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|Quick Minds 1 & 2 |
|Herbert Puchta, Günter Gerngross & Peter Lewis-Jones |
Primary Education
1 & 2
Curricular Project
School and department information
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:
- Graphic patterns and sounds
- Classroom language
Learning strategies
Sociocultural and sociolinguistic aspects
8.2 Key Competences: Descriptors – Activities
8.3 Social awareness
8.4 Cross-curricular links
8.5 Assessment criteria
8.6 Contents - Assessment criteria – Key Competences
Annex - Key Competences Assessment Rubric
CURRICULAR PROJECT FOR ENGLISH DEPARTMENT
School information
School
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Location _______________________________________________________
City/Town_______________ Postal Code__________
Groups
|Stages |Number of students |Number of groups |
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|Primary 2 | | |
Students’ profile
Social background (high, medium, low, miscellaneous) _____________________________________
Geographical profile (city areas, outskirts, countryside…)
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Number of students with specific needs
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▪ Group criteria
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▪ General needs
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▪ Specific need for each group
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▪ School devices
□ TV and DVD
□ CD player
□ Video camara
□ Computers
□ Interactive whitboard
□ Projector
▪ School rooms
□ Language classroom
□ Language lab
□ ICT room
□ Gim
□ Library
▪ Classroom
□ Tables in a row
□ Tables in a semicircle
□ Specific areas: Reading corner, cross-curricular corner, games corner, crafts corner, etc.
▪ Visits out of the school and activities
Date ____________________
Groups
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Teachers
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Activity description
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Observations __________________________________________________________
Class timetable
Teacher’s name _________________________________________
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Teacher’s name _________________________________________
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|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 Activitiy 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 1 & 2 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 1 & 2 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 alphabet, greetings, colours and numbers 1-10. 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 subjects1[1]:
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.
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 Union[2].
CC - Communication competence
MCST - Mathematical competence and basic competences in science and technology
DC - Digital competence
LL - Learning to learn
SCC - 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.
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 in Primary 1 & 2 are:
|Communication competence |
|Listen |
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|Understand simple oral messages and instructions and recognise familiar words. |
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|Identify the main theme of an oral text and some specific details with visual aid. |
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|Recognise aural items such as accent, rhythm and correct intonation in familiar contexts. |
|Talk and Converse |
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|Recite or sing a very simple song with correct pronunciation and intonation. |
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|Answer the questions orally using simple vocabulary and structures. |
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|Take part as a group conversations and spoken interaction which arises spontaneously. |
|Read |
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|Understand the gist of simple signs and posters. |
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|Understand very simple sentences about familiar subjects with previously taught words. |
|Write |
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|Reproduce very simple words and structures using previously taught models. |
|Mathematical competence and basic competences in science and technology. |
|Recognise and use numbers 1-10. |
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|Interpret and recognise different spatial dimensions. |
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|Follow rhythmic sequences and simple series. |
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|Solve puzzles and crosswords. |
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|Assemble objects and take them apart planning each action. |
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|Identify and differentiate objects and resources in the immediate surroundings. |
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|Move comfortably in space and time. |
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|Respect nature and animals in the surroundings. |
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|Be familiar with a follow healthy living practices. |
|Digital competence |
|Use ICT to reinforce and support learning English. |
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|Give short presentations in English using various formats and digital tools. |
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|Locate basic information on digital sources and formats. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |
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|Use basic polite language: please, thank you. |
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|Understand and value the use of English for communicating with other people. |
|Cultural awareness and expression |
|Make simple artwork following a model or spontaneously. |
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|Take an active part in the games, dances, songs and artistic activities in the classroom. |
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|Show interest in and respect for the culture of English-speaking countries. |
|Learning to learn |
|Show interest in carrying out the individual activities which the teacher supervises. |
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|Accept the teacher's instructions and express doubts. |
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|Use basic comprehension and expression strategies to help carry out tasks. |
|Sense of initiative and entrepreneurship. |
|Participate using your own criteria and take part in group activities without forgetting your own interests. |
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|Identify and recognise your own mistakes and try to correct them. |
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.
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:
1. Comprehension of oral texts
2. Production of oral texts (expression and interaction)
3. Comprehension of written texts
4. 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 1st 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. Sociocultural and sociolinguistic aspects: social conventions, registers and rules of common courtesy; customs, values, beliefs and attitudes; non-verbal language.
