictures-Write sentences about oneself and one’s classmates- Listen and repeat words to practise a sound

CO,EO

CE, CO, EO

CE, CO, EO,

P-A, TI

P-A

TI, TG, TP

TRP SBCD





CE, EE

CE, EO

TI

TI, TG

TR CD-ROMTB


245’

Warm-up activity. TB P.148Development activities: (Grammar)Revise vocabulary from previous levels which are useful for this unitRevise sentences with can and I want to..in the context of a songFocus on a learning strategy like: correcting spellingRevise the page quickly to solve the Quest puzzleGoodbyeSB, P. 51 , WB P. 62TB P. 148

- Listen to words saying the number and repeating after listening again- Listen and learn a song- Read a text - Correct incorrectly written words- Match sentences , then Listen to see if they are correct-Observe a poster and write about it

CO, EO,

CE, CO,

CO, EO, EE

P-A

TI, TP, TG

TP, TG

SB CDTB


Do reinforcement sheet 1 of unit 1 to Consolidate studies


CE, EE

CE, EE

TI

TI

TR CD-ROMTB

345’

Warm-up activity TB P.150Listen for gist.Listen for specific information.Introduce the first new grammatical structure: The past Simple with Did in interrogative sentencess and short answersPractise the new structure via an oral expression activitySB, P. 52, WB P.63 TB P.150

Goodbye

- Listen to a text and answer - Listen to a text indicating a or b- Observe some picture frames , Listen and repeat - Read some sentences to guess and play in pairs- Put in order the words in a question and write the

answer- Write questions to ask a classmate

CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD




CE, EE

CE, EE

TI

TI

TR CD-ROMTB


445’




are correct- Performance of play- Write a text about the story

CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB


Extension activities:-Extension exercises (TB P153)



CE, EE

CE, EE

TI / TP

TI/ TPTB

545’


Introduce and practise new vocabulary.Read and understand an emailDevelop reading comprehension skills Introduce and practise the second new grammar structure the Past Simple of regular and irregular verbsSB, P. 54 WB P.65 TB P. 155Goodbye


the text with the pictures- Read the texts and answer questions- Observe, listen and repeat sentences- Write the past form of the verbs under

the pictures - completar a text , then listen to check if

correct- Write sentences about last weekend

EO

CE, CO, EO

TG

TI, TG, TP

SB

CD WB TB




CE, EE

CE, EE

TI

TP, TG

TR CD-ROMTB


645’



Goodbye

-Listen and put in order-Write questions and answers.-conduct a dialogue with a classmate -Tick the sentences you think are correct and write more sentencesEnd sentences and find the answer to the question

CE, CO

CO,EO, CE,EE,

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TR CD-ROMTB

745’

Warm-up activity. TB P.159Learn things about the defence of a medieval castleFind information in a textSB, P. 55, WB P. 68 TB P. 159

Goodbye

- Conversation about the flashcards-Read, listen and match headings and paragraphs-Listen and find word heard-Read and answer the questions.-Find information on Internet-Write the appropriate word in the correct place-Observe the picture and answer the questions.Match the people with what they say

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB

Reinforcement activitiesReinforcement activity in TB P160Extension activities: Reinforcement activity in TB P.160



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


845’

Warm-up activity. TB P.161Understand a text about bridges in LondonPractise and extend unit language in a real world contextRecognise the form of a particular type of text: notes in a diary.Read for gist and specific information.Transfer information to a diarySB, P. 56-57, WB P.69 TB P. 161

Goodbye

-Observe, read and listen to a text-Listen and Read the texts again and answer -Read a diary and order the pictures .-Complete a diary with the past form of the verbs

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

945’

Warm-up activity. TB P.163Crear and practise a dialoguePlan and write notes about a daytrip Assess one’s own learning and performance in the unitTB P. 163 SB P.57 WB P.70

Goodbye

- Observe the photos of Meena, listen and say the letter

-Listen and repeat a text-Prepare and practise a new Dialogue.- Prepare a Portfolio-Write notes about a daytrip .-Read the sentences and indicate with a tick

CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

’ Reinforcement activitiesDo activity suggested in TB P164Extension activities:Do activity suggested in TB P. 164Test Unit 6 and 5&6



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TBTR CD-ROM


1045’

Warm-up activity. TB P.165Obtain information watching episode of DVDLearn things about English culture: charity walk in LondonConsider the importance of fund-raising for charitiesTB P. 165-166

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1145’


Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1245’


Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1345


SB P. 40-41 WB71 TB P. 168

-Listen and Read a story Put sentences in order- Answer questions about the story.-Write sentences in order

CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB


1445


Act out the storySB P. 40-41 WB72 TB P. 169

-Brief performance of the story-Write sentences about the pictures -Write questions and answers-Play a game

CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

FESTIVAL: CHRISTMAS AROUND THE WORLD



1 45’

Warm up. TB, P. 170

Read about how Christmas is celebrated around the worldWrite an email about Christmas traditions in your countryLearn and sing a Christmas carol.

