unidad 0 friends - cambridge.es · web view5th grade primary block 1. comprehension of oral texts...

Quick Minds 5Herbert Puchta, Günter Gerngross &

Peter Lewis-Jones

Primary Education

Teaching Programme 5

Quick Minds 5 - Teaching Programme - 1- © Cambridge University Press 2015

1 Methodology

1.1 Philosophy

1.2 What does Quick Minds offer?

1.3 Components

2 Objectives

3 Key Competences

3.1 Introduction

3.2 How Quick Minds helps pupils acquire the Key Competences

3.3 The Key Competences in Quick Minds

3.4 Learning styles

4 Contents

4.1 Content blocks

4.2 Core contents

5 Learning standards

6 Assessment

6.1 Introduction

6.2 Assessment criteria

6.3 Assessment in Quick Minds

6.4 Evaluation in Quick Minds

7 Individual needs

8 Development of units of teaching

8.1 Contents

Block 1. Comprehension of oral texts (Listening)Block 2. Production of oral texts (Speaking)Block 3. Comprehension of written texts (Reading)Block 4. Production of written texts (Writing)

- Communicative functions- Vocabulary- Syntactic-discursive contents:


CONTENTS

- Graphic patterns and sounds- Classroom language

Learning strategiesSociocultural and sociolinguistic aspects

8.2 Key Competences: Descriptors – Activities

8.3 Social awareness

8.4 Cross-curricular links


8.6 Contents - Assessment criteria – Key Competences

Annex - Key Competences Assessment Rubric


1 METHODOLOGY

1.1 Philosophy

Quick Minds introduces pupils to the pleasures of learning English and enables them to consistently improve their level throughout the six books in the series: Quick Minds 1 to 6.

Quick Minds has been designed specifically for schools in Spain, taking the Spanish syllabus into account, and so that the linguistic competences taught are appropriate for the pupils' age groups and their cognitive development.

The course has been written taking into account the proposals included in the Common European Framework. The CEF objectives coincide with those of the Cambridge ESOL (English for Speakers of Other Languages) Cambridge English: Young Learners Tests:

Cambridge English: Starters (below Level A1)Cambridge English: Movers (at Level A1)Cambridge English: Flyers (at around Level A2 of the CEF)

Quick Minds follows the syllabus for the YLE tests so that each cycle of two levels corresponds to one of the tests. Thus, the material covered in the first three levels coincides with that which is required for the Starters test, and the rest of levels (Quick Minds 4, 5 and 6) with the Movers test and part of the Flyers test.

All the levels include examples of the task-types from the tests.

All six levels develop pupils’ abilities in the four skills, listening, speaking, reading and writing, as well as challenging them cognitively and helping them to feel a real sense of achievement in learning. This is very important since meaningful learning is one of the main principles in this course.

As Plutarch reminds us, ‘The mind is not a vessel to be filled, but a fire to be ignited’, and this concept of learning underpins Quick Minds. As pupils learn the most when they are interested and involved, one of the proposals of Quick Minds is the continuous use of attractive materials and engaging activities where pupils will feel physically and mentally active and are encouraged to make sense of the language themselves.

Quick Minds is an exceptionally flexible method which can be used at different schools, in which the number of teaching hours for English may vary. Each unit of Quick Minds is divided into eight lessons, distributed between the Pupil's Book and the Activity Book.

The first six lessons present new language structures, including a chant, a song, an illustrated story (a picture story) with matching activities. Sessions 7 and 8 deal with specific work on the various skills along with a section designed to develop and encourage pupils' creativity and develop an cross-curricular subject (CLIL).


For groups with more teaching hours of English each week, there is extra material included the exercises in the Teacher's Resource Book.

1.2 What does Quick Minds offer?

The materials in Quick Minds have been put together with the attitude that the pupils are not mere language learners. The pupils are taken to be, at all times, explorers who are investigating every facet of the process of learning. The method allows the pupils to sharpen their wits in three ways:

There is a methodological basis that develops reasoning skills which are marked with the Think! symbol along with activities connected with this aim. These reasoning or thinking skills are the basis on which learning is based. Contents and activities will become increasingly complex as the pupils gain in maturity during each school year.

This method also offers CLIL (Content and Language Integrated Learning), which will lead to greater thinking skills, presenting contents which are directly connected with the other subjects in the syllabus.

One of the reasons integrated learning offers such good results is that English is increasingly not just another subject: it is also becoming the language in which Natural Sciences and Social Sciences are taught. This change means that pupils are exposed to the new language and can start to use it in a natural way at the same time as they acquire non-linguistic knowledge.

Games and work in pairs are used to improve pupils' memory and concentration skills.

In Quick Minds 5 activities are presented which contribute to the development of different skills, from observation to more complex reasoning activities such as memorizing, sequencing, categorizing and deciphering coded messages.

Other strategies which Quick Minds use to awaken pupils' interest and enthusiasm include:

Practical tasks such as songs, games, chants, activities in pairs, etc, related to pupils' surroundings. To make language learning a satisfying experience, pupils need activities which are contextualised and relevant to their surroundings. Quick Minds offers numerous opportunities to practice the language actively.

Creativity and learning through action and activity. Drawing, colouring, ‘make and do’, songs, games and chants are all activities which might initially appear to have suspiciously little teaching value with regards to language acquisition. However, these activity types form an integral part of the learning process by enabling pupils to be creative and to help them anchor knowledge more effectively.

Connecting the world outside to the classroom so that pupils learn about the world around them as they learn English. This helps them understand that English is more than a classroom subject and lets them realise ways in which English can be used as a tool for knowledge.


Discovery and development of learner autonomy. So pupils are able to learn effectively, and continue their own process of learning. Children are encouraged to find things for themselves.

Quick Minds awakens and feed pupils' imagination. To do so, as well as telling the method's characters' adventures in each unit (the pupils are superheroes), contexts related to the pupil's lives and experiences are introduced along with specific activities.

The TPR method (Total Physical Response) invites pupils to relax, listen, imagine and visualise before doing a drawing. Part of this method is to provide them with a story to be read in each unit; the language is simple and accessible to all.

Positive values such as respect and tolerance are also encouraged. Helping pupils to appreciate cultural diversity, respect differences and develop human values. Respect for and protection of the natural environment goes hand in hand with the respecting of other human beings. This theme runs throughout the whole of Quick Minds.

These values are presented with the contents of the illustrated story in each unit and, later on, the pupils are invited to discuss them and carry out activities about the meanings behind each reading; for example, the importance of following rules when playing, waiting for your turn and helping our friends and looking after them.

The teacher becomes a guide and facilitator for learning during work in pairs, groups and role plays. Communication activities such as these give the pupils the chance to work independently from the teacher. In these types of activities the teacher’s role is as a guide and facilitator. We should stand back a little from the activity and monitor and assist when necessary.

1.3 Course components

Quick Minds 5 consists of a Pupil’s Book, Online Interactive Activities, an Activity Book, Pupil's Book Audio CD and Activity Book, a Teacher’s Book, a Teacher’s Resource Book with Audio CD, 3 A1-size posters, 166 vocabulary cards (Flashcards and Wordcards) and a CD-ROM with an interactive DVD-ROM for class use with digital boards (Digital Minds) which also has an editable test generator in the style of Cambridge English Young Learners.

The Pupil's Book has 92 full colour pages and is divided into 9 units. There is an introductory unit, Friends, which introduces the method's characters and revises basic concepts which the pupils may already be familiar with such as the numbers 1-100, Good at + ing or the possessive apostrophe. There are 8 pages in each of the other eight units. There is a revision section after every three units.

At the end of the Pupil's Book there are various cut-outs for the different festivities and a series of special activities (Festivals and cut-outs). There are also some stickers which will be used to carry out an activity in each unit.

The pupils' Online Interactive Activities include various games and activities, animated versions of the picture stories, animated songs and a karaoke version which the pupils


can record and listen to again and activities included in the videos which pretend to be real, videos which give them the chance to record themselves playing out different roles (videokes).

The Activity Book is also an 88-page book designed to give pupils further practice with the new language and to help them consolidate their understanding. There is a Picture dictionary section for each unit which is used for Revise where the pupils can also trace the main vocabulary words.

The Teacher’s Book provides teaching notes for each lesson, including recording scripts for all listening activities and answer keys for all activities, an overview of the syllabus for each level and extra activities. Additional ideas are given in coloured boxes:

Warm-up: ideas for starting each lesson, showing the vocabulary from the previous lesson or new structures and vocabulary.

Reinforcement activities: simple ideas to reinforce each lesson's contents without needing to use extra materials.

Extension activity: optional activities to make greater use of the contents of each lesson.

Flashcards and wordcards. 166 flashcards and wordcards which cover all the main vocabulary in the book's units. The flashcards give a picture on one side and the word on the other.

Posters. Quick Minds includes 3 A1-size posters for vocabulary and grammar revision every three units.

The audio CDs contain all the necessary listening material for the Pupil's Book and the Activity Book, including the songs and picture stories. The songs are also available in karaoke format.

The Teacher's Resource Book includes a wide range of activities in order to offer variety, as well as Revise and expansion activities, a page of related optional activities, notes for the teacher with suggestions for other possible activities and a test in each unit on the basic vocabulary and structures studied along with reading, writing and listening activities.

Digital Minds material includes the digital formats of the pages in the Pupil's Book and all the material in the audio CDs. It also included games and interactive activities for class use as well as a Cambridge English Young Learners style test generator.


2 OBJECTIVES

Law 8/2013, 9th December, for the Improvement of Educational Quality,defines the syllabus as a series of objectives in each subject and educational stage; contents, or the ability to activate and apply the contents of each subject and educational stage in an integrated way, competences, or all the, abilities, skills and attitudes which help achieve the objective of each subject and educational stage and the acquisition of competences; didactic methodology, which includes the description of teaching practices and the organization of teachers' work; gradable learning standards and results ; y and criteria of evaluation of the degree of competence acquisition and the objectives of each subject and educational stage.

The general objectives at this stage refer to the capacities pupils have to develop in all subjects11:

a. Learn about and appreciate the values and norms of co-existence. Learn how to function in accordance with these values and norms, prepare themselves for the active role of citizenship and show respect for human rights as well as the pluralism that is part of democratic society.

b. Develop work habits as an individual and within a team. Also promote study habits in terms of effort and responsibility, as well as self-confidence, a critical capacity, personal initiative, curiosity, interest and creativity as a learner, and entrepreneurship.

c. Acquire techniques to prevent or resolve conflicts in a peaceful manner so that learners can behave independently within their family and home life or within their social groups.

d. Learn about, understand and show respect for various cultures and the differences between people; equal rights and opportunities between men and women; and the non-discrimination of disabled people.

e. Learn about and correctly use Castilian or the co-official language, if one exists, of the Autonomous Community. Promote reading habits.

f. Acquire, in at least one foreign language, basic communicative competence that allows them to express and understand simple messages and manage in day to day situations.

1 Royal Decree 126/2014, 28th February, State Bulletin 52, 1st March 2014.


g. Develop basic maths skills and begin to solve problems involving the four basic operations, geometry and estimations. Be able to apply this knowledge in everyday life.

h. Understand the basic characteristics of Natural Sciences, Social Sciences, Geography, History and Culture.

i. Gain initial practice in using information and communication technologies as a learning tool. Develop critical skills towards the messages they receive and produce.

j. Use different forms of artistic representation and expression and gain initial practice in developing visual and audiovisual proposals.

k. Value hygiene and health; accept their own and other peoples’ bodies, show respect for differences; and use physical education and sport as a way of boosting personal and social development.

l. Learn about and value the animals closest to human beings and behave in a way that is conducive to their well-being.

m. Develop emotional capacities in all aspects of their personality and in their relationship with others, opposing violence, all kinds of prejudice and sexist stereotypes.

n. Promote road safety and considerate attitudes, which go hand in hand with the prevention of traffic accidents.

3 KEY COMPETENCES

3.1 Introduction

In line with the European Parliament and Council's Recommendation 2006/962/EC, 18th December 2006, about key competences for lifelong learning, Decree 126/2014, 28th February, establishes a basic syllabus for Primary Education based on promoting learning by competences integrated in syllabus items.

These competences are taken to be "know-how" in the context of any academic, social or professional context. Learning using competences encourages learning and motivates learning as overall procedures for learning about each subject are acquired.

Learners should develop Key Competences throughout their compulsory education years, from Primary to Secondary. These skills help them realise their potential, become active citizens, successfully participate in adult life and be able to enjoy lifelong learning.


Each area of the curriculum facilitates the acquisition and development of these skills. Consequently, by working the various areas of the curriculum it is possible to achieve these objectives. The pupils are not limited to one specific subject or level. Factors for success include the way schools are organised or run, the style of teaching, how the key players in the educational community interact and what extra-curricular or supplementary activities are available.

LOMCE uses the definitions of key competences established by the European Union2.

CC - Communication competenceMCST - Mathematical competence and basic competences in science and technologyDC - Digital CompetenceLL - Learning to LearnSCC - Social and Civic Competences.SIE - Sense of initiative and entrepreneurship.CAE - Cultural awareness and expression.

Connections between contents, skills and assessment criteria are described in Order ECD/65/2015.

Quick Minds takes into account the body of law and directives set out by educational authorities. Its approach is holistic, based on the acquisition of procedural knowledge. Its aim is for pupils to be able to develop through lifelong learning.

The rich variety of activities in Quick Minds integrates the teaching of the foreign language with other curricular areas. Moreover, it leads to the global development of the seven Key Competences.

3.2 How Quick Minds helps learners acquire Key Competences

Learning a foreign language leads to the acquisition of Key Competences in the same way other subjects do. This acquisition process takes place with an equal degree of intensity throughout each stage of a pupil’s time in the compulsory education system.

In an effective and systematic way Quick Minds contributes to the acquisition of each basic skill. It does so within a communicative framework to guarantee that the competencies in the English language are achieved. This communicative focus spans the six levels of Primary education.

The educational aims of Quick Minds and its choice of content are designed to ensure the development and acquisition of these Key Competences.

Communication competence focuses on using the English language as a vehicle for spoken and written communication.Boosting this competence by learning a foreign language means that the pupils improve their ability to express themselves both orally and in writing. The pupils develop this skill by using the register and discourse appropriate to every linguistic situation that arises.

2 European Parliament and Council recommendations for key competences for lifelong learning, 18th December 2006 (2006/962/CE)


Pupils communicative competence improves as they recognise and gradually master the working rules of the foreign language. To help them, the pupils can tap into their experience with their mother tongue and reflect on the language learning process.

Quick Minds presents learners with activities that let them acquire and develop all four skills, both speaking and listening, and reading and writing, and always reinforcing the language learning with the grammar rules that underpin the English language.

Mathematical ability refers to their ability to reason. It involves making judgements, making decisions and reaching conclusions through the problem solving process and the coherent application of logic. Also important here is the application of mathematical concepts to daily life.

To acquire this skill, pupils have to know about and use the numerical system and its symbols. The pupils must be familiar with ways of expressing and rationalising in numerical terms, while Communication competence allows them to reason, develop arguments, formulate hypotheses, as well as use deductive and inductive reasoning, etc.

The activities in Quick Minds are often linked to mathematical processes. Pupils are exposed to reasoning and logic tasks, and even mathematical ones, both orally and in writing. Thus, the course helps develop and boost this ability.

Competences in science and technology are about being able to understand events. It involves making predictions based on what has been heard or read, in relation to eating habits, health, the environment or being responsible consumers in their daily lives.

Quick Minds provides a large range of both spoken and written texts that have clear and detailed content on these issues, encouraging pupils to understand events and predict their consequences. Learners increase their competence in English and, at the same time, acquire this knowledge.

To acquire Digital Competence pupils have to be able to read, analyse and transmit the information found in all kinds of texts in English. The pupils must be able to pick out and organise the contents they hear and read. However, this skill is also directly related to the integration of multimedia resources into the learning process.

With the online interactive activities and the Digital Minds material, Quick Minds helps learners become more competent in using digital technology. Moreover, there are texts in which handling information plays a crucial role, without undermining the other skills.

Learner strategies focus the pupils’ attention on what is required of them in order to learn English. It also refers to the ability to memorise and self-evaluate. Both of these abilities are present in any leaning process in which pupils are asked to form hypotheses about the language using the rich variety of real-life examples presented in the texts.