▪ Using skills to introduce oneself and interact with others.
▪ Recognising and following instructions about normal classroom activities.
▪ Assessing the importance of social interaction in the classroom.
▪ Recognising and following instructions about normal classroom activities.
▪ Using skills to start a simple conversation about basic information, tastes and preferences, showing tolerance and respect.
▪ Understanding the use of school uniforms in English-speaking countries.
▪ Learning about the importance of choosing toys, food and favourite activities as a way of defining oneself and showing respect and interest in others.
▪ Valuing the importance of respecting animals and taking care of pets.
▪ Festivities in English-speaking countries: Halloween, Easter and Christmas.
▪ Learning how to wish people Happy Christmas.
▪ Learning about the importance of sharing Christmas with family and friends.
▪ Learning about family relationships in other parts of the world.
▪ Learning about the importance of talking about one's family and asking about other people's families.
▪ Learning about the weather in other parts of the world and how it affects each culture.
▪ Appreciating and respecting different types of clothes.
▪ Learning about the activities which most frequently demonstrate the age group's skills.
▪ Learning about the importance of the skeleton and the need to take care of it and the rest of the body.
▪ Respect and interest in classmates' interests and preferences.
3. Communicative functions
▪ Asking for basic information: name, age, preferences.
▪ Greetings and farewells.
▪ Miming and acting out actions to show that a message has been understood.
▪ Giving instructions.
▪ Describing where things are.
▪ Expressing tastes.
▪ Wishing people a Happy Christmas.
▪ Thanking people.
▪ Talking about poslessons.
▪ Talking about family members.
▪ Describing other people's clothes and one's own.
▪ Describing skills and abilities.
▪ Suggesting plans and giving appropriate responses about them.
4. Syntactic-discursive contents
▪ What’s your name? How old are you?
▪ What’s that? It’s…
▪ Imperative
▪ Possessive pronouns my, your, his/her
▪ Plural nouns.
▪ Where’s..? - It’s…in/on/under…
▪ Like / don’t like.
▪ Do you like? Yes, I do / No, I don’t.
▪ I’ve got / I haven’t got
▪ Have you got any…?, Yes, I have / No, I haven’t.
▪ Demonstrative pronouns (this, that)
▪ I’m wearing / Are you wearing…?
▪ Can / can’t
5. Very frequent oral vocabulary (reception)
▪ Colours
▪ Numbers
▪ Things done in class
▪ Classroom objects
▪ Quantities
▪ Toys and games
▪ Animals
▪ Food and meals
▪ Members of the family
▪ Clothes
▪ Parts of the body
▪ Summer holidays
▪ Festivities: Halloween, Easter and Christmas
6. Sound, accent, rhythmic and intonation patterns.
▪ /æ/ connected with the letter a
▪ /e/ connected with the letter e
▪ /i/ connected with the letter i
▪ /ɒ/ connected with the letter o
▪ /ʌ/ connected with the letter u.
▪ /s/ in initial consonant clusters
▪ /g/ connected with the letter g
▪ /i:/ connected with the letters ee and ea
Block 2. Production of oral texts (Speaking): expression and interaction
1. Production strategies
Planning
- 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
o Modify words with similar meanings.
o Define or paraphrase terms and expressions.
Paralinguistics and paratexts
o Ask for help.
o Point out objects or carry out actions which clarify the meaning.
o Use culturally appropriate body language (gestures, facial expressions, postures, eye contact or body contact).
o Use extralinguistic sounds and conventional prosodic qualities.
2. Sociocultural and sociolinguistic aspects: social conventions, registers and rules of common courtesy; customs, values, beliefs and attitudes; non-verbal language.
▪ Using skills to introduce oneself and interact with others.
▪ Recognising and following instructions about normal classroom activities.
▪ Assessing the importance of social interaction in the classroom.
▪ Recognising and following instructions about normal classroom activities.
▪ Using skills to start a simple conversation about basic information, tastes and preferences, showing tolerance and respect.
▪ Understanding the use of school uniforms in English-speaking countries.
▪ Learning about the importance of choosing toys, food and favourite activities as a way of defining oneself and showing respect and interest in others.
▪ Valuing the importance of respecting animals and taking care of pets.