TB P. 170 SB P.60 WB P.73

- Listen , indicate and repeat words related to Christmas- Listen and Read a text about Christmas and

match words with the pictures - Answer a question about the theme after reading it again- Read Sam’s email and write an answer about Christmas in your country- Complete and sing Christmascarol

CO,EO

CE, CO, EO

EE

P-A, TI

P-A

TI, TG, TP

TRP SBCD

Reinforcement and extension activities

- Do the suggested reinforcement and extension exercises. TB P.171

-


EO,CE, EE TI

TI, TG

WBTRP

TB


245’

Warm up. TB, P. 172

Read and understand a storyRead for gist.Read for specific information

TB P. 172 SB P.61 WB P.74

- Listen observe and indicate correct picture.- Make a Christmas stocking.- Listen and Read a text .- Read the story again and match sentences.- Complete the speech bubbles with expressions provided.

CO,EO

CE, CO, EO

EE

P-A, TI

P-A

TI, TG, TP

TRP SBCD



-


EO,CE, EE TI

TI, TG

TRP

TB


FESTIVAL: WATER DAY 22nd MARCH



Read, understand and answer a questionnaire about waterCalculate how much water is consumed daily.

TB P.175 SB P. 62 WB P.75

Goodbye

- Listen , identify and repeat words- Do a quiz.- Listen and check answers- Match sentences and pictures , then listen to see if they are correct- Read and calculate expenditure

CO,EO

CE, CO, EO

P-A, TI

P-A

TI, TG, TP

TRP SBCD



Do exercises to recycle and extend vocabulary EO, CE, EE

TI

TG

WBTRP TB


245’

Warm up. TB, P. 176

Read and understand a storyRead for gist.Read for specific information

TB P.176 SB P.63 WB P.76

- Observe the pictures and Answer las questions .. - Listen and Read the story.- Read the story again and Answer las questions - Complete speech bubbles with expressions provided

CO,EO

CE, CO, EO

P-A, TI

P-A

TI, TG, TP

TRP SBCD


- Do the suggested reinforcement and extension exercises. TB P. 177

Do exercises to recycle and extend vocabulary EO, CE, EE

TI

TG

WBTRP TB


READ MORE: HOUSES MADE OF WOOD


45’ Warm up. TB, P. 178

.Read and understand texts about unusual housesRead for the main ideaRead for specific informationDiscover things about the lives of children in other countriesTB P. 178 SB P. 64 WB P. 77

- Observe photos and diffferentiate between A and B- Read and check.

- Read the texts again and Answer las questions - Find the words in the texts -Answer questions and write about one’s holidays

CO,EO

CE, CO, EO

EE

P-A, TI

P-A

TI, TG, TP

TRP SBCD


READ MORE: WATER SPORTS


45’ Warm up. TB, P.180

Read and understand texts about water sports Read for the main ideaRead for specific informationDiscover things about the lives of children in other countries

TB P. 180 SB P. 65 WB P. 78

Goodbye

- Observe photos and differentiate between A and B- Read and check.

- Read the texts again and Answer las questions - Find the words in the texts -Answer questions and write about water sports in your country

CO,EO

CE, CO, EO

EE

P-A, TI

P-A

TI, TG, TP

TRP SBCD


READ MORE: INTERESTING COLLECTIONS


45’ Warm up. TB, P182

Read and understand texts about collectionsRead for the main ideaRead for specific informationDiscover things about the lives of children in other countries

TB P. 182 SB P. 66 WB P. 79

Goodbye

- Observe photos and differentiate between A and B.- Read and check.