Quick Minds challenges the pupils to engage actively in the learning process when dealing with any language content. It presents the linguistic rules subtlety so that learners naturally make their own deductions and hypotheses, drawing on the principles of Universal Grammar inherent in language acquisition.


Furthermore, with the Language Portfolio the course is provokes a continuous cycle of self-evaluation and this, in turn, strengthens the basic skill of Learner strategies. Throughout the learning process, Quick Minds constantly encourages the pupils to take part in cooperative learning, another pillar of Learning to Learn, and thus the English language becomes the medium for thinking so that reality is interpreted and represented.

Social and civic competences are about discovering and becoming familiar with the different social and cultural matrices that underlie the English language. At the same time, respect and other values are reinforced through group work.

Quick Minds presents cultural aspects, always through the medium of English, which deal not only with the society and customs of Britain but also of other areas of the English-speaking world, such as Australia and the United States. It promotes respect and values within a constantly changing society where cultural pluralism stands out among the principles of the twenty-first century. The content of Quick Minds complements the work done within the educational system to reinforce these values and, therefore, helps the pupils to acquire social and citizenship skills.

Sense of initiative and entrepreneurship means being able to approach the learning process in an autonomous way or, alternatively, to cooperate with others to achieve any task that is proposed.

Quick Minds encourages pupils to work autonomously, heightening their sense of responsibility and self-awareness while at the same time encouraging creativity and imagination. In addition, given that assessment goes hand in hand with critical sense and that value judgements may be reached on an individual or group basis, the values of respect and understanding - towards themselves and their peers - are also strengthened.

Pupils take part in activities which allow them to reinforce their enterprising spirit and business sense using creativity, autonomy, initiative, team work, self-confidence and critical awareness.

Discovery and self-enrichment are behind Cultural awareness and expression. This skill develops the ability to understand and critically evaluate cultural and artistic manifestations. Like social and civic competences, this skill is about strengthening human values.

The methodological focus of Quick Minds is interactive and not only does communication in English plays a crucial role it is also the vehicle for teaching about other cultures and societies, as well as the values that guide them. This in turn helps teachers carry out their own broader educational objectives at school. Throughout the course, widely varied cultural and artistic topics are covered through a range of activities.

To further promote social and cultural Key Competences, includes activities related to aspects of the English-speaking world in which culture and art play an important role.

The main objective of Quick Minds is the acquisition of English and its culture. This language then serves as the medium for making judgements with coherent values about any manifestation of the English language, whether spoken or written. Thanks to


the ample range of activities found in Quick Minds, ensures that all seven Key Competences will be acquired.

3.3 The Key Competences in Quick Minds

The basics skills have been developed extensively throughout the twelve main units, as well as in the Revise ones. The pupils can be found in the Development of units of teaching section. (See point 5.5).

This document specifies a series of DESCRIPTORS for acquiring and evaluating each of the competences, bearing in mind pupils of the age group's cognitive development and skills and in connection with the characteristics of the material in this course.

The activities to be carried out in each unit are specified and this enables evaluation of the DESCRIPTORS.

The competence DESCRIPTORS we have set for this subject and year are:

Linguistic communicationListen

Understand simple oral messages and instructions and recognise familiar words and linguistic structures.

Identify the gist and specific information from a short situation from repeated visualisations of the oral text.

Recognise aural items such as accent, rhythm and correct intonation in familiar and varied contexts.

Talk and converse

Recite poems or sing a song with correct pronunciation and intonation.

Give simple oral presentations.

Give personal information and information about your surroundings in daily situations.

Take part in spoken interaction spontaneously.

Read

Identify relevant information on written posters and simple maps.

Understand the general idea and specific details about familiar subjects.

Deduce information from diverse texts about subjects of interest.

Write

Reproduce simple texts using previously presented models.

Fill in forms or cards with personal information and data.

Write short letters, e-mails or postcards with personal information and information about your immediate surroundings.


Write simple stories and descriptions.

Mathematical competence and basic competences in science and technologye.Solve simple problems connected with familiar subjects.

Interpret and show simple statistical data on simple graphs and tables.

Order and classify data using appropriate criteria.

Recognise daily objects' sizes and geometrical properties.

Solve puzzles and crosswords.

Use various techniques and items to build an object after planning the actions required to do so.

Identify and differentiate objects and resources in the immediate surroundings and what human beings do with them.

Respect nature and animals in the surroundings.

Be familiar with and follow healthy living practices.

Find out about responsible behaviour for taking care of the environment.

Apply strategies using methods from scientific research.

Digital CompetenceUse ICT to reinforce and support learning English.

Give short presentations and create in English using various formats and digital tools.

Locate basic information on digital sources and formats.

Social and Civic Competences.Take part in group activities with respect and interest and share opinions.

Show respect for your classmates and wait for your turn to speak.

Understand and value the use of English for communicating with other people and to find out about other cultures.Identify habits from countries in which foreign languages are spoken.

Cultural conscience and expressions.Use artistic techniques and items in your presentations and projects.

Take an active part in preparing and carrying out artistic activities in the classroom.

Show interest in and respect for the culture of English-speaking countries.

Learning to LearnIdentify, plan and apply objectives for carrying out tasks and activities.

Use tools and resources, such as dictionaries and grammar books, to solve doubts.

Show an interest in carrying out self-evaluation and correcting your own mistakes.


Use basic comprehension and expression strategies to help carry out tasks.

Sense of initiative and entrepreneurial spirit.Look for information to be able to complete your tasks in an autonomous manner.

Have a positive, proactive attitude to reading texts by yourself.

Plan and check your work to be able to present it properly.

Each unit's programme also includes connections between the unit's CONTENTS, EVALUATION CRITERIA AND COMPETENCES .

In the annex at the end of each document there is an EVALUATION FORM ABOUT COMPETENCES which includes the different DESCRIPTORS set for acquiring the competences in each subject and school year.

The teacher can use this form to evaluate the competences and DESCRIPTORS for each unit or whenever appropriate throughout the school year.

3.4 Multiple Intelligences

In 1983 US psychologist Howard Gardner developed the Theory of Multiple Intelligences 3 in which he stated that all humans have eight different types of intelligence which we use throughout life. Each individual develops them to greater or lesser degrees depending on their genetics and external stimuli. During the learning process the teacher must take all of them into account in order to make sure that the pupils can acquire knowledge using their own, personal skills.

The resources used in Quick Minds allow pupils to develop their abilities in communication in a natural way, since the seven Key Competences to work the mind in a holistic way are worked throughout all of the units. From these seven competences, the different multiple intelligences are dealt with. The activities in Quick Minds are designed to stimulate all of the different intelligences in such a way that there will always be something to appeal to every learner.

Linguistic intelligence, sensitivity to the written and spoken word and the ability to learn languages, is a core element in Quick Minds that is exploited in combination with the other intelligences.

Interpersonal intelligence, effective communication with others, is treated as a vital aspect of language learning. Communication activities help the development of interpersonal skills, encouraging children to work together and develop further communication strategies.

Intrapersonal intelligence, expression of inner thoughts and feelings, is integrated into the learning process and developed in each of the units in Quick Minds, thus enabling pupils to become more aware of themselves and the world around them.

3 Gardner, H. (1994): Estructuras de la mente: la teoría de las inteligencias múltiples, (Colombia, Fondo de Cultura Económica) y Gardner, H. (2001): La inteligencia reformulada: la teoría de las inteligencias múltiples en el siglo XXI, (Barcelona, Paidós).


Musical intelligence, appreciation of rhythm and music, is covered in every unit through songs, chants and occasional raps. As Howard Gardner points out, this intelligence runs almost parallel to linguistic intelligence.

It is also very important to develop the mind and the body together when working with young learners, thus the Bodily-kinaesthetic intelligence, coordination and connection with the whole body, is also taken into account.

There is a range of different activities where the Logical-mathematical intelligence is exploited. These activities help the development of logical thought and problem solving. Visual-spatial intelligence, the expression and understanding through the visual world, is one of the key ways that children learn. Pupils are very aware of the world around them and often think in pictures and images. The presentation of appealing images in Quick Minds helps children be more creative and stimulates their imagination.

Lastly, Naturalist intelligence, the ability to interact with the natural world around us, is fundamental for pupils' integral learning. In Quick Minds there are many observation activities about natural surroundings and reflections about our place in the world.

The eight learning styles can be identified or linked to the Key Competences. Regarding the information and technological ability, Quick Minds proposes Online Interactive Activities accompanying this course in which pupils will find different resources to practise what they have learned in each of the units, helping to develop their autonomous learning at the same time.

Apart from the Key Competences, in each unit of Quick Minds, several sociocultural aspects are explored through different kinds of activities as are attitudes and social awareness topics. Within this area of social awareness, different fields are treated throughout the units: moral and civic education, education for health, education for peace, education for sexual equality, consumer education and working together in class. In this way, we are teaching our pupils not only to learn a language but also to appreciate and respect its culture, and we are contributing to their development as human beings. At the same time, English is interrelated with other curricular areas such as Mathematics, Science, Arts, Music and IT, since all the activities proposed are not only for the sake of the language but also in the pursuit of other goals.


4 CONTENTS

4.1 Content blocks

The basis syllabus in Primary Education for First Foreign Language learning is based around four blocks of activities as set out by the Common European Framework of Reference for Languages:

Comprehension of oral texts Production of oral texts (expression and interaction) Comprehension of written texts Production of written texts (expression and interaction)

These four main blocks are the basis for the evaluation criteria and gradable learning standards as well as the syllabus contents, in other words all the knowledge, abilities, skills and attitudes which contribute to reaching the objectives and acquiring competences.

This didactic programme's contents for the fifth year of Primary Education are as follows:

Block 1. Comprehension of oral texts (Listening)

1. Comprehension strategies- Previous presentation of information about the task and subject - Text identification and its comprehension. - Distinguishing types of comprehension (gist, essential information, main points).- Making hypotheses about contents and context.- Inference and making hypotheses about meaning using comprehension of the main points, both linguistic and paralinguistic.- Revising hypothesis using newly understood points.

2. Socio-cultural and socio-linguistic considerations: social conventions, rules and types of social norms, habits, values, beliefs and attitudes; non-verbal language.

Learning how to interact when asking strangers for information. Communicating with classmates in English during the class. Become familiar with subjects and daily habits in the school day. Show interest in and tolerance towards subjects studied at school. Show an interest in technological development. Show interest learning the importance of working together as good citizens and

making coexistence easy for everybody. Value the importance of following rules of politeness and respect interacting

with others and requesting their services, for example in a shop.


Show an interest listening to information which other pupils provide and take part actively in class.

Respect for and take an interest in plans which other people suggest. Show interest in what has happened in the past and what will happen in the

future. Reflect about the importance of respecting and taking care of the environment. Be aware of the importance of being up to date with technology. Work about poetry, types of poems and rhymes. Use skills to relate with other people and start simple questions offering advice,

talking about the weather, about various illnesses, pain and discomfort and plans and intentions for the summer.

Use skills to make comparisons between objects focusing on their main characteristics.

Learning about the importance of talking about one's habits and asking about other people's.

Assessing the importance of social interaction in the classroom. Valuing the importance of following daily norms and building up solid, healthy

habits. Valuing the importance of having good study habits. Valuing festivities and traditions in English-speaking countries. Assess the importance of taking part in collective games and tasks. Valuing the importance of museums for conserving cultural and historical

heritage. Learning about ancient civilizations such as Egypt. Learning about the importance of sharing Christmas with family and friends. Learning about Bonfire Night and Earth Day.

3. Communicative functions Express skills and what you are good at and what not. Express your family relationships. Give your own opinion about different subjects. Ask and answer about what you like and what you do not. Express the obligation to do something. Express how you feel. Give advice. Ask and give instructions about a place in a city or town. Describe and ask about something there was in a specific place in the past. Compare various objects and focus on one of them. Say prices and compare the prices of various objects. Describe pictures basing yourself on the differences between them. Ask for and give information in a shop. Reach an agreement. Exchange information about various illnesses, pains and discomfort. Talk about things which happened in the past.


Exchange information about the weather. State plans and intentions for the future.

5. Very frequent oral vocabulary (reception) Numbers from 1 to 100 School materials Emotions and moods Places in a city or town. The sea Electronic devices and small household appliances Illnesses, pains and discomfort Countries Atmospheric conditions and phenomena

6. Sound, accent, rhythm and intonation patterns Words which rhyme. Sounds /ɔ/ and /əʊ/. Words with a final mute ‘e’. Sounds /s/ and /ʃ/ associated with different letters. Sounds /ʊ/ and distinguishing between sounds /ʊ/ and /u:/. Letter gh associated with different sounds. Sounds /k/y /ʧ/ associated with the letter ch. Ending –ed in regular past tense verbs /t/, /d/ and /ɪd/. Ending –ure in sounds /tʃə/ and /ʒə/.

Block 2. Production of oral texts (Speaking): expression and interaction

1. Production strategiesPlanning

Preparing messages systematically, distinguishing between the main idea or ideas and its basic structure.

Write for the target reader, context and medium, using the appropriate registers and structures in each case.

Realization Transmit the message clearly, coherently, giving it the appropriate structure and

adjusting it, when necessary, to each type of text's models and forms. Adjust the task or message after assessing its difficulties and the available

resources. Take advantage of previous knowledge the maximum. Compensate for language deficits using paralinguistic or paratextual

procedures: Linguistics

1. Modify words with similar meanings.2. Define or paraphrase terms and expressions.


Paralinguistics and paratexts3. Ask for help.4. Point out objects or carry out actions which clarify the meaning.5. Use culturally appropriate body language (gestures, facial expressions,

postures, eye contact or body contact).6. Use extralinguistic sounds and conventional prosodic qualities.




with others and requesting their services, for example in a shop. Show an interest listening to information which other pupils provide and take

part actively in class. Respect for and take an interest in plans which other people suggest. Show interest in what has happened in the past and what will happen in the









3. Communicative functions Express skills and what you are good at and what not. Express your family relationships. Give your own opinion about different subjects. Ask and answer about what you like and what you do not. Express the obligation to do something. Express how you feel. Give advice. Ask and give instructions about a place in a city or town. Describe and ask about something there was in a specific place in the past. Compare various objects and focus on one of them. Say prices and compare the prices of various objects. Describe pictures basing yourself on the differences between them. Ask for and give information in a shop. Reach an agreement. Exchange information about various illnesses, pains and discomfort. Talk about things which happened in the past. Exchange information about the weather. State plans and intentions for the future.

5. Very frequent oral vocabulary (production) Numbers from 1 to 100 School materials Emotions and moods Places in a city or town. The sea Electronic devices and small household appliances Illnesses, pains and discomfort Countries Atmospheric conditions and phenomena

6. Sound, accent, rhythm and intonation patterns Words which rhyme. Sounds /ɔ/ and /əʊ/. Words with a final mute ‘e’. Sounds /s/ and /ʃ/ associated with different letters. Sounds /ʊ/ and distinguishing between sounds /ʊ/ and /u:/. Letter gh associated with different sounds. Sounds /k/y /ʧ/ associated with the letter ch. Ending –ed in regular past tense verbs /t/, /d/ and /ɪd/. Ending –ure in sounds /tʃə/ and /ʒə/.


Block 3. Comprehension of written texts (Reading)

1. Comprehension strategies- Previous presentation of information about the task and subject - Text identification and its comprehension. - Distinguishing types of comprehension (gist, essential information, main points).- Making hypotheses about contents and context.- Inference and making hypotheses about meaning using comprehension of the main points, both linguistic and paralinguistic.- Revising hypothesis using newly understood points.











habits. Valuing the importance of having good study habits. Valuing festivities and traditions in English-speaking countries. Assess the importance of taking part in collective games and tasks.


Valuing the importance of museums for conserving cultural and historical heritage.

Learning about ancient civilizations such as Egypt. Learning about the importance of sharing Christmas with family and friends. Learning about Bonfire Night and Earth Day.


5. Very frequent written vocabulary (reception) Numbers from 1 to 100 School materials Emotions and moods Places in a city or town. The sea Electronic devices and small household appliances Illnesses, pains and discomfort Countries Atmospheric conditions and phenomena

6. Graphic patterns and orthographic conventions.. Words which rhyme. Sounds /ɔ/ and /əʊ/. Words with a final mute ‘e’. Sounds /s/ and /ʃ/ associated with different letters. Sounds /ʊ/ and distinguishing between sounds /ʊ/ and /u:/.