▪ Festivities in English-speaking countries: Halloween, Easter and Christmas.
▪ Learning how to wish people Happy Christmas.
▪ Learning about the importance of sharing Christmas with family and friends.
▪ Learning about family relationships in other parts of the world.
▪ Learning about the importance of talking about one's family and asking about other people's families.
▪ Learning about the weather in other parts of the world and how it affects each culture.
▪ Appreciating and respecting different types of clothes.
▪ Learning about the activities which most frequently demonstrate the age group's skills.
▪ Learning about the importance of the skeleton and the need to take care of it and the rest of the body.
▪ Respect and interest in classmates' interests and preferences.
3. Communicative functions
▪ Asking for basic information: name, age, preferences.
▪ Greetings and farewells.
▪ Miming and acting out actions to show that a message has been understood.
▪ Giving instructions.
▪ Describing where things are.
▪ Expressing tastes.
▪ Wishing people a Happy Christmas.
▪ Thanking people.
▪ Talking about poslessons.
▪ Talking about family members.
▪ Describing other people's clothes and one's own.
▪ Describing skills and abilities.
▪ Suggesting plans and giving appropriate responses about them.
4. Syntactic-discursive contents
▪ What’s your name? How old are you?
▪ What’s that? It’s…
▪ Imperative
▪ Possessive pronouns my, your, his/her
▪ Plural nouns.
▪ Where’s..? - It’s…in/on/under…
▪ Like / don’t like.
▪ Do you like? Yes, I do / No, I don’t.
▪ I’ve got / I haven’t got
▪ Have you got any…?, Yes, I have / No, I haven’t.
▪ Demonstrative pronouns (this, that)
▪ I’m wearing / Are you wearing…?
▪ Can / can’t
5. Very frequent oral vocabulary (production)
▪ Colours
▪ Numbers
▪ Things done in class
▪ Classroom objects
▪ Quantities
▪ Toys and games
▪ Animals
▪ Food and meals
▪ Members of the family
▪ Clothes
▪ Parts of the body
▪ Summer holidays
▪ Festivities: Halloween, Easter and Christmas
6. Sound, accent, rhythmic and intonation patterns.
▪ /æ/ connected with the letter a
▪ /e/ connected with the letter e
▪ /i/ connected with the letter i
▪ /ɒ/ connected with the letter o
▪ /ʌ/ connected with the letter u.
▪ /s/ in initial consonant clusters
▪ /g/ connected with the letter g
▪ /i:/ connected with the letters ee and ea
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.
2. Sociocultural and sociolinguistic aspects: social conventions, registers and rules of common courtesy; customs, values, beliefs and attitudes; non-verbal language.
▪ Using skills to introduce oneself and interact with others.
▪ Recognising and following instructions about normal classroom activities.
▪ Assessing the importance of social interaction in the classroom.
▪ Recognising and following instructions about normal classroom activities.
▪ Using skills to start a simple conversation about basic information, tastes and preferences, showing tolerance and respect.
▪ Understanding the use of school uniforms in English-speaking countries.
▪ Learning about the importance of choosing toys, food and favourite activities as a way of defining oneself and showing respect and interest in others.
▪ Valuing the importance of respecting animals and taking care of pets.
▪ Festivities in English-speaking countries: Halloween, Easter and Christmas.
▪ Learning how to wish people Happy Christmas.
▪ Learning about the importance of sharing Christmas with family and friends.
▪ Learning about family relationships in other parts of the world.
▪ Learning about the importance of talking about one's family and asking about other people's families.
▪ Learning about the weather in other parts of the world and how it affects each culture.
▪ Appreciating and respecting different types of clothes.
▪ Learning about the activities which most frequently demonstrate the age group's skills.
▪ Learning about the importance of the skeleton and the need to take care of it and the rest of the body.
▪ Respect and interest in classmates' interests and preferences.
3. Communicative functions
▪ Asking for basic information: name, age, preferences.
▪ Greetings and farewells.
▪ Miming and acting out actions to show that a message has been understood.
▪ Giving instructions.
▪ Describing where things are.
▪ Expressing tastes.
▪ Wishing people a Happy Christmas.
▪ Thanking people.
▪ Talking about poslessons.
▪ Talking about family members.
▪ Describing other people's clothes and one's own.
▪ Describing skills and abilities.