- Read the texts again and Answer las questions - Find the words in the texts-Answer questions and write about a museum you know

CO,EO

CE, CO, EO

EE

P-A, TI

P-A

TI, TG, TP

TRP SBCD


READ MORE: HELPING ANIMALS IN DANGER



Read and understand texts about endangered animalsRead for the main ideaRead for specific informationDiscover things about the lives of children in other countries

TB P. 184 SB P. 67 WB P. 80

Goodbye


- Read the texts again and Answer las questions - Find the words in the texts-Answer questions and write about animals in your country

CO,EO

CE, CO, EO

EE

P-A, TI

P-A

TI, TG, TP

TRP SBCD


READ MORE: IN MY CITY



.Read and understand texts about people in your cityRead for the main ideaRead for specific informationDiscover things about the lives of children in other countries

TB P. 186 sb P. 68 WB P. 81

Goodbye


- Read the texts again and Answer the questions - Find the words in the texts-Answer questions and write about your city

CO,EO

CE, CO, EO

EE

P-A, TI

P-A

TI, TG, TP

TRP SBCD


READ MORE:ECUADOR



Read and understand texts about fiestasRead for the main ideaRead for specific informationDiscover things about the lives of children in other countries

TB P. 188 SB P. 69 WB P. 82

Goodbye


- Read the texts again and Answer the questions - Find the words in the texts-Answer questions and write about a festival in your country

CO,EO

CE, CO, EO

EE

P-A, TI

P-A

TI, TG, TP

TRP SBCD


Annex I. THE DEVELOPMENT OF KEY COMPETENCES USING EXPLORERS 5

STARTER UNIT: HELLOClass Book Workbook Teacher’s book Teacher’s Resource

CD-ROMLinguistic competence All the activities All the activities All the activities All the activities

Mathematical competence P. 2: match the questions and answers; P 5 ,Listen and readP. 5 Listen andpoint

P. 6: Listen and qrite the dates; Lesson 1: Listen, point and repeat Lesson 1-4Optional activities; Write the answers


P. 2: Follow the colour then write


All the activities

Social and civic competence P.2Read about the childrenP 3. Act4. Look listen and repeat

P4. Write the questionsP 5 Play thr gamr

Lesson 1: Warmer: Comienza la lecciónLesson 3: Ask and answer about you

Cultural and artistic competence P 4 Look listen and repeatP.5: Listen and read

P 3 Look at the code and writeP. 4 Complete listen and checkP 5 Play the game

Lesson 1: WarmerLesson 2 SongLesson 4: Warmer

Songs

Learning-to-learn All the activities All the activities All the activities All the activities

Autonomy and personal initiative Pag. 2: Read about the children.P. 4 Read and say True or False: Listen and matchP. 5: Look at the explorers and read the questions…

P. 4: WriteP. 5: Complete the months. Then Write

Lesson 1: Warmer + Optional activity; Optional activity ; Read and write the ages; Listen and checkLesson 2:-4 Warmer; Optional activity;

Games

Unit 1: IN THE TREESClass Book Workbook Teacher’s book Teacher’s Resource


Mathematical competence P. 6-7 Listen , and say the number P.9 Order the questionsP. 13 Complete the sentences

Reinforcement and extension activities. Tests


P.6: make more questions. Ask and answer in pairs.P 8: Play the gameP. 9: Listen and read.P.11Woodlands habitatsP12: Lets explore!P 64 Houses made of wood

P.66: Read and write about P.9 Read and write the correct letterP 10-11 Complete listen and checkP 15 Match the postcards and pictures

Lesson 1-12 Warmer : Comienza la lección and Optional activities–Stories flash cards–



P 11: Explore the Internet with your teacher

Pag..52-54 All the activities

Social and civic competence P. 6: Ask and answer in pairs.P. 8: Listen and repeat P 10 Read and listen

P 8 WriteP.9 Make more questions Read and writeP 11: Complete listen and chechP 13 Ask and answer

Lesson 2: Point and sayLesson 6: Ask and answer about you

Cultural and artistic competence P. 7: Song; Sing and doP. 8 Read and guess.Listen and check. Play the gameP. 9: StoryP. 9: Act; P 11 Read again and answer

P.7 Write about the characters. Listen and repeatP 10 Write about the storyP. 11 Write then draw yourself and write a sentenceP. 14 Choose two animals and write about themP 102 Cut out all page

Lesson 1-12 Warmer : Comienza la lección and Optional activitiesCulture note P 49

Songs and phonics


Autonomy and personal initiative P. 7: Listen what´s Bernard doingP. 8Listen and answer, listen again and write True or FalseP. 10: Listen and repeatP. 10: Read and listen match the text and pictures .Listen and repeatP. 12: Read and listemP 13: Look at Marek´s photos. Listen and say the letter