Letter gh associated with different sounds. Sounds /k/y /ʧ/ associated with the letter ch. Ending –ed in regular past tense verbs /t/, /d/ and /ɪd/. Ending –ure in sounds /tʃə/ and /ʒə/.

Block 4. Production of written texts: expression and interaction (Writing)

1. Production strategiesPlanning

Activate and coordinate general and communication competences in order to carry the task out efficiently.

Identify and use the appropriate linguistic or subject resources.Realization

Communicate the message clearly using the models and patterns for each type of text.

Adjust the task or message after assessing its difficulties and the available resources.

Take advantage of previous knowledge the maximum.















5. Very frequent written vocabulary (production) Numbers from 1 to 100 School materials Emotions and moods Places in a city or town. The sea Electronic devices and small household appliances Illnesses, pains and discomfort Countries


Atmospheric conditions and phenomena

6. Graphic patterns and orthographic conventions.. Words which rhyme. Sounds /ɔ/ and /əʊ/. Words with a final mute ‘e’. Sounds /s/ and /ʃ/ associated with different letters. Sounds /ʊ/ and distinguishing between sounds /ʊ/ and /u:/. Letter gh associated with different sounds. Sounds /k/y /ʧ/ associated with the letter ch. Ending –ed in regular past tense verbs /t/, /d/ and /ɪd/. Ending –ure in sounds /tʃə/ and /ʒə/.

4.2 Core contents In assessment, it is crucial to establish the core content. This content has to serve as a guide to both the teaching staff and the pupils when it is comes to assessing the progress made in the learning process and as the basis of the different types of assessment. Mastery of this content, documented with the different assessment tools, confirms a pupil’s progress and justifies the positive marks the pupils achieve (during or at the end of the academic year).

(See Point 4.1, Content blocks, in this teaching programme)


5 LEARNING STANDARDS

In order to grade the performance or achievement of each pupil during Primary Education the syllabus sets criteria for evaluation. These specifications are called learning standards and enable definition of the results of learning and are based on what pupils should know and know what to do in each subject.

Learning standards must be observable, measurable and possible to evaluate and, along with evaluation criteria, must be used to evaluate competences and objectives in continual evaluations and at the end of each subject. Because of this, syllabus learning standards are set for the whole of Primary Education.

As can be seen in the way learning standards are phrased, they are closely connected with the development of linguistic competence, in such a way that they can be used to check the specific standard of achievement or degree of realisation of objectives during each school year.

In this way the connection between evaluation standards and competences is this subject and school year is set as follows for this programme:

LEARNING STANDARDSGeneral standards for the stage

DESCRIPTORS5th Grade Primary


Understanding the gist of adverts about products of interest.

Understanding messages and public announcements with contain instructions, warnings or other types of information.

Understanding what is said during usual transactions.

Identifying the subject of a predictable daily conversation which you hear.

Understanding the gist of short, simple conversations about family matters and which you take part in.

Understanding the gist of simple, well structured, clear, slowly delivered presentations about family matters or matters of interest helped by pictures and illustrations.

Understanding the gist and identifying subject changes in television programmes and other audiovisual materials about matters of interest

.

LISTEN





Block 2. Production of oral texts (Speaking)

Make short presentations, previously prepared and practised, about daily subjects or things of interest.

Cope in daily situations.

Take part in direct conversations or using technical resources to make social contact.

Take part in an interview and give personal information.

TALK AND CONVERSE


Give simple oral presentations.


Take part in spoken interaction spontaneously


Understanding instructions, explanations and basic information in notes, signs and posters.

Understanding essential information and identifying specific information in simple informative texts.

Understanding brief, simple correspondence about familiar subjects.

Understanding the gist of short pieces of news and articles about familiar subjects or subjects of interest.

Understanding the gist of short, well-structured stories in which pictures or actions transmit a large part of the information.

READING




Block 4. Production of written texts (Writing)

Fill in a short form or card with your personal data.

Write personal correspondence with short messages or talk about yourself and your immediate surroundings.

WRITING






6 ASSESSMENT

6.1 Introduction

The teaching and learning process cannot be complete if it is not evaluated and its outcomes measured. Assessment is necessary in order to see to what extent pre-specified objectives have been met so that the teaching programme can be adjusted to the needs and characteristics of the pupils.

Assessment must provide information about what pupils are learning and how they learn. With this data teachers will be able to decide what each pupil needs in order to achieve progress.

Although all aspects of the educational system should be subject to evaluation and open to improvement, the focus must be on assessment in terms of the pupils’ academic progress.

It is vital to monitor the learning of the whole class as well as the individual development of each pupil, taking into account the diverse learning styles and pace. In this way the teacher’s intervention can be tailored to each pupil’s needs. Needless to say, assessment is most often directed by the teacher. Nevertheless, in an approach which involves the pupils so that they take responsibility for their own learning, it makes sense that they also participate in the assessment process. The teacher must also look at how the pupils perceive their own learning and how they react to difficulties. Above all, the teacher must respond to their tastes and preferences as learners of English.

Assessment must take place throughout the various learning stages:

At the beginning of the process. Diagnostic information is gathered at the entry stage: what the pupils already know, what they do not know and what they have misunderstood. This kind of assessment allows the teacher to anticipate problems and modify the teaching programme. It may be done at the beginning of each academic year, term and even every unit.

During the process. Formative assessment helps the teacher make decisions about where to place particular emphasis when extending, eliminating or reinforcing the content. It helps the teacher to decide if the programme has to be modified.

At the end. When each stage has finished, summative assessment enables the teacher to check if teaching/learning outcomes coincide with the set objectives.

Assessment may be limited to what the teacher observes while the class is in progress, or it may entail carefully gathering data that accurately chart the learners’ progress and identify possible difficulties.

It is important in each case to use the type of assessment which best corresponds to each situation and the particular areas of the learning/teaching process that the teacher


wants to improve. If the aim is to improve pupils’ listening comprehension, the teacher will set up activities to test their skills and progress, the problems they encounter and to discover how they overcome these difficulties. If the teacher wants to increase motivation, he or she can monitor how much interest the pupils show in the different activities or how much they participate. In this way, by making use of a variety of resources the teacher is able to choose the right tools depending on the aims of the assessment.


These can be defined as the points of reference established for each kind of learning and the degree of acquisition that can be expected of each pupil. These criteria allow us to establish and properly evaluate the main areas of progress made by the pupils, as individuals and as a group. The materials for the second cycle of Quick Minds follow the assessment criteria below, in accordance with the new law for Primary education:


Identifying the gist, the essential information and main points in very short oral texts with standard language, simple structures and frequently used vocabulary, enunciated with clarity and slowly, read live or using technical resources, about specific, usual subjects connected with personal experiences, needs and interests in predictable daily contexts or connected with areas of immediate need in the personal, public or educational areas, with good acoustic conditions and no distortion of the message, with the possibility of listening to the message again or asking for confirmation and with visual support or a clear visual context reference.

Knowing and using the most appropriate basic strategies for general comprehension of the text's essential information or main points.

Identifying basic, meaningful social and cultural features about daily life, interpersonal relationships, behaviour and social conventions andmaking use of the knowledge acquired about them to understand the text correctly.

Distinguishing between the main communicative function or functions of the text and a limited repertoire of their most usual features, as well as basic patterns of expression.

Recognising the most common meanings associated with basic syntax structures in oral communication.

Recognising a limited repertoire of oral vocabulary often used in everyday situations and usual, specific subjects connected with needs and interests and using the context indicators and the information in the text to form an idea about the probable meanings of unfamiliar words and expressions.

Distinguishing between sound patterns, accents, rhythms and basic intonation and recognising general communicative meanings and intentions connected with them.


Block 2. Production of oral texts (Speaking)

Taking part in a simple, comprehensible way in short conversations which involve a direct exchange of information in areas of immediate need or about familiar subjects using a neutral, informal register, using simple phases or expressions of frequent use, which are normally used separately or linking them with basic connectors, even though the pronunciation may not always be clear, although there may be pauses and hesitations and repetition may be required, as well as paraphrasing and the interlocutor's cooperation in order to keep communication going.

Knowing and being able to use basic strategies in order to produce oral texts about single subjects or very short, simple dialogues.

Knowing specific and meaningful basic sociocultural and sociolinguistic features, applying knowledge about them when speaking in the same context, respecting the most basic communicative conventions.

Comply with the text's main communicative function, using a limited repertoire of its most frequent features and basic communication patterns.

Using basic syntax structures (eg. linking words and groups of words with basic connectors such as "and", "then", "but" and "because") although still making basic mistakes habitually.

Knowing and using a much used, limited oral repertoire in daily situations about usual, specific subjects connected with interests, experiences and needs.

Using, in a general comprehensible manner, albeit obviously influenced by mother tongue or other languages, a very limited repertoire of basic sound, accent, rhythmic and intonation patterns, adapting them to the communicative task desired.

Making yourself understood in short, simple speech, although initial hesitation and faltering are apparent, as are repetitions and pauses to organise, correct and better express what you want to say.

Interact in a very basic way, using very simple techniques, both language and non-verbal at first, to hold or conclude a conversation.


Identifying the subject, the gist, the main ideas and specific information in very short, simple texts, in standard language, with often used vocabulary, in which the subject and the type of text are highly familiar, dealing with everyday subjects or matters of immediate need, with the possibility of re-reading if you have not understood it, using a dictionary and with visual and context support.

Knowingand knowing how to use the most appropriate strategies to understand the gist, essential information or the text's main points.


Identifying specific and meaningful sociocultural and sociolinguistic features about daily life, living conditions, personal relationships and social conventions, and apply the knowledge used to understand the text correctly.

Distinguishing the text's communication function or functions and a limited repertoire from its most usual features, as well as basic communication patterns.

Recognising the basic syntax structures associated with the main principles of written communication.

Recognising a limited repertoire of frequently used vocabulary about very day situations and usual, specific subjects connected with your experiences, needs and interests, and inferring the probably meanings of words and expressions from the context and other information in the text.

Recognising basic punctuation marks, as well as frequently used symbols, and identifying the meanings and general communicative purpose of each one.

Block 4. Production of written texts (Writing)

Write very short, simple texts made up of simple, independent sentences, in a neutral register, in a reasonably correct way in terms of basic punctuation, to speak about yourself, your immediate surroundings and things from your daily life in predictable, familiar situations.

Knowing and applying basic strategies for producing very simple, short written texts.

Knowing basic, specific and meaningful sociocultural and sociolinguistic features and applying this knowledge to write a context appropriate text.

Comply with the written text's main communicative function using a limited repertoire of the most frequently used features and communication patterns.

Using basic syntax structures, although still making basic mistakes habitually.

Knowing and using frequent written vocabulary about daily situations and usual, specific subjects connected with your interests, experiences and needs.

Using basic punctuation conventions to write words and short sentences which are often used in speech reasonably correctly..

As we stated in the previous section, both evaluation criteria and their application - learning standards - must be items in terms of objective achievement and each stage's competences.

Furthermore, for specific evaluation of the degree of achievement in terms of these criteria in the fifth school year of Primary Education, the teacher may use the DESCRIPTORS listed in section 3 (Competences) and 5 (Learning Standards) and in this programme's Didactic Units Development.


6.3 Assessment in Quick Minds

With pupils of this age, it is best to use continuous assessment, monitoring their progress in the classroom and using this information to help with teaching. The continuous assessment that relies on pupils monitored by the teacher and who will use this monitoring to correct their own progress, will make the role of pupils even more active, since they are learning from the input they are given by the teacher but, at the same time, they are monitoring themselves.

Children do not develop at the same rate and do not all learn in the same way. So we need to assess each pupil as an individual and not compare them with the other pupils in the class. We should look for progress and development in every pupil.

We should assess and monitor the pupils’ social and emotional development together with their learning of English. This means that we should praise effort and encourage them to share and to work in pairs and groups, as well as giving them feedback on their English.

The following assessment criteria are adapted from those established by the Law in relation to the teaching material found in Quick Minds and which are considered important and necessary areas of evaluation.

1. Understand gist. The purpose is to measure pupils’ ability to understand the gist of short and simple spoken messages. These messages are presented in ideal conditions, that is, in direct communication and with contextual clues.

2. Understand specific details in messages. The aim is not only to enable pupils to understand the gist, but also extract the details, which the teacher has pointed out beforehand, in simple spoken and written texts familiar to the pupils, even if other parts of the message are not understood completely.

3. Produce messages. Also subject to assessment is the pupils’ ability to express themselves orally in everyday situations that are familiar to them. Value is given to the pupils’ ability to make themselves understood. Pronunciation errors that do not impede communication are overlooked.

4. Pronunciation. The pupils are assessed on their assimilation of the phonological system of English, the phonemes, rhythm and intonation, and whether they can apply this knowledge to understanding and producing simple, contextualised and familiar messages.

5. Acquiring new vocabulary. The aim of the criteria is to assess the pupils’ ability to successfully understand and use the vocabulary and expressions that have been highlighted for learning. The acquisition of new vocabulary will always be monitored in situations that have a clear context and are familiar.

6. Class participation. By observing their behaviour, the teacher will assess if pupils take part in communicative tasks in a constructive way, respecting the norms of oral interaction.

7. Collaborative work. By monitoring how pupils behave, the teacher will also see if the pupils’ participate constructively in group activities. While working, the pupils will cooperate to ensure that the learning environment is harmonious.


8. Individual work. Observing how pupils behave also enables the teacher to assess individual work in terms of accurate content, attention to presentation, and ability to work within a time limit.

9. Interest in learning. The aim of the criteria is to see if the pupils demonstrate interest in making progress in their learning and curiosity in finding out new things, if they pay attention in class, if they ask questions, or if they let the teacher know they are unsure about something.

10. Respect for others. This assesses the extent to which the pupils demonstrate respect towards classmates and teachers, listen without interrupting, waiting their turn to speak, and valuing the ideas and opinions of others.

11. Interest in getting to know other cultures. This assesses whether pupils demonstrate interest in learning about the cultural aspects of the English-speaking world, if they are attentive when these aspects are discussed in class and if they ask questions to broaden their knowledge.

12. Use of polite phrases and strategies. Through direct observation, the teacher can see whether, when speaking, pupils use the polite phrases they are gradually learning in class and if they incorporate these phrases into the everyday classroom routine.

To have an overview of the class as a whole, the teacher may design a grid. The pupils’ names are written in the left-hand column and the numbers of the assessment criteria are written in the top row. A colour code can be used to mark each box according to each pupil’s achievement (for example, green for good, blue for satisfactory and red for unsatisfactory). In this way, the teacher will be able to see quickly how well the group is doing.

Discipline is also part of a good assessment. By channelling pupils’ innate energy to the good, we can often avoid unruliness and indiscipline. A lot of discipline problems arise when pupils are under challenged and bored, or when activities are too repetitive. Quick Minds has been written taking into account the very different needs and requirements of pupils thus including a wide variety of activities for pupils to enjoy.

However, it is important that the teacher establishes a context of discipline in the classroom by making sure pupils know what is acceptable and what is not, and by treating all pupils in the same way. Clear and fair discipline parameters create a ‘safe’ classroom environment in which pupils can work confidently and freely.

To hold the interest of young pupils, we will need to get a balance between their limitless energy and their limited attention span in order to avoid boredom, restlessness and demotivation, factors that will end, once more, in discipline problems.

6.4 Evaluation in Quick Minds

The Quick Minds 5 Teacher's Resource Book includes a test for the end of each unit in order to be able to easily evaluate knowledge of the vocabulary and basic structures learned as well as activities which Revise the four skills (oral communication, oral production, written comprehension and written expression).


You should tell the pupils that you are going to give them an evaluation activity, but make sure they don’t become too anxious about it. It is important that the pupils come to the activity feeling relaxed and positive, believing that they can do it.You should allow them ten minutes for each evaluation and do not forget to give them all the instructions in English.

While doing the evaluation, monitor and encourage them. Once you have corrected the evaluation sheet, give each pupils feedback by colouring in the stars at the end of the sheet and drawing a smiley face.

Always focus on what the pupils can do and what they have done, rather than on what they cannot do.

The Pupil's Book provides a Revise page with three different types of activity in the last lesson of every unit: making posters in order to express what has been learned about various subjects using English, table games in which pupils can practice the language orally in small groups and pages with multiple choice questions in fun, attractive format.

During the evaluation process it is also important for pupils to be aware of what they have learned. To ensure this, there is a Revise section in the Activity Book for each unit. This section is a written register of what has been written and can also be used for less formal evaluation. One way to evaluate pupils' learning is to see if they are able to: recognise some of the new vocabulary; recognised most of the new vocabulary; use the vocabulary and structures learned in the unit, albeit making some punctuation mistakes; make concise, correct use of the vocabulary and structures learned in the unit.

In the annex at the end of this document there is a COMPETENCES EVALUATION FORM, broken into different DESCRIPTORS, which the teacher may use at the end of each unit, each quarter or whenever appropriate throughout the school year.


7 INDIVIDUAL NEEDS

It is easy to see how both the policy-makers and teachers seem more concerned about dealing with pupils who have learning difficulties than with their more capable classmates, who may end up feeling bored in class if they are not motivated or given more difficult activities to tackle. This is yet another challenge facing those working in education.

With this situation in mind, it is worth commenting on how Quick Minds handles diversity in terms of its programme, structure and contents. As mentioned earlier, the programme in Quick Minds is flexible. It has points to consider and general proposals to help teachers adapt this programme to their own context: the school, their classroom and each learner.

Quick Minds carefully-selected contents are presented in a stimulating and motivating way in an effort to cater to diversity. The series follows a cyclical structure that allows learners to build on what the pupils know and to delve more deeply into new or more complex areas of language and culture. Similarly, the complex assessment procedure has general criteria that must be elaborated and adapted towards each group with specific objectives, according to the context of the school, teacher and class. Teachers have different assessment tools and skills, as well as defined tasks at their disposal. Moreover, it is necessary to establish the core content according to the needs, capacities and pace at which our pupils learn.

Furthermore, attention should be paid towards the activities, materials and resources proposed by Quick Minds for the successful handling of catering to individual needs. A great many of these activities can be personalised and are open-ended so that each pupil can respond differently, according to his or her ability.

The activities in the Activity Book work on the key points in each unit. They can be used for both the pupils in need of greater support and the more gifted who finish the basic task early. Each pupil will need a set amount of time, which will more or less depend on the degree of their motivation. The activities are mostly designed for use in the classroom, but can also be set for homework as reinforcement. As shown in the table below, the same material and/or resources can be used for support or extension: only the objective is changed accordingly. For instance, a simple question about a story card can serve as reinforcement for the weaker pupils, but it can also inspire an extension activity if the pupils are asked to think of more other words in the same lexical set.

It is recommendable that the teacher makes the most of the pupils’ skills in as many ways as he/she can think of. It may be the case that the pupil who hates speaking, enjoys writing vocabulary on the board, while others may be good at drawing or making posters.

Another key factor is the methodology followed by the teacher with his particular group of pupils and more specifically with those with learning difficulties. The most important thing with any kind of task is to make sure that pupils have been well prepared beforehand, that they know all the words they will need and that they understand the


purpose of the activity. Equipping pupils properly with the linguistic tools to enable them to carry out the task or activity successfully will ensure that it is challenging and enjoyable for everyone. Without the necessary preparation, pupils may have a negative learning experience which will cause them to lose confidence and become frustrated with an activity that they have not got the ability to do.

Before starting an activity, demonstrate it. For pairwork activities choose a pupil to help you. Then follow up by choosing two pupils to demonstrate the activity for the whole class.

Try to move around the classroom while explaining or doing activities, circulating among the pupils. At the same time you project an air of confidence and of being more accessible to pupils. Movement in the classroom tends to hold pupils’ attention better and makes the class more lively and dynamic.

In the same way that is a good idea for teachers to move around, you can also have the same technique with the seating arrangements in your classroom. Weaker pupils could be put next to stronger ones to help group dynamics and break up potentially disruptive pupils. When working in pairs, weaker pupils will be helped by those who are stronger, pupils tend to help each other. When working in groups, it is also good to have mixed ability groups. Whenever possible, have pupils just move their chairs around one or two tables in order to create them an easy environment for discussion and written work.

As we have previously said, assessment and encouragement is essential with young pupils, but even more important with those with learning difficulties. When carrying out an activity, try to guide them towards finding the correct answer rather than supplying them yourself. That way, pupils will feel satisfied when reaching the right answer. Whenever a mistake is made by any of the pupils, teach them that making mistakes is a vital part of the learning process so as they will not be ashamed of being wrong.

The Extra Activities for each lesson can be used whenever you feel that pupils need more practice with some of the language. The same activities can be used as a way of extension for fast learners, even if you may add a little change in the instructions. Besides, in the Teacher’s Resource Pack you will find three reinforcement and extension worksheets for every unit, as well as a cross-curricular worksheet to further exploit the unit.

Don’t forget that recycling is another important part of the learning process that will help very much pupils with special needs as well as the rest of the group. Quick Minds builds in regular recycling and includes different games and techniques to Revise the language seen in each unit or in each set of three units.

The Teacher’s Resource Pack together with the Interactive DVD and the Digital Minds material, offer further materials designed to help teachers cater to the individuals they encounter in class: photocopiable worksheets, vocabulary cards and activities for festivals.


8 DEVELOPMENT OF UNITS OF TEACHING

As can be seen in the development of the units of teaching, the contents have been grouped into four main blocks:

Block 1. Comprehension of oral texts (Listening)Block 2. Production of oral texts (Speaking)Block 3. Comprehension of written texts (Reading)Block 4. Production of written texts (Writing)

In order to facilitate reading the programme, cross-curricular contents are specified after each block's specific contents. They are the following:

Communicative functions VocabularySyntactic-discursive contentsGraphic patterns and sounds Classroom languageLearning strategiesSociocultural and sociolinguistic aspects

In the following pages you will find a breakdown of the contents of each unit.


THE SCIENCE LESSON UNIT

1 Contents Block 1. Comprehension of oral texts

Listen to and understand messages in short texts in different audio-visual formats. Listen to and understand simple messages about The Time Travellers, the

characters in the adventures in Quick Minds 5. Listen to and understand numbers 21 to 100. Listen to and understand different messages with grammar structures for speaking

about abilities: (not) good at. Listen to and repeat grammatical structures for comprehension, learning and

correct pronunciation. Listen to a song for the pupils to complete the lyrics with the missing words. Listen to a song about The Time Travellers, to distinguish and learn their most

characteristic features. Listen to and repeat rhyming words. Listen to, read and understand a story using visual aids.

Block 2. Production of oral texts

Oral interaction using questions and answers about things shown in the unit's introductory scene and what has been heard in the accompanying dialogue.

Oral interaction using questions and answers in which pupils practise numbers 21 to 100 in connection with a picture and a story.

Oral interaction using questions and answers in which pupils talk about the main characters in the story.

Take part in the (memory game) in which the pupils practise questions about a previously presented story and answer, without reading the text again, to make use of their memories.

Oral interaction in which pupils talk about things they are good or bad at and their skills.

Oral interaction in which pupils talk about family members using ‘s. Acting out in groups a previously read story.

Block 3. Comprehension of written texts

Reading and comprehension of simple sentences in which the Time Travellers's skills and things they do not do well are explained.

Read grammar structures to understand and learn them. Read, listen to and understand the unit songs connected with the characters in the

book and the characters in the adventure. Readings simple, short sentences introducing different family members and ‘s. Read and understand a story with visual and audio aids. Read and understand various sentences to decide what they say is true or false

according to what has been read previously. Reading various sentences so that pupils can complete them as told to in the song. Read, listen to and understand the lyrics of the unit song about Phoebe, Alex and

Patrick's, The Time Travellers' characteristics.


Read various dialogues using rhyming words Read the song lyric for the pupils to complete it with the missing words. Read various pairs of rhyming words. Read grammar structures to understand and learn them. Read various comprehension questions about the previously read story. Read various sentences to put them in the correct order as per read in the unit

story. Read various sentences which summarise what has happened in the unit story for

the pupils to complete them with the characters' names.

Block 4. Production of written texts

Complete the lyrics of the unit song with the missing words. Write sentences about what the various characters are doing wrong in some

laboratory scenes. Write the words for numbers 21 to 100. Write sentences saying what the characters are good and bad at. Write sentences in which pupils talk about what they are good and bad at. Write sentences expressing family relationships using ‘s. Finishing sentences in such a way that pupils reconstruct the contents of a story

they have worked on previously. Distinguish sounds inminimal pairs and write the missing vowel.

The following points are studied indirectly in the four previous blocks:

Communication functions:

Questions and answers about the contents of a story which has been worked on previously.

Taking part in a memory game so that pupils practise asking questions and replying about story worked on previously.

Oral interaction in which pupils practise talking about their abilities and about things they do not do well.

Oral interaction in which the pupils talk about the different members of their families, asking each other about the relationships between them all.

Vocabulary:

Numbers 21-100. Family: grandfather, grandmother, grandson, granddaughter, daughter, son,

parents, uncle, aunt, cousin. Song: lost in time, Time Traveller, patient, mate, till. Story: impressed, brick, flash. Other words: normal, nothing special, Guess what? Revision: numbers 1 to 100, actions and activities, family relationships.

Syntactic-discursive contents

Good at + ingo I’m good at + -ingo I’m not good at + -ing

Possessive apostropheo He is Tom’s uncle.


o They are John’s cousins.o She’s Nora’s aunt.

Pronunciation and spelling:

Recognising and pronouncing words which rhyme.

Classroom language:

Try to guess the number I’m drawing. What am I doing? You’re jumping. Ben is good at painting. You’re good at swimming. You’re not good at playing the guitar. Are you good at swimming? What are you good at? Would you like to travel in time? Would you like to visit the past or the future? Why? What powder do they need for the first experiment? What happens to the brick? What do they use in the next experiment? What happens? What goes wrong in the experiment? What do you need for each experiment? What are the students doing wrong? Listen and tick the box. Number the pictures. Draw and write examples of what you know.

Learning strategies:

Memorize and use the vocabulary in the unit. Understanding and writing simple sentences and texts following the model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Evaluate your ability to respond to class instructions. Show interest in taking an active part in class, providing information about your

abilities and possessions. Value the importance of following instructions carefully.

Socio-cultural and socio-linguistic features:

Practising how to talk about one's abilities and others' possessions. Communicating with classmates in English during the class. Assessing the importance of social interaction in the classroom.


2 Competences

Descriptors Activities

Linguistic communicationLISTEN


Listen to simple oral messages about possessions and abilities.


Listen to a story about the book's characters.


Listen to a song about other people's possessions and abilities.

TALK AND CONVERSE


Recite in a group the unit song.

Give simple oral presentations. Explain and describe to classmates what you do well and what you do not.


Personalise answers to the teacher's questions with personal information and information about your surroundings.


Ask and answer classmates about other people's abilities and possessions.Act out the previously read story.

READING


Recognise sentences connected with other people's possessions and abilities.Recognise the sentences in the unit's story.


Interpret and understand the instructions, examples and texts in the reading and writing activities suggested in the Activity Book.

WRITING


Write simple texts connected with other people's possessions and skills.Write simple texts using the possessive apostrophe and the expression good at +ing.


Write sentences in which pupils talk about what they are good and bad at.

Write short letters, e-mails or postcards with personal information and information about

Pupils describe a family member.


your immediate surroundings.

Mathematical competence and basic competences in science and technologye.Recognise numbers 1 to 100 Write and use numbers 1 to 100 correctly in

English.

Solve simple problems connected with familiar subjects.

Solve the colour combinations in the test tubes, as suggested in the AB activity.


Carry out the exercises explained in Online Interactive Activities for the pupils in this unit.


In groups, sing the unit song.

Understand and value the use of English for communicating with other people and to find out about other cultures.

Talk about other people's skills and possessions.

Cultural conscience and expressions.Take an active part in preparing and carrying out artistic activities in the classroom.

Reproduce the unit song.

Learning to LearnUse tools and resources, such as dictionaries and grammar books, to solve doubts.

Do the unit exercises in the Activity Book in an autonomous manner with the help of dictionaries and the Grammar Focus at the end of the Class Book.



Learn about the importance of following instructions carefully.


Carry out the Activity Book reading activities in an autonomous way.

3 Transversal subjects and values education.

Moral and civic education

Show interest taking an active part in class and following the teacher's instructions correctly.

Recognise the importance of following instructions carefully.

Cooperative work in the classroom

Be able to work with the whole class respecting other pupils' turns to talk


4 Cross-curricular focus

At this level, themes tend to coincide with other areas of the syllabus, different subjects overlapping continually. In this unit maths contents are examined (numbers 1 to 100). It is also connected with science and objects which can be found in laboratories.

5 Evaluation criteria

Talk about abilities and lack of abilities using good at + ing. Talk about possession using the possessive apostrophe. Count from 1 to 100 and use those numbers in diverse communication contexts. Use correct pronunciation and intonation. Recognise and produce orally and in writing pairs of rhyming words which include

different vowel sounds. Use the subject, general meaning and main information and ideas from the text in

short, simple texts with visual and audio support. Identify basic sociocultural and sociolinguistic features such as the importance of

following instructions carefully.

6 Contents - Evaluation criteria - Competences

Contents Evaluation criteria Competences

- Revise and practice numbers 1-100.

Count from 1 to 100 and use those numbers in diverse communication contexts.

CLCMCT

Practice using the possessive apostrophe and the expression good at +ing.

Recognise and use functions and meanings associated with basic syntactic structures.

Distinguish and comply with habitual communication functions: expressing possession and skills.

CLCSC

Practice pronouncing pair of rhyming words which have different vowel sounds...

Recognise and produce orally and in writing pairs of rhyming words which rhyme. CL

Recite a chant and a song about the characters in Quick Minds with the rest of the class.

Use correct pronunciation and intonation. CL

CECSIEE

Listen to a story.Identify the parts of the illustrated story which has been studied previously.

Use the subject, general meaning and main information and ideas from the text in short, simple texts with visual and audio support.

CL


Talk about the meaning of a story which has been worked with before.Be able to reflect about what has been learned.

Identify basic sociocultural and sociolinguistic features such as the importance of following instructions carefully.

CLCSC


UNIT 1 THE ROCK ‘N’ ROLL SHOW


Listen to and understand messages in short texts from different audio-visual formats connected with school subjects.

Listen to and understand simple oral messages about school subjects which various characters carry out at different times of day.

Listen to and understand simple messages in which the characters talk about the school subjects which they like and do no as well as other activities which they enjoy or do not.

Listen to and recite a chant and a song about preferences with regards to school subjects.

Listen to and repeat dialogues which illustrate the sounds /ɔ/ and /əʊ/. Listen to and understand a dialogue in which two characters talk about school

rules. Listen to and repeat grammatical structures for comprehension, learning and

correct pronunciation. Listen and understand a story using visual aids.


Oral interaction using questions and answers about the subjects studied during the school day.

Oral interaction in which the pupils talk about their opinions of the subjects and what they like and do not in each one.

Participation in a game in which the pupils ask each other about what they like doing and what they do not.

Participation in a game in which pupils practise how to express the obligation to do something at particular moments.

Acting out in groups a previously read illustrated story. Oral interaction in which the pupils act out a role-play in which a new pupil goes to

school and his/her classmates ask questions about him/herself, favourite subjects and what he/she likes doing.

Block 3. Comprehension of written texts Recognising letters associated with school subjects. Reading sentences to correct them if what they say is not true according the the

recording listened to. Read questions to classmates about school subjects. Read short texts in which various pupils talk about the subjects which they have

every day. Read and understand sentences about the rules which must be followed before

and after carrying out certain actions. Reading the questions and answers which are part of a dialogue so that pupils can

link them as fits. Read about grammatical structures for comprehension, learning and memorising.