P.7: All the activities P. 8: Complete the word spidersRead abot Diana. Play the gameP. 10: Read the story again and answer Yes or NoP. 11: Write questions about the picturesP. 12: Listen and write the namesWrite about the other childen in the picturesP 14 WriteP. 15: Read the postcards again. Com`plete the tableP 16 All page

Lesson 1-12 Warmer : Comienza la lección and Optional activities


Explorers 5– Oxford University Press 132

Unit 2: LET´S DO SPORTSClass Book Workbook Teacher’s book Teacher’s Resource


Mathematical competence P 14: Listen and say the numberP 15 Listen and say the number

P 21 Order the questionsP. 23 Complete the sentencesP.24 Look at the bar chart and complete the sentencesMatch , listen and repeat


P.14 Listen and say the nameP 15 Listen which sports are in the song .P 19 Understand Bar chartsP. 19Read and listen. Answer the questionsP. 21 Let´s talk

P.18:MatchP 19 Read and complete the sentencesP 24 . Look at the bar chart. Complete the sentencesP 25: Read and write the letters




P 21 Explore the Internet with your teacher P 25: Read and write the letters TB P 74-75 All the activities

Social and civic competence P 14 Make more questions ask and answer in pairsP. 16: Look.Listen and repeat.Play the game in pairsP.23: Let´s talkP. 24Listen and read

P.17 Activity 2P.18 Write True or FalseP.21 Complete the sentencesP.22 Look and writeP 25 Read the web post again Complete the table



Cultural and artistic competence P.15 SongP. 17: Story. ActP.19 Look at Kelly bar chart and answerP. 21: Look at Mel´s photos. Listen and say the letter. Make a new dialogue and practiseP. 22: Listen and readP. 65: Water sports

P. 22: Read, draw and writeP.17 Sounds EnglishP.17 Write two more questions ask friend and write :Yes, I do./ No , I don´tP.25 Read the web posts and complete the tableP 26 Write your web postP 103 Cut out

Lesson 1-12 Warmer : Comienza la lección and Optional activitiesP.67Cultural Note 71

Songs and phonics


Autonomy and personal initiative P. 14: SayP. 15: ReadP.16 Read and guess. Listen an chech. Play the gameP.17: Listen and readP 18 and 19: read again. Write True or FalseP.21 Read and listenP 22 Let´s talk

P. 17: Write. Use a verb or a sportP. 18: Read about Anna. Write True or falseP. 20: Write about the storyP. 21: Choose four questions and ask your patner about HernandoP 22: Look and writeP. 23 Tick the sentences which are true for you: Then write six morePage 26: All the activitiesPage 27 -28 : All the activities

Lesson 1-12 Warmer : Comienza la lección and Optional activitiesactivities



Unit 3: COLLECTIONSClass Book Workbook Teacher’s book Teacher’s Resource


Mathematical competence P 24: Listen and say the LumberP. 25 Listen and say the number

P 34 Listen.Number the roomsP. 35 Complete the sentences…


P.24 Read and matchP 26 Listen again and match .P 27 Listen and readP. 28 Read and listen. Match the text and PicturesP. 29 studying an artist´s styleP. 30 Read and listenfP. 31 Let´s talk

P.31:Read and write the lettersP 34 Write about the picturesP 36 Read and match… P.37 Rean and complete the concept map




P 29 Explore the Internet with your teacher TB P 93-94 All the activities

Social and civic competence P 26 Listen and repeatP.26: Read and guess. listen and check.Play the game in pairs.P.28: Read again and answerP. 29 Look and findP 31 Read the leaflet quickly…P 31. Listen and repeat

P.29 Find, circle and writeP.30 Write questions and ask your patnerP.33 Write more questions about your classroom. Ask your partnerP 35: Ask and answer



Cultural and artistic competence P.25 SongP. 27: Story. ActP. 29: Studying an artist´s style: Read and listenP. 66 Interesting collections

P.29 Sounds EnglishP. 32 Read the story again and write True or FalseP. 34 Read and drawP. 36 Activity 2P 105: Cut out

Lesson 1-12 Warmer : Comienza la lección and Optional activitiesCultural notes. P 94

Songs and phonics


Autonomy and personal initiative P. 24: SayP 25 ReadP. 26: Listen ,Which words do you hear?P.28: : Listen and repeatPag. 29 activity 4P. 31 Look at Alex´s photos. Listen and say the letter