Reading a song lyric about favourite school subjects. Listen to and understand the recording of a story using visual aids. Reading various dialogues which include words with the sounds /ɔ/ and /əʊ/. Reading various words to classify in the ‘sock’ (/ɔ/) r ‘coat’ (/əʊ/) categories

depending on their sounds. Read a summary of what happened in the unit story for the pupils to complete it

with the missing words. Reading sentences to correct if their contents is not true according to what has

been read and listened to in the unit story. Reading different comprehension questions about the unit story for pupils to

choose the best answer offered. Reading a conversation between the Time Travellers and Elvis for pupils to ask the

questions which they ask him. Reading useful sentences and structures to use which pupils carry our their role-

play (Communication)


Writing the words learned to name school subjects. Prepare dialogues in which pupils ask each other about the days they have

different subjects. Write sentences in which pupils talk about subject they like or which they are good

at. Write sentences about what different characters to not like doing. Write sentences about the rules to be followed before and after carrying out certain

actions. Write a short text in which the pupils talk about their duties at home and at school. Write a short text about the pupils and their opinions about their subjects. Writing different rules for the English class. Complete the lyrics of the unit song with the missing words. Write various words in the ‘sock (/ɔ/)’ or ‘coat’ (/ǝʊ/) categories. Complete a summary of the unit story with the missing words.



Questions and answers about the subjects studied during the school day. Oral interaction in which pupils give their personal opinions about different subjects

and what they like and do not in each one. Participation in a game in which the pupils ask each other about what they like

doing and what they do not. Participation in a game in which pupils practise how to express an obligation to do

something.

Vocabulary:

School subjects and vocabulary: Geography, Music, I.T., History, Maths, Science, Art, P.E., lunch, librarian, school uniform.

Prepositions: before, after. Pronouns: everyone, anybody.


Obligations: clean your shoes, rules, impersonal you. Story: dressing room, wig, peace and quiet, milkshake. Revision English, favourite, understand, today, have got, secret, , days of the week,

the past, actions and activities.


Like/ don’t like + -ingo I like (singing).o He loves learning about (Science).o She really doesn’t like (dancing).

You have to + time expressionso You have to wear a school uniform.o You don’t have to read two books (every week).


Recognise, compare and pronounce words with sounds /ɔ/ and /əʊ/.

Classroom language:

What’s this lesson? English is after History. In this lesson you learn about numbers. I like listening to music. He loves learning about Science. He really doesn’t like singing. Do you like drawing? Yes, I do. You can learn about the past in History. You can learn about plants and animals in Science. You can sing in Music. Let me tell you a secret. I get up at seven o’clock. You have to wear a school uniform. You have to read a book every week. You have to arrive at school before nine o’clock. What’s your favourite subject? Do the friends talk to Elvis? What does Patrick say? Why does Elvis ask ‘What’s a CD’? How do they help him escape from his fans? Where are the three friends? Who do they meet? Do they like being with him?


Memorize and use the vocabulary in the unit. Understanding and writing simple sentences and texts following the model. Respect and interest in activities which others enjoy carrying out. Use information and communication technologies.


Enjoy team work. Have confidence in your own ability to learn a foreign language. Show interest by participating actively in class. Value the importance of being creative. Assess the importance of team work.


Become familiar with subjects and daily habits in the school day. Show interest in and tolerance towards subjects studied at school. Valuing the importance of having good study habits. Valuing the importance of following daily norms and building up solid, healthy

habits. Using skills to relate to other people, showing tolerance and respect. Learning about the importance of talking about one's habits and asking about other

people's.

2 Competences




Listen to oral messages about subjects studied at school.




Listen to a song about school subjects.

TALK AND CONVERSERecite poems or sing a song with correct pronunciation and intonation. Recite in a group the unit song.

Give simple oral presentations. Role-play in which pupils ask and answer about their info, favourite subjects and what they like doing.




Ask and answer a classmate about school subjects.Act out the previously read story.

READING


Recognise subjects connected with school subjects.

Recognise the sentences in the unit's story.



Interpret the main messages in various posters on a school notice board.



WRITING


Write simple texts connected with school subjects.

Write simple texts using the expression (don’t) like + -ing and the expression have to + infinitive.


Write a short text about the pupils and their opinions about their subjects..


Write a short text in which pupils talk about their duties at home and at school.

Mathematical competence and basic competences in science and technologye.

Solve puzzles and crosswords. Solve a crossword with vocabulary about school subjects.






Express individual tastes, duties and norms.




Learn about Shakespeare and his importance in the history of English and world literature.





Carry out the unit self-evaluation suggested in the Activity Book.



Learn about the importance of being creative.






Recognise the importance of being creative. Accept other people's tastes as freedom of expression. Show an interest in classmates' tastes about school subjects.

Education for Equality

Show respect for other people's opinions, regardless of their gender.

Cooperative work in class

Be able to work in pairs or groups effectively, respecting other people and being cooperative.


At this level, themes tend to touch on other areas of the syllabus, subjects continually overlapping.


Name, recognised and explain school subjects and expression your opinions about them.

Talk about each pupil's individual tastes using (don’t) like + -ing. Express duties and rules using the structure have to + infinitive. Use correct pronunciation and intonation. Recognise and pronounce and write /ɔ/ and /əʊ/. Identify basic sociocultural and sociolinguistic features such as the importance of

being creative.

6 Objectives - Evaluation criteria - Competences


Objectives: Evaluation criteria Competences

Recognising and explaining school subjects

Recognise and use a limited repertoire of frequently used oral vocabulary orally and in writing about school subjects.

CL

Practise how to use and form the expression (don’t) like + -ing and the expression have to + infinitive.


Distinguish and comply with habitual communication functions: express personal tastes, duties and rules.

CLCSC

Practise pronouncing the sounds /ɔ/ and /əʊ/.

Recognise and pronounce and write /ɔ/ and /əʊ/.

CL

Recite a chant and a song about school subjects.

Use correct pronunciation and intonation.

CLCECSIEE

Listen to and read an illustrated story.Identify the parts of the illustrated story which has been studied previously.


CL

Talk about the meaning of a story which has been worked with before.

Identify basic sociocultural and sociolinguistic features such as the importance of being creative.

CLCSC


UNIT 2 THE STORY TELLER


Listen to and understand messages in short texts in different audio-visual formats. Listen to, understand and repeat different words in the introductory scene in the

unit with vocabulary about sensations and states. Listen to and understand simple oral messages in which the characters ask and

answer about things happening to them. Listen to and repeat grammatical structures for comprehension, learning and

correct pronunciation. Listen to and read a chant about states and sensations. Listen to a song lyric for pupils to complete with the missing words. Listen to and repeat sentences including should y shouldn’t. Listen to, read and repeat dialogues which illustrate how final 'e's are sometimes

mute. Listen to and repeat repeat sentences which illustrate how final 'e's are sometimes

mute. Listen and understand a story using visual aids. Listen to and understand various short texts about sports in English-speaking

countries.


Oral interaction in which pupils make rules for coexistence and for the class to run smoothly using should/ shouldn’t.

Oral interaction in which the pupils ask short questions and answer with the verb to be and adjectives about emotions to talk about how they are.

Oral interaction in which pupils try to help each other be solving problems which come up.

Acting out in groups a previously read story. Discuss questions about poetry and pupils' knowledge of it. Oral presentation of a survey carried out previously on different classmates about

what they like to read and analysing the results obtained. Oral response to questions about national sports in English-speaking countries. Oral interaction in pairs acting out the purchase of tickets for a football game.

Block 3. Comprehension of written texts Reading questions and answers about emotions and states. Read a chant about emotions and moods. Read and understand a story with visual and audio aids. Read a dialogue which shows pupils how to make rules for coexistence and the

class to run smoothly. Read two halves of various sentences for pupils to link the advice with the right

other half. Read sentences with the words should/ shouldn’t/ for the pupils to complete them

with their own ideas about class rules. Scene for pupils to connect them as fits.


Read a text about Shakespeare for pupils to complete it with the missing words. Reading sentences to complete with the missing words from those given. Reading sentences said by various characters so the pupils can give them their

advice about what to do. Reading a song lyric for pupils to complete with the missing words. Read the data for pupils to complete a table about the poems. Read the poem Bear In There, by Shel Silverstein, for pupils to complete with the

missing words. Reading various dialogues which show that the final 'e' is sometime silent. Read various sentences which summarise what happened in the unit story for the

pupils to put them into the right order. Read halves of various sentences with summarise the unit story for the pupils to

link them together. Read various sentences to complete with the pupils' answers based on the unit

story. Read poems for the pupils to choose the ones they like best and explain why. Read various comprehension questions about the poems read. Read questions about poetry to discuss in groups. Read the instructions to carry out the unit project in which the pupils write their own

poems having read several others for inspiration. Read various short texts describing national sports in English-speaking countries.


Writing sentences with the verb to be expressing different characters' emotions and moods.

Reply to comprehension questions about a previously read story. Write sentences using should and shouldn’t as shown in the various pictures. Sentences for pupils to complete using the structures should/ shouldn’t/ mind/

wouldn’t mind/ could/ couldn’t as fits. Complete the lyrics of the unit song with the missing words. Correct various sentences in the lyrics of the unit song. Write words which rhyme with those given. The pupils write all the words they can with the letters from the name

SHAKESPEARE. Answer the various comprehension questions about the poems read. Fill in a table about the poems read. Guided structure of a poem, completing the sentences and words given. Complete a pamphlet with advice about how to become a basketball star. Write a pamphlet for your school sports team.



Oral interaction in which the pupils ask about and express their emotions and feelings.

Take part in a mime game in which the rest of the pupils guess the emotions or feelings acted out.

Oral interaction in which the pupils give advice. Oral interaction in which the pupils tell stories based on cartoons or visual aids and

order the events in the stories. Oral interaction in which the pupils predict the contents of a story before reading it.


Group discussion about poetry and pupils' knowledge of it.

Vocabulary:

Adjectives: hungry, thirsty, ill, busy, scared, worried, excited, tired, angry Theatre: play, audience, stage, actor, theatre, William Shakespeare, ‘Romeo and

Juliet’, sword, ending.


What’s the matter?o What’s the matter? I’m (tired).o What’s the matter with Conner?o He’s (ill).

Should / Shouldn’to You should/shouldn’t go to bed.


Recognise cases in which the final letter ‘e’ is mute.

Classroom language:

Why is Shakespeare sitting on a big box, looking sad? How does he know? Why do the two men come in with big sticks? What do the children suggest? What is the name of the play? Where are the three friends? What do the audience think of Romeo and Juliet? What do you remember about Shakespeare and his plays? Today I’ve learnt about poetry and how some poems rhyme and some don’t. I’ve read new poems in the lesson today. I’ve written a poem and read my friends’ poems in the lesson today.


Memorize and use the vocabulary in the unit. Understanding and writing simple sentences and texts following the model. Act out and mime different gestures showing moods and feelings. Use information and communication technologies. Enjoy team work. Respect for and interest in advice given by others. Have confidence in your own ability to learn a foreign language. Evaluate your ability to respond to class instructions. Show interest by participating actively in class. Value the importance of being polite in public places.


Ability to interact with others and start simple conversations offering advice. Work about poetry, types of poems and rhymes.


2 Competences




Listen to oral messages about moods and feelings.




Listen to a song about emotions and moods.

TALK AND CONVERSE



Give simple oral presentations. Explain and describe your opinion about and personal taste in poetry to classmates.




Ask and answer about classmates' emotions and moods.

Act out the previously read story.

READING


Recognise sentences connected with emotions and moods.




WRITING


Write simple texts connected with emotions and moods.

Write simple texts using should / shouldn’t.


Write short texts expressing your own and other people's emotions and moods.


Write simple stories and descriptions. Write a poem, completing the sentences and words given.

Write a pamphlet for your school sports team.


Solve puzzles and crosswords. Solve a letter soup with vocabulary about emotions and moods.


Put the pictures in the order of the verses of the song.






Give advice.

Identify habits from countries in which foreign languages are spoken.

Read various short texts describing national sports in English-speaking countries.




Learn about Shakespeare and his importance in the history of English and world literature.






Do the suggested test and revision game to revise the last three units.



Learn about the importance of being polite in public places.







Be aware of the correct way to relate with others using polite expressions. Value and recognise the importance of being polite in public places.


Be able to work with the whole class, respecting classmates' turns to speak when taking part in group games.





This unit is connected with literature. Pupils learn about theatre and the most representative figure of English literature, William Shakespeare, and also look at some of his works.

Pupils also learn about poetry, rhymes and different types of poetry. As part of the unit project, pupils write their own poem, having been inspired by

other poems throughout the unit.


Recognise and use a limited repertoire of frequently used oral vocabulary orally and in writing about different emotions and moods.

Use the structures should / shouldn’t to give somebody advice Use correct pronunciation and intonation. Recognise cases in which the final letter 'e' is mute. Identify basic sociocultural and sociolinguistic features such as the importance of

being polite in public places. Use the subject, general meaning and main information and ideas from the text in

short, simple texts with visual and audio support. Carry out a project at the end of the unit in which pupils write a poem and can read

their classmates' poems as they will all be hung up in the classroom. Know and make use of basic Learning strategies: act out a dialogue with a

classmate about buying a football ticket in order to revise the previous three units.




Recognising and presenting vocabulary about different emotions and moods.

Recognise and use a limited repertoire of frequently used oral vocabulary orally and in writing about different emotions and moods.

CL

Practise the use and forming of expressions with should / shouldn’t.


Distinguish and comply with habitual communication functions: giving advice.

CLCSC

Practice pronouncing words in which the final 'e' is mute.

Recognise and produce orally and in writing words in which the final 'e' is mute.

CL

Recite a chant and a song about different emotions and moods.


CLCECSIEE

Carry out a project about a poem and present it to your classmates.

Make yourself understood in short, simple oral statements.

CLCECSIEE



CL


Identify basic sociocultural and sociolinguistic features such as the importance of being polite in public places.

CLCSC

Revise the vocabulary learned in the last three units.

Learn and use basic learning strategies. SIEE


BONFIRE NIGHT


Listen to a text describing the origins of Bonfire Night in the United Kingdom.


Oral reply to questions about festivities held in the autumn in the pupil's country.


Read a text describing typical activities in the United Kingdom on Bonfire Night.


See Activities for developing this skill.



Practise vocabulary connected with Bonfire Night. Take part in games to learn and memorize new vocabulary and practice grammar

structures. Communication with classmates in English.

Vocabulary:

Bonfire Night: blow up, Parliament, King, gunpowder, experiments, bonfire, fireworks, baked potatoes sausages, toffee apples.

Others: bother


It’s Bonfire Night. It’s a ... There are…

Classroom language:

Open your Student’s Book at page … , please. Let’s read about the Bonfire Night..


Memorize and use the vocabulary in the unit. Understanding and writing simple sentences and texts following the model.


Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Learn about Bonfire Night.


Finding out about Bonfire Night. Value traditions in English-speaking countries.

5 Competences




Listen to oral messages about Bonfire Night.


Listen to a text about the origins of Bonfire Night.


Listen to a text about Bonfire Night.

TALK AND CONVERSE







READING


Recognise sentences connected with Bonfire Night.

WRITING


Write words connected with Bonfire Night.



Social and Civic Competences.


Take part in group activities with respect and interest and share opinions.

Answer and tell classmates your results in the unit quiz.


Recognise and use vocabulary connected with Bonfire Night.


Recognise Bonfire Night as a cultural event specific to the United Kingdom.

Cultural conscience and expressions.Show interest in and respect for the culture of English-speaking countries.

Learn about typical traditions in other parts of the world.


Learn about the importance of respecting other people's traditions.

6 Education about values


Show interest in learning about traditions in different parts of the world.






Use vocabulary connected with Bonfire Night.



Teach about Bonfire Night. Recognise and use a limited repertoire frequently used oral vocabulary orally and in writing about Bonfire Night.

CLCEC


UNIT 3 IN ISTANBUL


Use vocabulary about places in a city r town. Use place prepositions correctly. Listen to a song about places in a city or town. Listen and understand simple messages from different audiovisual media

connected with places in a city or town. Listen to and understand questions which pupils answer after looking at the picture

which introduces the unit. Listen to short, simple messages about different characters who talk about

activities they can carry out in particular places in the city such as a shop, a bank, the library, etc.

Listen to simple messages which describe where certain places in a city or town are using prepositions.

Listen to a song about places in the city and where they are. Listen to and understand messages about the places which some characters are

going to and why they are going there. Listen to and repeat words with sounds /tʃ/ and / ʃ/ Listen to, understand and repeat grammatical structures for comprehension,

learning and correct pronunciation. Listen to, read and understand a story using visual aids.

. Block 2. Production of oral texts

Interaction oral with questions and answers about different places in cities and towns.

Questions and answers about the picture which introduces the unit. Questions and answers about the place where certain places in the city are. Participation in a game (town game) in which the pupils imagine a city and ask and

answer each other about where certain places are. Questions and answers about the place and why people go there. Acting out in groups a previously read story. Oral interaction in which pupils count all the characteristic places in a city they can

think of. Act out a dialogue previously prepared in which one of the pupils pretends to be a

tourist asking about a place in the city and the other explains where it is.

Block 3. Comprehension of written texts Recognising simple words connected with the places in cities and towns. Read questions about the picture which introduces the unit. Reading simple sentences which say where the most characteristic places in the

city or town are using prepositions. Reading dialogues in which pupils ask and answer about where places are in the

city or town. Reading a song lyric about places in a city and where they are.


Reading sentences which show the places which certain characters go to and why they go there.

Reading sentences to decide if they are true or false according to the accompanying picture.

Read short dialogues for pupils to complete with the missing words. Read sentences which are part of a story for pupils to put them into order. Read about grammatical structures for comprehension, learning and memorising. Read a text for the pupils to point out and differentiate words with sounds /tʃ/ and /ʃ/. Listen to, read and understand a story using visual aids. Read various sentences which pupils correct basing themselves of the unit story. Read a summary of what has happened in the unit story so that pupils can

complete it with the missing sentences given. Read various sentences so that pupils can say which characters said them at the

end of the unit. Read prepositions to talk about the situation of different places in a city. Reading useful sentences and structures to use which pupils carry our their role-



Writing the words learned to name places which may be found in a city or town. Write simple sentences saying where certain places are using prepositions. Write simple sentences saying where somebody is going and for what purpose. Write words with sounds /tʃ/ and /ʃ/. Write sentences the infinitive to express purpose. Complete a summary of the unit story with missing sentences chosen from

amongst those offered. Write the names of the characters who say sentences in the unit story. Write characteristic places which can be found in any city.



Questions and answers to exchange information about places which can be found in a city or town.

Dialogues asking and answering about places in a city or town. Participation in communication games to learn the unit's grammatical structures. Acting out a role-play in which pupils pretend to be tourists asking about a place in

the city or locals giving directions.

Vocabulary:

Places in a city: map, bank, bus station, tower, library, market square, sports centre, supermarket, playground, swings, zoo, hospital.

Prepositions: below, above, opposite, near Revision: between, next to, behind, in front of, verbs, cities and countries.


Prepositions of place:o It’s opposite / above / below / near the (tower).

Infinitive of purpose:


o I go to the (supermarket) to buy (bread).


Recognising and pronouncing the correct consonant sounds /ʧ/ y /ʃ/ connected with different letters.

Classroom language:

What does Phoebe buy at the tourist office? Who gets on the train? Why doesn’t Phoebe get on? What do Alex and Patrick do? Why? Where are the three friends? What happens to Phoebe? Who do Alex and Patrick meet? What does he tell them to do?


Memorize and use the vocabulary in the unit. Use information and communication technologies. Use structure repetition strategies to gain confidence and produce freer language

segments. Assimilate the practise the grammatical points taught in the unit. Enjoy team work. Have confidence in your own ability to learn a foreign language. Value the importance of showing an interest in knowing the world. Assess the importance of team work. Show respect and interest in other people's tastes about the city or town.


Use skills to relate with others and start a simple conversation about places in a city or town.

Show interest learning the importance of working together as good citizens and making coexistence easy for everybody.

Be aware of the importance of following norms of politeness when asking for information about places in a city.

2 Competences




Listen to simple oral messages about places in a city or town

Identify the gist and specific information from Listen to a story about the book's


a short situation from repeated visualisations of the oral text.

characters.


Listen to a song about places in a city or town.

TALK AND CONVERSE



Give simple oral presentations. Role-play in which pupils ask and answer about specific places in a city.




Ask and answer about the place and why people go there.Act out the previously read story.

READING


Recognise sentences connected with places in a city or town.



Situate and distinguish the places in a city or town by reading a map.



WRITING


Write simple texts connected with places in a city or town.

Write simple texts using expressions with places prepositions.

Mathematical competence and basic competences in science and technologye.Order and classify data using appropriate criteria.



Describe the pupil's surroundings using sentences connected with places in a city or town.







Give directions about places in the city.




Listen to other people talking about places in their cities or towns.







Learn about the importance of showing interest in getting to know the world.






Accept other people's tastes as freedom of expression. Value the importance of showing an interest in knowing the world.

Citizenship education

Learn about behaving as good citizens, giving information about places in the city that we know to people who ask for it.






This unit is connected with geography. Pupils learn about places which make up human geography, cities and towns.


Recognise and use frequently used oral vocabulary orally and in writing about places in a city or town.

Use place prepositions correctly to give directions about places in the city. Use structures with the infinitive to express purpose. Recognise and pronounce the sounds /tʃ/ and /ʃ/ correctly. Use correct pronunciation and intonation. Identify basic sociocultural and sociolinguistic features such as the importance of

showing interest in getting to know the world.



Recognising and presenting vocabulary about places in a city or town.

Recognise and use frequently used oral vocabulary orally and in writing about places in a city or town.

CL

Practise the use and form of expressions with place prepositions.


Distinguish and comply with habitual communication functions: giving directions about places in the city.

CLCSC

Practise pronouncing the sounds /tʃ/ and /ʃ/.

Recognise and pronounce and write the sounds /tʃ/ y /ʃ/ connected with different letters.

CL

Recite a chant and a song about places in a city or town.


CLCECSIEE



CL

Talk about the meaning of a story which has been worked with

Identify basic sociocultural and sociolinguistic features such as

CLCSC


before.Be able to reflect about what has been learned.

the importance of showing interest in getting to know the world.


CHRISTMAS IN AUSTRALIA


Listen to the ordinal numbers 1 to 12. Listen to a carol so that pupils can learn it and then sing it.


Oral answer to questions about typical Christmas activities in the pupil's country.


Read a Christmas carol in which various Australian animals are mentioned.





Practise vocabulary about Australian animals. Communication with classmates in English.

Vocabulary:

Ordinal numbers: first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh, twelfth

Australia: ostrich, kiwis, koala bears, platypus, kangaroos. Others: gum tree, true love


Merry Christmas We wish you a merry Christmas and a happy New Year! Thank you. It is Christmas time! On the (first) day of Christmas… My mother gave to me…


Sing a carol with correct intonation and pronunciation.

Classroom language:


Open your Student’s Book at page … , please. Look! It’s Christmas. Sing a Christmas song.


Memorize and use the vocabulary in the unit. Understanding and writing simple sentences and texts following the model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Respect the different ways of celebrating Christmas in different parts of the world. Show respect for other people's beliefs.


Valuing traditions and Christmas carols in English-speaking countries. Learning about the importance of sharing Christmas with family and friends.

2 Competences




Listen to simple oral messages about Christmas.


Listen to a Christmas carol.


Listen to a song about Christmas.

TALK AND CONVERSE






Wish your classmates a Happy Christmas.Recite in a group the unit song.

READING


Recognise short sentences and texts connected with Christmas.



Recognise numbers 1 to 100 Write and use ordinal numbers 1 to 12 correctly in English.


Recognise and use ordinal numbers 1 to 12 in the right order.


Recognise some native Australian animals.






Recite a typical Christmas carol from English-speaking countries.




Learn Christmas carols from other countries.



Learn about the importance of respecting other people's beliefs and traditions.



Show an interest in learning about typical Christmas objects and traditions in English-speaking countries.



Education for Peace

Show respect for other people's beliefs and Christmas traditions.





Use vocabulary connected with animals in Australia. Sing a Christmas carol with correct pronunciation and intonation.



Teach animals of Australia. Recognise and use frequently used oral vocabulary orally and in writing about Australian animals.

CLCSC

CMCT

Reciting a Christmas carol. Use correct pronunciation and intonation.

CLCECSIEE


UNIT 4 MYSTERY AT SEA


Listen to and understand messages in short texts in different audio-visual formats. Listen to, understand and repeat words for objects used in the unit introductory

scene to teach vocabulary about maritime objects. Listen to the conversation to complete some sentences which accompany the

introductory scene. Listen to and repeat grammatical structures for comprehension, learning and

correct pronunciation. Listen to a song lyric for pupils to complete it with the missing words. Listen to, read and repeat dialogues illustrating pronunciation of the sound /ʊ/

associated with different letters. Listen to and read a poem for pupils to put the verses into the right order. Listen to a read different words with the sound /ʊ/. Listen to a read words for pupils to distinguish between the sounds /ʊ/ and /u:/. Listen to, read and understand a story using visual aids.

. Block 2. Production of oral texts

Oral interaction using questions and answers about things shown in the unit's introductory scene and what has been heard in the accompanying dialogue.

Participation in a describing game in which the pupils have to guess a word which one of their classmates describes from the recently studied words.

Acting out in groups a previously read story. Discussion about rivers, seas and oceans and their importance in our environment.

Block 3. Comprehension of written texts Recognise letter associated with different objects connected with maritime

vocabulary. Read and understand a unit introductory paragraph describing the scene which it

accompanies. Read, listen to and understand sentences to complete using the information

missing about the unit introductory scene and listened to in the accompanying dialogue.

Read the definitions of various maritime objects to guess what they are. Read grammatical structures to understand and learn about them. Read the unit song lyric for pupils to complete with the missing words. Read and listen to sentences which illustrate the sound /ʊ/ associated with different

letters. Read words which appear in the unit song for pupils to complete them with the

missing letters. Read questions with there was and there were, and short answers. Read and listen to different words with the sound /ʊ/. Read and listen to words for pupils to distinguish between sounds /ʊ/ and /u:/. Listen to, read and understand a story using visual aids.


Read halves of various sentences which pupils must link in order to obtain a summary of the unit story.

Read comprehension questions about the unit story. Read a summary of the unit story which the pupils complete with the missing

words. Read various texts about oceans, seas and rivers. Read instructions to follow for the pupils to carry out a unit end project including

information about a river and writing a text about it. Read a text about oceans for pupils to correct the mistakes from what they have

learned in the unit.


Writing the words learned to name different objects which can be found in a maritime scene so that pupils can fill in the crossword.

Complete the lyrics of a song with the missing words. Write sentences, positive and negative, in the past, with there was and there were. Ask questions and give answers with there was and there were. Write words in two categories depending on whether they have the sounds /ʊ/ or

/u:/. Complete the summary of the unit story with the missing words. Reply to comprehension questions about the unit story. Write a text about a river which the pupils have previously researched.



Questions and answers about different objects to be found at a maritime scene. Participation in different games for pupils to be able to practise different

grammatical structures and so consolidate their correct use and learning. Describe what there was at a certain place in the past. Questions and answers about what there was at a certain place in the past.

Oral interaction in which pupils tell stories based on cartoons or visual aids, putting different events into order.

Vocabulary:

Maritime Vocabulary: captain, lifeboat, cabin, whale, sailor, dolphin, shark, anchor, octopus

Oceans and the environment: salty, plastic bag, danger, safe, rubbish.


There was/were (affirmative, negative, interrogative)o There was/wasn’t a (quiet river in China).o There were/weren’t (baijis in Britain).o Was there a (shark in the sea)?o Yes, there was.o Were there (any people on the beach)?o No, there weren’t.



Recognising different letters pronounced with the sound /ʊ/. Recognising and differentiating the sounds /ʊ/ and /u:/.

Classroom language:

Where do the children hide? What do they find in the captain’s cabin? What does Patrick see out of the porthole? Who walks into the green gate and disappeared? Who remembers the true story of the Mary Celeste? Where are the three friends? What do they find? Do the friends walk into the green light? Do you think Grace was brave? Would you do the same thing? Today I’ve learnt about seas and oceans and how important it is to look after the

environment.


Memorize and use the vocabulary in the unit. Use information and communication technologies. Enjoy team work. Respect and take an interest in other people's tastes and preferences. Have confidence in your own ability to learn a foreign language. Evaluate your ability to respond to class instructions. Show interest by participating actively in class.


Finding out about different objects which can be found in maritime scenes. Carrying out a project in which pupils look for information about a river and write a

text about it. Reflect about the importance of respecting and taking care of the environment.

2 Competences




Listen to oral messages about a maritime scene.



Recognise aural items such as accent, Listen to a song about a maritime scene.


rhythm and correct intonation in familiar and varied contexts.

TALK AND CONVERSE



Give simple oral presentations. Explain and describe to classmates the information collected about a river.




Debate about rivers, seas and oceans and their importance in the environment.Act out the previously read story.

READING


Recognise sentences connected with a maritime scene.




WRITING


Write simple texts connected with a maritime scene.

Write simple texts using the expressions there was/were.

Write simple stories and descriptions. Describe a river after researching it.


Solve puzzles and crosswords. Fill in a crossword with vocabulary connected with a maritime scene.




Describe the pupil's surroundings using sentences connected with objects and animals that can be found in the sea.


Value taking care of the sea to be able to enjoy and conserve the environment.


Discussion about rivers, seas and oceans and their importance in our environment.


Apply strategies using methods from scientific research.

Look for information about a river to write a text about it.






State what there was at a certain place in the past.



Use artistic techniques and items in your presentations and projects.

Make a drawing to accompany the project about a river.












Show respect towards the sea and an interest in taking care of it.






Citizenship education

Learn about the importance of taking care of the environment, which is essential for all living beings.



This unit is connected with natural sciences; pupils learn about the importance of looking after the environment.

In additions, as part of the unit project pupils look for information about a river and write a text about it.


Recognise and use a limited repertoire of frequently used oral vocabulary orally and in writing about a maritime scene.

Describe, ask and answer about what there was at a particular place in the past using expressions there was/were

Recognise, differentiate and pronounce the sound /ʊ/ and distinguish between the sounds /ʊ/ and /u:/.

Use correct pronunciation and intonation. Carry out a project a river and write a text about it.



Recognise and present vocabulary about a maritime scene.

Recognise and use a limited repertoire of frequently used oral vocabulary orally and in writing about a maritime scene.

CL

Practise the use and form of the expressions there was/were.


Distinguish and comply with habitual communication functions: state what there was at a particular place in the past.

CLCSC

Practice pronouncing the sound /ʊ/ and distinguish between the sounds /ʊ/ and /u:/.

Recognise and produce orally and in writing the sound /ʊ/ and distinguish between the sounds /ʊ/ and /u:/.

CL

Recite a chant and a song about a maritime scene.


CLCEC


SIEE

Write a text about a river and show it to your classmates.


CLCMCTSIEE



CL


UNIT 5 CRAZY INVENTIONS


Listen to and understand simple messages from different audio-visual formats connected with electronic devices and small domestic appliances with which the pupils are familiar.

Listen to and understand questions which pupils answer after looking at the picture which introduces the unit.

Listen to different words with the letters gh pronounced in different ways. Listen to and read sentences which compare objects explained in terms of their

characteristic. Listen to a song about the characters' bicycles. Listen to grammatical structures or comprehension, learning, memorizing and

correct pronunciation of the superlative and comparative adjectives. Listen and understand a story using visual aids.


Oral interaction using questions and answers about electronic devices and small domestic appliances

Participation in a guessing game in which pupils try to guess which object shown is the most expensive.

Comparisons between the objects shown in some pictures using adjectives given. Acting out in groups a previously read story. Oral interaction in which pupils compare two pictures and their differences. Oral interaction in which each pupils talks about his/her favourite electronic device

and small domestic appliance, how long he/she has had it, who gave it to him/her, what it looks like and other things of interest.

Act out a role-play about asking for information about different products in a shop.

Block 3. Comprehension of written texts Recognise simple words connected with different electronic devices and small

domestic appliances known to the pupils- Read about grammatical structures for comprehension, learning and memorising. Read and listen to sentences comparing objects' characteristics. Reading sentences which compare two objects. Reading a song lyric about two characters' bicycles. Reading sentences which use the superlative to talk about the most outstanding

object in a group. Listen to and understand the recording of a story using visual aids. Read words with these sounds. Short Reading sentences which describe things in a picture for pupils to say

whether they are true or false. Read the different answers which can be given to a customer for pupils to choose

the correct one and complete a dialogue. Read useful sentences and structures to ask for help and/or deal with customers in

a shop.