P. 29: Write for sentences about yourself and your patnerP. 30 : Look. Write yes, there is/ No, there isn´tP. 31: Write about picture 1 and 2P. 32 Write about the storyP. 33 Complete with a or anyP. 34 Write about the picturesP.35 Tick the sentences which are true for you. Then write six moreP. 36: Draw a picture in Van Gogh´s style. Describe itP 37 Complete the text…P. 38 All the activities



Unit 4: ANIMALS ALL AROUNDClass Book Workbook Teacher’s book Teacher’s Resource


Mathematical competence P 32: Listen and say the LumberP 33 Listen and say the number

P 40 Order the questionsP. 47 Complete the sentencesP.46 : activities 2 and 3


P.32 Read and matchP 34 look listen and repeat .P 37 EggsP. 38Read and listen. Answer the questionsP. 39 Let´s talk

P.41:Read and write the namesP 42 Complete. Listen and check. P 44 Read and write True or FalseP. 47 Read and complete the notes




P37 Explore the Internet with your teacherP 36 read and listen…

TB P 119-120 All the activities

Social and civic competence P 32 Make more questions ask and answer in pairsP. 34: Look listen and repeatP.36Listen and repeatP. 37 Read , listen and answerP 38 Read and listenP.39 Read the animal cards

P.41 Write questions and ask your partnerP.43 Look at the picture and answer the questions.. Listen and checkP.43 Activity 3P 45 Ask and answer



Cultural and artistic competence P.33 SongP. 35: Story. ActP.36. Activities 2 and 3P. 37:EggsP. 38 Read and listen: P. 40 Listen and readP 67: Helping animal in danger

P. 39: Complete the crossweodP.39 Sounds EnglishP. 40 Choose eight words. Draw word picturesP,42 Write about the storyP 43 Listen and completeP 47 CompleteP. 107 Cut out


Songs and phonics


Autonomy and personal initiative P.32 SayP. 33ReadP. 36: Read again and match. Look listen and repeatP 37 Read again. Write True or FalseP.39 Look at Clara´s photos. Listen and say the letterMake a new dialogue and practise

P. 39: Write four sentences about yourself and your friendsP. 41 Write sentencesP. 42 : Complete listen and checkP.43 and 44: WriteP. 45 Complete. Write about the animalsP.48- 50 All the activities



Unit 5: PLACES ANDPEOPLE Class Book Workbook Teacher’s book Teacher’s

Resource CD-ROMLinguistic competence All the activities All the activities All the activities All the activities

Mathematical competence P 42: Listen and say the numberP.43 Listen and say the LumberP. 44:Activity 1

P. 52: Activity 1P 55Write the datesP. 57: Complete the sentences


P.42 Read and matchP 43 Listen Which places do you hear .P 44 Listen and repeatP. 46 Read and listen…P47 Understanding a mapP.48 Read and listen P 49 Let´s talk

P.51:Find, circle and writeP 53 Look complete the dialogueP 54 Read the story again . Write True or False .P 55 Match, listen and check…P 56.Listen and order the dialoguesP. 57 read and write. draw the route on the map




P 47 Explore the Internet with your teacher TB P 143-144 All the activities

Social and civic competence P. 42: Make more questions. Ask and answer in pairs P 43 Read and Listen and repeatP.44: Read and guess. Listen and check.Play the game in pairsP. 46 Read again. Write True or FalseP. 47-48 Read and listen.P. 49 Let´s talk

P.48 Write the words in order…P.52 Look at the picture. Write Listen and check P.53 Activity 1 and 3P 56 CompleteP. 59 Tick the sentences which are true for you… Ask and answer



Cultural and artistic competence P.43 SongP. 45: Story. ActP.46. Read and listenP. 47: Understanding a mapP. 48: Listen and readP. 49: Make a new dialogue and practiseP 68: In my city

P.50 Sounds EnglishP.52: - 53Now write more sentences. Ask your partnerP. 57 Ask and answerP,59 Find the differences between the past and nowP. 109 Cut out


Songs and phonics


Autonomy and personal initiative P.42 SayP. 43: ReadP.44: Listen again and chooseP 46 Listen and repeat. Read again. Write True or FalseP 47: Understanding a map.P.49 Look at Leo´s photos…

P. 51: Write four sentences about wherte you liveP. 52: Write the words in the correct sectionP. 53 Look at the pictures and answerP. 54 Write about the storyP. 55 Activity 2P.56 All pageP.58 Write . Measure and answer the questionsP. 59: Activities 1 and 2P. 60 All page



Unit 6: A DAY OUTClass Book Workbook Teacher’s book Teacher’s Resource


Mathematical competence P 50-51: Listen , and say the number P 63 Order the questions P. 67 complete the sentences.P 69: Order the PicturesP.71 Order and write


P.50 Look at the newspaper. Then read and matchP. 52 Look listen and repeatP 54 Read and listen P 55 Medieval CastlesP. 56Read and listen. Answer the questionsP. 63 Let´s talk

P.62:Activity 2P 65 completeP 66 Listen and orderP.68 Look at the picture…




P55 Explore the Internet with your teacher TB P 164-165 All the activities

Social and civic competence P 50 Ask and answer in pairsP. 51Where do they want to go this weekend?P.52: Listen again and choose. Play the game in pairsP. 54Listen and read match the text and picturesP. 55Read and listen…P 57: Read again and listen. Let´s talk

P.61 Write and matchP.62 Look at the poster and writeP.63 Write questions ask and answersP.64 Read the story again. Answer Yes or No.



Cultural and artistic competence P.51 SongP. 53: Story. ActP.54. Read again and answerP. 55: Medieval castlesP. 57 Look at Meena´s photos. Listen and say the letter.Make a new dialogue and practiseP. 69 A special day

P.61 Sounds EnglishP.62 Look at the poster and writeP. 64 Write about the storyP. 65 Write sentences about last weekend. Ask and answer. Say True or FalseP.70 : Write about a day outP.111: Cut out

Lesson 1-12 Warmer : Comienza la lección and Optional activitiesCultural notes. P 159, 161

Songs and phonics


Autonomy and personal initiative P.50 SayP. 51: Listen again and repeat. ReadP. 52: Listen and answerP 53 Listen and readP.54 Look listen and repeatP.55 Read again and answer.P 56Read and listen.P.57: Read again and listen and answerP. 58 Listen and read

P.61 Write four sentences about yourself and your friendsP. 62: Match. Write the places from activity 1 Listen and checkP. 64 Read the story again , answer Yes or NoP. 65 Write the verbs… CompleteP.66: All the activitiesP 67 Tick the sentences which are true for you. Then write six more sentencesP 68 Label the castle and match the people and the speech bubblesP. 69-72: All the activities



Extras: STORIES, CULTURE and FESTIVALS Class Book Workbook Teacher’s book Teacher’s Resource CD-

ROM

Linguistic competence All the activities All the activities All the activities

Mathematical competence P 75: Read and calculate


P.60-61: Christmas around the world: Listen and readP. 62-63: Water Day

P 73 and 74 : All the activitiesP. 75 and 76: All the activitiesPage 77 – 82 : All the activitiesand Listen

P.49 Centros aeducativos al aire libre en el Reino UnidoP. 71 La educación física como parte del curriculo en el Reino Unido.P. 94 Museos del transporte en el Reino Unido.P. 115. Los zoos en el Reino UnidoP. 140 Modbury la ciudad costeraP. 159 La invasion normanda de InglaterraP.161 La London Bridges sponsored walk

Data processing and digital competenceSocial and civic competence P 60-63 Listen Read and talk

P.66-67: Listen and read P. 68 -69 Listen and read and do the quiz

P73 Activity 1P 74 Read the story and matchP 75 Match the phrases and the pictures

Cultural and artistic competence P 60-63 Listen Read and talk

P.66-67: Listen and read P. 68 -69 Listen and read and do the quiz

P. 73 Complete and sing the Carol

Learning-to-learn All the activities All the activities All the activities

Autonomy and personal initiative P 60-63 Listen Read and talk P 74 and 76 Complete the soeech bubbles


Annex II. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPART-MENT

3rd 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

Geographicalarea

City

CbetweenSuburb Small town Rural

Nº of students with

Special needs:

Observations:

V. Learning characteristics of the different groups


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 Pupils like learning through play.








guage.



Others.

Group C Pupils like learning through play.







guage.



Others.

Group D Pupils like learning through play.







guage.



Others.

VI. PRIORITISATION OF NEEDS

(To be completed by teachers)

General needs


Specific needs of different groups

Group AGroup BGroup CGroup 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 resourcesSupport teachers

Psychologist

CriteriaAlphabetical 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:


Teacher’s name and position::



Programación Explorers 5 5º Prim. English Destacados... · Web viewTIMING EXPLORERS 5: YEAR...

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