Read pamphlets from various museums. Reading useful sentences and structures to use which pupils carry our their role-



Writing the words learned to name electronic devices and small domestic appliances.

Write sentences comparing two objects depending on their characteristics. Write sentences in which one object stands out in a group using the superlative

form of the adjective. Write quiz questions about the illustrated story read, starting off with some given

answers. Write a text about each pupil's favourite electronic devices or small domestic

appliance. Write a dialogue, following a model, between a customer and a shopkeeper. Write a text, to be accompanied by a photo, about each pupil's favourite electronic

device or small domestic appliance. Write an e-mail describing your city or town to a friend.



Questions and answers to exchange information about electronic devices and small domestic appliances.

Sentences comparing various objects and emphasizing one of them. Repeat dialogues about prices and in which various objects are compared. Participation in communication games to learn the unit's grammatical structures. Describing two pictures looking at the differences between them. Act out a role-play which the pupils have prepared previously, pretending to be

asking for something / dealing with a customer in a shop. Oral interaction in which each pupil talks to a classmate about his/her favourite

electronic device and small domestic appliance. Oral interaction in which the pupils reach an agreement to visit one of the three

museums suggested.

Vocabulary:

Electronic devices and small domestic appliances: gadget, games console, electric fan, walkie-talkie, electric toothbrush, CD player, torch, mobile phone, lift, laptop, mp3 player.

Adjectives: cheap, expensive. Picture story: somewhere, hide, clever, rock, hurry up.


Comparative and superlative adjectiveso The (DX24) is bigger / more expensive than the (DV32).o The Airbus (A38 ) is the biggest (plane) in the (world).



Recognise and pronounce the sound gh associated with different sounds.

Classroom language:

Let’s buy an electric toothbrush. Oh yes, and how about an mp3 player? Look at these two pencils. They are different. This pencil is longer than this one. I’m thinking of a gadget. It’s more expensive than a torch and cheaper than a laptop. Point to the biggest bag. Point to the happiest student. My mum is the most beautiful person I know. My torch was cheaper than yours. It’s my bike. I got it for my last birthday. I got it from my parents.


Memorize and use the vocabulary in the unit. Understand and make words, short sentences and texts following a model. Use information and communication technologies. Use structure repetition strategies to gain confidence and produce freer language

segments. Assimilate the practise the grammatical points taught in the unit. Enjoy team work. Respect and take an interest in other people's tastes and preferences. Have confidence in your own ability to learn a foreign language. Value the importance of being careful with other people's property. Assess the importance of team work. Show respect for and interest in other people's taste when buying objects and

decide which is the outstanding one in the group. Show an interest listening to information which other pupils provide.


Use skills to relate with others and start a simple conversation about electronic devices and small domestic appliances, making comparisons between them based on their main characteristics.

Using skills to relate to other people, showing tolerance and respect. Value the importance of following rules of politeness and respect interacting with

others and requesting their services, for example in a shop. Show an interest in technological development. Be aware of the importance of being up to date with technology. Use skills to relate with others, asking for opinions and reaching agreements about

which of the three museums suggested to visit. Valuing the importance of museums for conserving cultural and historical heritage.


2 Competences




Listen to oral oral messages about electronic devices and small domestic appliances.




Listen to a song about electronic devices and small domestic appliances.

TALK AND CONVERSE



Give simple oral presentations. Role-play in which pupils give and take information about different products in a shop.




Ask and give answers about electronic devices and small domestic appliances.Act out the previously read story.

READING


Recognise sentences connected with electronic devices and small domestic appliances.




WRITING


Write simple texts connected with electronic devices and small domestic appliances.

Write simple texts using comparative and superlative adjectives.


Write an e-mail describing your city or town to a friend.


Write simple stories and descriptions. Describe your favourite electronic device or small domestic appliance.

Mathematical competence and basic competences in science and technologye.Recognise daily objects' sizes and geometrical properties.

Recognise and interpret prices, weights and dimensions of various electronic devices and small domestic appliances.

Solve simple problems connected with familiar subjects.

Find out the names of outstanding objects and places, as suggested in the AB activity.


Describe a pupil's surroundings using sentences connected with electronic devices and small domestic appliances.






Compare two objects and know how to emphasise one object in a group.




Learn about some British museums.









Learn about the importance of being careful with other people's property.







Accept other people's tastes as freedom of expression. Show an interest in and respect for other people's property.

Consumer education

Learn how to follow a selection criteria when you go to a shop to not buy everything you take a fancy to.





This unit is connected with values education and social sciences. Pupils learn to interact in a correct way when they go to a shop and treat the shopkeeper in a polite way.


Name, recognise and explain electronic devices and small domestic appliances. Compare two objects and know how to emphasise one object in a group. Recognise, differentiate and pronounce the letter gh associated with different

sounds. Use correct pronunciation and intonation. Act out a role-play as if the pupils were in a shop and were customers and

shopkeepers. Identify basic sociocultural and sociolinguistic features such as being careful with

other people's property. Know and make use of basic Learning strategies:acting out a dialogue with a

classmate to reach an agreement to go to a museum and revise everything learned in the last three units.




Recognising and explaining vocabulary about electronic devices and small domestic appliances.

Recognise and use frequently used oral vocabulary orally and in writing about electronic devices and small domestic appliances.

CL

Practise using comparative and superlative adjectives.


Distinguish between and comply with habitual communication functions: comparing two objects and knowing how to make one object in a group stand out.

CLCSC

Practise pronouncing the letters gh associated with various sounds.

Recognise, pronounce and write the letters gh associated with different sounds.

CL

Recite a chant and a song about electronic devices and small domestic appliances.

Use correct pronunciation and intonation. CL

CECSIEE

Act out a role-play as if the pupils were in a shops as customers and shopkeepers.


CLCECSIEE



CL


Identify basic sociocultural and sociolinguistic features such as being careful with other people's property.

CLCSC




UNIT 6 IN THE HOSPITAL


Listen and understand simple messages from different audiovisual media connected with illnesses, pain and discomfort.

Listen to and understand sentences for the pupils to correct them as shown in the picture which introduces the unit.

Listen to and repeat grammatical structures for comprehension, learning, memorizing and correct pronunciation.

Listen to various stories told in the past, using regular and irregular verbs. Listen to a song about what happened every day last week. Listen to and repeat words with the sounds /k/y /ʧ/ associated with the letter ch. Listen and understand a story using visual aids. Listen to and read a text about types of food, their property and the quantity of each

we need e.


Spoken interaction with questions and answers about different illnesses, pain and discomfort.

Participation in a miming game in which pupils practise and guess other pupils' illnesses, pain and discomfort.

Oral interaction in which the pupils talk about what happened the day before. Participation in a memory game in which the pupils try to remember all the days in

the unit song they have learned about what happened every day the week before. Oral interaction in which the pupils, using the cartoons given, make up a story

about what happened the week before. Acting out in groups a previously read illustrated story. Questions and answers about the last time the pupils were ill and how they felt. Discussion about the importance of a healthy diet. Acting out a dialogue in which pupils talk about the type of food they eat and give

each other advice about the type of food they should eat.

Block 3. Comprehension of written texts Recognising simple words connected with different illnesses, pain and discomfort. Reading different sentences about a story in the past for pupils to put them in the

right order. Read about grammatical structures for comprehension, learning and memorising. Read short stories for pupils to complete with the missing verb in the past tense. Reading a song lyric about what happened every day the week before. Listen to and understand the recording of a story using visual aids. Read mixed up words from sentences for pupils to make positive sentences in

thepast simple). Read and understand words with the sounds /k/ and /ʧ/ associated with the letter

ch.


Read texts about healthy food and the different types of food there are, and the daily quantity we need of them each day.

Read about different types of food for pupils to classify them: meat, fruit, vegetables and dairy products.

Read about food for pupils to write the food group they belong to. Read instructions for carrying out a project in which pupils note everything they eat

during the day during a week, making a table for each day and five categories for each day. At the end of the week, pupils analyse their diets and consider whether they should eat more or less of some categories.


Writing the words learned to name different illnesses, pain and discomfort. Write thepast simple of the verbs which appear in the unit. Write a story, following a model, in which pupils say what they did the previous

Sunday. Write short stories told in the past. Write sentences about what has been read in the illustrated story in the unit using

the key words given. Write different food stuffs in categories: meat, fruit, vegetables and dairy products.



Questions and answers to exchange information about different illnesses, pain and discomfort.

Sentences in past simple about what happened to the pupils. Write stories about what happened to the characters in past simple. Participation in communication games for pupils to learn the unit's grammatical

structures. Debate about the importance of a healthy diet.

Vocabulary:

At the hospital: hospital, doctor, nurse, cold, cough, headache, toothache, earache, stomach-ache, ill, get better, What’s the matter?, patient.

Song: terrible, flea, rode, dinosaur, ate, switch on, slow, so, What happened on...?, What about...?

Irregular verbs: wake up, feel, have, go, give, say. Healthy food: alive, fit (adj), damage, bones, muscles, energy, digestion, dairy

products, proteins, grains. Revision: days of the week, months, illnesses, pain and discomfort, colours,

language learned at other levels Super Minds, Super Minds 5 characters.


Past simple (positive)o The plate landed on the floor. o She felt awful.



Recognising and pronouncing the sounds /k/ and /ʧ/ connected with the letters ch.

Classroom language:

Do you know where the hospital is in our town? What happened yesterday? I watched a film and played tennis. And you? What happened on...? What about...?



segments. Assimilate the practise the grammatical points taught in the unit. Enjoy team work. Respect and take an interest in other people's tastes and preferences. Have confidence in your own ability to learn a foreign language.


Use skills to relate with others and start a simple conversation about different illnesses, pain and discomfort.

Ability to tell stories about what happened in the past. Valuing the importance of followings norms about politeness and respect when

relating with others and asking for their services, for example at the doctor's. Show interest by participating actively in class. Assess the importance of taking part in collective games and tasks. Show an interest listening to information which other pupils provide. Show interest in what happened in the past. Value the importance of being healthy. Show interest in learning about the importance or leading a healthy, balanced diet.

2 Competences




Listen to simple oral messages about illnesses, pain and discomfort.




Listen to a song about illnesses, pain and discomfort.


TALK AND CONVERSE



Give simple oral presentations. Explain and describe to your classmates an analysis of your weekly diet.




Talk about what happened the day before. Act out the previously read story.

READING


Recognise sentences connected with illnesses, pain and discomfort.




WRITING


Write simple texts connected with illnesses, pain and discomfort.

Write simple texts the simple past (regular and irregular verbs).

Mathematical competence and basic competences in science and technologye.Order and classify data using appropriate criteria.

Put the sentences in order as per the pictures.

Solve puzzles and crosswords. Solve a letter soup with vocabulary about illnesses, pain and discomfort.


Describe a pupil's surroundings using sentences connected with illnesses, pain and discomfort.


Recognise the symptoms of illnesses, pain and discomfort and the importance of leading a healthy life to avoid them.







Tell events from the past.













Show interest by participating actively in class. Show compassion and interest in people who have a disease.



Education about health

Be able to recognise which food is healthy and in what proportions we should eat them.

Education about health

Show an attitude of respect towards the human body. Assimilate habits necessary to keep fit. Learn to solve problems when you have a common illness, carrying out

some activities and avoiding others.




This unit is connected with science as the pupils start to talk about illnesses and physical discomfort. Pupils also learn about healthy diets, the quantities of each type of food which we should eat and what the food groups are.


Recognise and use frequently used oral vocabulary orally and in writing about different illnesses, pains and types of discomfort.

Talk about simple events in past simple), using regular and irregular verbs. Sing a song with correct pronunciation and intonation. Recognise and pronounce and write the sounds /k/ and /ʧ/ connected with the

letters ch. Carry out a project in which pupils write down all the food they eat during a week,

drawing up a table for each day and five categories for each day.



Recognise and explain vocabulary about different illnesses, pains and types of discomfort.

Recognise and use frequently used oral vocabulary orally and in writing about different illnesses, pains and types of discomfort.

CL

Practise the use and forms of the simple past (regular and irregular verbs).


Distinguish and comply with habitual communication functions: talk about events in the past.

CLCSC

Practice pronouncing the sounds /k/ and /ʧ/ associated with the letters ch.

Recognise and pronounce and write the sounds /k/ and /ʧ/ connected with the letters ch.

CL

Recite a chant and a song about different illnesses, pains and types of discomfort.


CLCECSIEE

Carry out a project in which pupils write down all the food they eat during a week, drawing up a table for each day and five categories for each day and tell their classmates about it.


CLCECSIEE



CL


UNIT 7 ANCIENT EGYPT


Listen and understand simple messages from different audiovisual media connected with different countries.

Listen to and understand questions for pupils to answer in line with the picture which introduces the unit.

Listen to and repeat grammatical structures for comprehension, learning, memorizing and correct pronunciation.

Listen to a song about what different characters did last holidays. Listen and understand a story using visual aids. Listen to and repeat dialogues which illustrate how to pronounce the endings –ed

with the sounds /t/, /d/ or /ɪd/ as fits. Listen to verbs in the past for pupils to learn their correct pronunciation, /t/, /d/ or

/ɪd/..


Spoken interaction with questions and answers about different countries. Participation in a flag game in which pupils revise the flags of different countries. Oral interaction in which the pupils talk about what they did the day before. Participation in a sentence game in which pupils try to link two bits of a sentence

coherently. Participation in a countries game in which pupils practise making positive and

negative sentences in past simple. Oral interaction in which pupils ask questions about astronauts on the moon, using

cartoons and interrogative particles: where, who, how, how long, etc. Acting out in groups a previously read illustrated story. Act out a previously prepared dialogue in which one of the pupils pretends to be

interested in a museum and the other is the museum employee who will answer any questions.

Block 3. Comprehension of written texts Recognising simple words connected with different countries. Read about grammatical structures for comprehension, learning and memorising. Read parts of some sentences which the pupils have to bring together coherently in

asentence game). Reading positive and negative sentences in the past about what the characters did

last holidays. Reading a song lyric about what the different characters did last holidays. Read questions in the past about what the characters did last holidays. Reading the questions and answers in the past from a dialogue for pupils to use

them correctly. Listen to and understand the recording of a story using visual aids. Read and listen to a dialogue which illustrates how to pronounce the ending –ed

with sounds /t/, /d/ or /ɪd/ as fits.


Reading sentences which summarise the song lyrics for pupils to put them in the right order.

Read verbs in the past to remember the pronunciation of the ending –ed. Read verbs for pupils to decide if they are pronounced with sounds /t/, /d/ or /ɪd/. Read various sentences from the previously read story for pupils to say in which

part of the story they happen. Reading data from a table for pupils to complete it with the missing data from the

previously read story. The table says: who says the words, the words themselves and who they are said to.

Read and understand the two pieces of paper to act a short play in which one of the pupils is interested in a museum and the other is a museum employee who will answer any doubts.

Reading useful sentences and structures to use which pupils carry our their role-play (Communication)


Write the words learned to name different countries. Write negative sentences in past simple. Ask short questions and give short answers in past simple. Write thepast simple of the verbs which appear in the unit. Writea story about the last holidays.



Questions and answers to exchange information about different countries. Sentences in the past about what happened to the pupils, using positive and

negative sentences with regular and irregular verbs. Asking and answering with short questions and answers about what happened in

the past. Telling stories about the characters in the past. Participation in communication games for pupils to learn the unit's grammatical

structures. Act a short play in which one of the pupils is interested in a museum and the other

is a museum employee who must answer any doubts which come up.

Vocabulary:

Countries: Mexico, Spain, Argentina, Egypt, Chile, China, Turkey, Brazil, Australia, India.

Astronaut: astronaut, moon, by rocket, how long, for a week/ month. Verbs: go, read, stay, send, forget, drink. History: hang on, scorpion, bug, corridor, tunnel, fiddle with, blocked, glow (v), gasp

(v). pyramid, Pharaoh, hieroglyphics, tomb, mummy. Museum: exhibition, queue.


Past simple (negative and interrogative)o I went to the (beach), but I didn’t go (swimming).o Did you go shopping?


o Yes, I did.


Recognising and correctly pronouncing the ending –ed in the regular past: /t/, /d/ or /ɪd/.

Classroom language:

I didn’t play football yesterday. I watched a film. I didn’t go to Spain. I went to Brazil. This is Chile. Alex, Patrick and Phoebe had a little time there. What did the hieroglyphs say? Did they do what it said? What insects did they find inside? Who hated bugs? Who pushed the button? What did the meet inside the dark room? What was in the small room? Who is the Pharaoh? Did they go in? What bugs did they see? Why did the floor fall away? Did they want to leave when the gate appeared? Look at the hieroglyphics that they saw in the doorway. Who do you think was right: Patrick or Alex?



segments. Assimilate and practise the unit grammar points. Enjoy team work. Respect and take an interest in other people's tastes and preferences. Have confidence in your own ability to learn a foreign language. Value the importance of thinking before acting.


Ability to interact with others and start simple conversations about different countries.

Being able to tell stories about what happened in the past. Show interest by participating actively in class. Assess the importance of taking part in collective games and tasks. Show an interest listening to information which other pupils provide. Show interest in what happened in the past. Learning about ancient civilizations such as Egypt. Learning about how to interact when asking for information in a museum.


Learning about language and politeness when asking a museum employee for information.

2 Competences




Listen to oral oral messages about different countries.




Listen to a song about different countries.

TALK AND CONVERSE



Give simple oral presentations. Role-play with questions and answers about information in a museum.




Describe different countries to your classmates.Act out the previously read story.

READING


Recognise sentences connected with different countries.




WRITING


Write simple texts connected with different countries.

Write simple texts using positive and negative sentences, with regular and irregular verbs, in past simple.

Write simple stories and descriptions. Write a story about your last holidays.



Solve puzzles and crosswords. Solve a letter soup with vocabulary about different countries.


Describe the pupil's surroundings using sentences about different countries.






Talk about things which happened in the past.




Learn ways to give information in English about different countries.







Learn about the importance of thinking before acting.







Value the importance of thinking before acting.



Education for Peace

Learn to respect other people's opinions.



This unit is connected with social sciences, geography and history. Pupils learn the name and places of various countries in different continents, and ancient civilizations, especially Egypt, which are of world-wide importance.


Recognise and use frequently used orally and in writing frequently used oral vocabulary about different countries.

Talk about events from the past, using positive and negative sentences, with regular and irregular verbs, inpast simple.

Ask questions and reply in past simple. Sing a song with correct pronunciation and intonation. Recognise and produce orally and in writing the ending –ed in the regular past

/t/, /d/ or /ɪd/. Use correct pronunciation and intonation. Act out a short conversation between a visitor and a museum employee. Identify basic sociocultural and sociolinguistic features such as the importance

thinking before acting.



Recognise and present vocabulary about different countries

Recognise and use frequently used orally and in writing frequently used oral vocabulary about different countries.

CLCMCT

Practise the use and forms of Recognise and use functions CL


positive and negative sentences, with regular and irregular verbs, inpast simple.

and meanings associated with basic syntactic structures.

Distinguish and comply with habitual communication functions: talk about events in the past.

CSC

Practice pronouncing ending –ed in the regular past /t/, /d/ or /ɪd/.

Recognise and produce orally and in writing the ending –ed in the regular past /t/, /d/ or /ɪd/.

CL

Recite a chant and a song about different countries.


CLCECSIEE

Act out a short conversation between a visitor and a museum employee.


CLCECSIEECSC



CL


Identify basic sociocultural and sociolinguistic features such as the importance thinking before acting..

CLCSC


UNIT 8 THE TREASURE


Listen and understand simple messages from different audiovisual media connected with the weather.

Listen to and understand sentences for the pupils to correct looking at the picture which introduces the unit.

Listen to different messages with weather forecasts for the days of the week. Listen to and repeat grammatical structures for comprehension, learning,

memorizing and correct pronunciation. Listen to a song about what a character is going to do on holiday. Listen and understand a story using visual aids. Listen to and repeat dialogues which illustrate the ending -ure Listen to and repeat words with the ending –ure. Listen to and read sentences with words with the ending –ure. Listen to and read a text about different seasons in countries in the two

hemispheres of the planet at the same time of year..


Oral interaction with questions and answers and different weather conditions. Participation in a mime game in which pupils have to guess the weather from their

classmates' mimes. Participation in a weather game in which pupils ask and answer about the weather

over the next few days. Participation in a chain game in which pupils add different plans they have for the

holidays, trying to remember everything they told their classmates previously. Participation in a holiday game in which pupils ask classmates what they are going

to do in the holidays. Acting out in groups a previously read illustrated story. Questions and answers about what they have learned about the weather

depending on the hemisphere.

Block 3. Comprehension of written texts Recognising simple words connected with weather conditions. Read a text summarizing the weather conditions of the day before for pupils to

complete with the missing words. Read about grammatical structures for comprehension, learning and memorising. Reading a song lyric about what a character is going to do on holiday. Read and listen to a dialogue in which a teacher asks the pupils what they are

going to do on holiday and they reply with different ideas. Reading sentences which summarize the unit song for pupils to put in the right

order. Read a short poem with ideas about what pupils may do this summer for the pupils

to illustrate with drawings. Read questions about different plans for the holidays for the pupils to reply freely. Listen to and understand the recording of a story using visual aids.


Read, listen to and repeat dialogues illustrating how to pronounce the ending –ure. Reading sentences from the unit song for pupils to complete it with the missing

verbs. Reading sentences for the pupils to correct with what they have learned for the unit

song lyrics. Read words ending in –ure. Reading sentences for pupils to complete with words ending in –ure. Read and listen to a text about different seasons in the countries in the two

hemispheres of the planet at the same time of the year. Read a text about the earth's movements on its axis and around the sun. Read sentences about the movements of the earth for pupils to decide whether

they are true or false. Read instructions to carry out a project in which pupils will research seasons

around the world, complete a text about the seasons in two countries they choose. Read an extract from a diary which tells what a boy did in the past.


Write the words learned to name different weather conditions. Write sentences with the structure going to to explain pupils' plans and intentions

for the holidays. Ask questions and give answers with the structure going to. Write a poem, following a model, about pupils' plans for the summer holidays. Finish a text which summarises what has happened in the illustrated story in this

unit with the missing words. Invent words with the letters which have appeared in each of the illustrated stories

and which make up the word friendship. Complete a project in which pupils fill in a table about the seasons in two countries

in different hemispheres. Write a text in which pupils describe what summer is like in their countries. Pupils write an extract from their diaries describing what they did at the weekend.



Questions and answers to exchange information about weather conditions. Making plans and expressing intentions for the future using the structure going to

for pupils to talk about what they are going to do during the summer holidays. Short questions and answers in the futures using the structure going to. Participation in communication games to learn the unit's grammatical structures. Completing sentences with words with the ending –ure. Questions and answers about the two hemispheres in the planet and the

differences in the seasons depending on the hemisphere. Explain the seasons in different countries in the world with a text which pupils have

written previously as part of the unit project.

Vocabulary:

Weather conditions: thunderstorm, lightning, rain(y), wind(y), cloud(y), fog(gy), umbrella, raincoat, boots, get wet.


Seasons and hemispheres: Northern, Southern, hemisphere, Equator, season, spring, summer, autumn, winter, Malaysia, New Zealand, wet season, dry season, spin, axis, orbit, sunlight, top, bottom, planet, bonfires, snow.

Story: flag, coconut, lock, fetch, sneeze. Treasure Island: inn, seaman, drag, nut-brown, pigtail, toss. Revision: sunny, actions and activities, days of the week, countries, adjectives,

clothes, the months.


Going to (plans and predictions)o It’s (not) going to be (rainy) on Tuesday. o Are you going to (cook pizza)? Yes, I am.


Recognising and pronouncing the ending –ure, /tʃə/ and /ʒə/.–ture.

Classroom language:

What’s the weather like today? It’s going to be sunny. I’m going to play tennis on Saturday. I’m not going to come to school. What are you going to do? Are you going to have a Music lesson after school today? Are you going to go to the park? Is he going to the park? What are you going to do in the holidays? What do you think the children do with the treasure they found earlier? What did the children have to drink? What was in the treasure chest? Whose money was it? What did the children do with the treasure? How did the pirates know where they were hiding? Who did they give the treasure to? Where were the children when the gate appeared? What should you do when you find something? Do you know the names of any famous pirates? What do you know about them? Today I’ve learnt about the two hemispheres of the world, names of the different

countries in the hemispheres and how the seasons are different in the two hemispheres.

Today I’ve learnt more about the two hemispheres and why there are different seasons, and completed a project about different countries.

It’s holiday time!


Memorize and use the vocabulary in the unit. Understand and make words, short sentences and texts following a model. Use information and communication technologies.


Use structure repetition strategies to gain confidence and produce freer language segments.

Assimilate the practise the grammatical points taught in the unit. Enjoy team work. Respect and take an interest in other people's tastes and preferences. Have confidence in your own ability to learn a foreign language. - Value the importance of being honest.


Use skills to relate with others and start a simple conversation about different weather conditions and plans and intentions for the summer holidays.

Respect for and take an interest in plans which other people suggest. Respect and take an interest in the activities which other classmates want to carry

out over the summer. Show interest by participating actively in class. Assess the importance of taking part in collective games and tasks. Show an interest listening to information which other pupils provide. Show an interest in what will happen in the future.

2 Competences




Listen to oral messages about the weather.




Listen to a song about the weather.

TALK AND CONVERSE



Give simple oral presentations. Present and describe your project about eh seasons in two countries in the two hemispheres to your classmates.




Ask classmates what they are going to do over the summer.Act out the previously read story.

READING



Recognise sentences about the weather.



Interpret the weather forecast for each day of the week.



WRITING


Write simple texts connected with the weather.Write simple texts using structure going to.


Write a poem about plans for the summer holidays.

Write an extract from your own diary.

Write simple stories and descriptions. Write a text in which pupils describe what summer is like in their countries.


Solve puzzles and crosswords. Solve a crossword vocabulary about the weather.


Put the pictures in order as in the song.


Describe the pupil's surroundings using sentences about the weather.






Talk about and agree on plans for the future.


Find out about summer camps in English-speaking countries.












Learn about the importance of being honest.





Show interest by participating actively in class. Recognise the importance of being honest. Learn the importance of returning objects we find which do not belong to us.



Education for Peace

Learn to respect other people's opinions.





This unit is specifically connected with geography and science. Pupils learn about the climate and the weather in different seasons of the year. They also learn about the two hemispheres of the earth and countries in each hemisphere. Pupils also learn that the seasons are different in the two hemispheres and about the earth's movements, turning on its own axis and around the sun, how these movements influence sunlight and the temperature at all time all around the world.



Recognise and use frequently used orally and in writing frequently used oral vocabulary about different weather conditions and phenomena.

Talk about plans for the future using the structure going to. Ask questions and give answers in the future. Recognise and pronounce the ending –ure, the sounds /tʃə/ and /ʒə/. Sing a song with correct pronunciation and intonation. Use correct pronunciation and intonation. Carry out a project in which pupils research the seasons in different countries

around the world. Identify basic sociocultural and sociolinguistic features such as the importance of

being honest. Learn about and make use of basic learning strategics: act out a dialogue with a

classmate agreeing about a plan for the future to do together as revision of the last three units.

6 Objectives - Evaluation criteria - Competences

Objectives: Evaluation criteria Competences

Recognise and explain vocabulary about different weather conditions and phenomena.

Recognise and use frequently used orally and in writing frequently used oral vocabulary about different weather conditions and phenomena.

CL

Practise the use and forms of the structure going to.


Distinguish and comply with habitual communication functions: talking about plans for the future.

CLCSC

Practise pronouncing the ending –ure, the sounds /tʃə/ and /ʒə/.

Recognise and produce orally and in writing the ending –ure, the sounds /tʃə/ and /ʒə/.

CL

Recite a chant and a song about different weather conditions and atmospheric phenomena.


CLCECSIEE

Carry out a project about the seasons in different countries around the worldand show it to your classmates.

Make yourself understood in short, simple oral statements. CL

CMCTSIEE



CL



Identify basic sociocultural and sociolinguistic features such as the importance of being honest.

CLCSC




EARTH DAY


Listen to a text describing the origin and reasons behind Earth Day. Listen to a chant about Earth Day.


Give oral answers to a quiz and questions about activities which pupils carry out to protect the environment.


Read a text describing the origin and reasons behind Earth Day. Read questions about the activities which pupils carry out to protect the

environment.





Essential vocabulary about Earth Day. Take part in games to learn and memorize new vocabulary and practice grammar

structures. Communication with classmates in English.

Vocabulary:

Earth Day: protect, planet, environment, clean, planting, rubbish, recycle, save energy, turn off the lights, save water.

Others: shower, bath, bike, celebrate


Let’s celebrate Earth Day! Do you have showers? Do you walk o ride a bike to school? Do you recycle…?

Classroom language:

Open your Student’s Book at page… , please. Let’s read a text.



Recite a chant with correct intonation and pronunciation.


Memorize and use the vocabulary in the unit. Understanding and writing simple sentences and texts following the model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Finding out about Earth Day. Show an interest in finding out about festivities in other cultures.


Finding out about Earth Day. Valuing festivities in English-speaking countries.

2 Competences




Listen to simple oral messages about Earth Day.


Listen to a text describing the origin and reasons behind Earth Day.


Listen to a chant about Earth Day.

TALK AND CONVERSE

Recite poems or sing a song with correct pronunciation and intonation. Recite in a group the unit chant.

Give simple oral presentations. Describe your own answers to the quiz about protecting the environment to your classmates.




Recite in a group the unit chant.

READING

Understand the general idea and specific Recognise sentences connected with Earth


details about familiar subjects. Day.


Recognise specific information in a text describing the origins and reasons behind Earth Day.

WRITING


Write simple texts connected with Earth Day.

Mathematical competence and basic competences in science and technologye.Identify and differentiate objects and resources in the immediate surroundings and what human beings do with them.

Describe the pupil's surroundings using sentences connected with activities carried out to protect the environment.


Respond to a quiz about your contribution to protecting the environment.




In groups, recite or sing the unit chant.


Talk about the importance of protecting the environment all over the world.


Repeat the unit chant.


Learn about ways of celebrating Earth Day around the world.


Recite in a group the unit chant.

Learn about the importance of respecting other people's traditions.



Show interest in learning about traditions in different parts of the world.





At this level, themes tend to coincide with other areas of the syllabus, different subjects overlapping continually. In this unit nature sciences are looked at. Pupils learn to value protecting the planet and the environment.


Use vocabulary connected with Earth Day. Recite a rhyme about Earth Day with correct pronunciation and intonation.



Presentation about Earth Day. Recognise and use frequently used oral vocabulary about Earth Day orally and in writing.

CLCMCT

Recite a chant about Earth Day. Use correct pronunciation and intonation.

CLCACSIEE


ANNEX - COMPETENCES EVALUATION FORM

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Linguistic communicationListen



Recognise aural items such as accent, rhythm and correct intonation in familiar and varied contexts.Block 2. Production of oral texts


Give simple oral presentations


Take part in spoken interaction spontaneously.Read



Deduce information from diverse texts about subjects of interest.Write





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Mathematical competence and basic competences in science and technologye.Solve simple problems connected with familiar subjects.

Interpret and show simple statistical data on simple graphs and tables.


Recognise daily objects' sizes and geometrical properties.

Solve puzzles and crosswords.Use various techniques and items to build an object after planning the actions required to do so.





Apply strategies using methods from scientific research.Digital CompetenceUse ICT to reinforce and support learning English.

Give short presentations and create in English using various formats and digital tools.

Locate basic information on digital sources and formats.Social and Civic Competences.Take part in group activities with respect and interest and share opinions.

Show respect for your classmates and wait for your turn to speak.


Identify habits from countries in which foreign languages are spoken.Cultural conscience and expressions.Use artistic techniques and items in your presentations and projects.

Take an active part in preparing and carrying out artistic activities in the classroom.



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Learning to LearnIdentify, plan and apply objectives for carrying out tasks and activities.

Use tools and resources, such as dictionaries and grammar books, to solve doubts.


Use basic comprehension and expression strategies to help carry out tasks.Sense of initiative and entrepreneurial spirit.Look for information to be able to complete your tasks in an autonomous manner.


Plan and check your work to be able to present it properly.


unidad 0 friends - cambridge.es · web view5th grade primary block 1. comprehension of oral texts...

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