▪ Suggesting plans and giving appropriate responses about them.
4. Syntactic-discursive contents
▪ What’s your name? How old are you?
▪ What’s that? It’s…
▪ Imperative
▪ Possessive pronouns my, your, his/her
▪ Plural nouns.
▪ Where’s..? - It’s…in/on/under…
▪ Like / don’t like.
▪ Do you like? Yes, I do / No, I don’t.
▪ I’ve got / I haven’t got
▪ Have you got any…?, Yes, I have / No, I haven’t.
▪ Demonstrative pronouns (this, that)
▪ I’m wearing / Are you wearing…?
▪ Can / can’t
5. Very frequent written vocabulary (reception)
▪ Colours
▪ Numbers
▪ Things done in class
▪ Classroom objects
▪ Quantities
▪ Toys and games
▪ Animals
▪ Food and meals
▪ Members of the family
▪ Clothes
▪ Parts of the body
▪ Summer holidays
▪ Festivities: Halloween, Easter and Christmas
6. Graphic patterns and orthographic conventions..
▪ /æ/ connected with the letter a
▪ /e/ connected with the letter e
▪ /i/ connected with the letter i
▪ /ɒ/ connected with the letter o
▪ /ʌ/ connected with the letter u.
▪ /s/ in initial consonant clusters
▪ /g/ connected with the letter g
▪ /i:/ connected with the letters ee and ea
Block 4. Production of written texts: expression and interaction (Writing)
1. Production strategies
Planning
- 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.
2. Sociocultural and sociolinguistic aspects: social conventions, registers and rules of common courtesy; customs, values, beliefs and attitudes; non-verbal language.
▪ Using skills to introduce oneself and interact with others.
▪ Recognising and following instructions about normal classroom activities.
▪ Assessing the importance of social interaction in the classroom.
▪ Recognising and following instructions about normal classroom activities.
▪ Using skills to start a simple conversation about basic information, tastes and preferences, showing tolerance and respect.
▪ Understanding the use of school uniforms in English-speaking countries.
▪ Learning about the importance of choosing toys, food and favourite activities as a way of defining oneself and showing respect and interest in others.
▪ Valuing the importance of respecting animals and taking care of pets.
▪ Festivities in English-speaking countries: Halloween, Easter and Christmas.
▪ Learning how to wish people Happy Christmas.
▪ Learning about the importance of sharing Christmas with family and friends.
▪ Learning about family relationships in other parts of the world.
▪ Learning about the importance of talking about one's family and asking about other people's families.
▪ Learning about the weather in other parts of the world and how it affects each culture.
▪ Appreciating and respecting different types of clothes.
▪ Learning about the activities which most frequently demonstrate the age group's skills.
▪ Learning about the importance of the skeleton and the need to take care of it and the rest of the body.
▪ Respect and interest in classmates' interests and preferences.
3. Communicative functions
▪ Asking for basic information: name, age, preferences.
▪ Greetings and farewells.
▪ Miming and acting out actions to show that a message has been understood.
▪ Giving instructions.
▪ Describing where things are.
▪ Expressing tastes.
▪ Wishing people a Happy Christmas.
▪ Thanking people.
▪ Talking about poslessons.
▪ Talking about family members.
▪ Describing other people's clothes and one's own.
▪ Describing skills and abilities.
▪ Suggesting plans and giving appropriate responses about them.
4. Syntactic-discursive contents
▪ What’s your name? How old are you?
▪ What’s that? It’s…
▪ Imperative
▪ Possessive pronouns my, your, his/her
▪ Plural nouns.
▪ Where’s..? - It’s…in/on/under…
▪ Like / don’t like.
▪ Do you like? Yes, I do / No, I don’t.
▪ I’ve got / I haven’t got
▪ Have you got any…?, Yes, I have / No, I haven’t.
▪ Demonstrative pronouns (this, that)
▪ I’m wearing / Are you wearing…?
▪ Can / can’t
5. Very frequent written vocabulary (production)
▪ Colours
▪ Numbers
▪ Things done in class
▪ Classroom objects
▪ Quantities
▪ Toys and games
▪ Animals
▪ Food and meals
▪ Members of the family
▪ Clothes
▪ Parts of the body
▪ Summer holidays
▪ Festivities: Halloween, Easter and Christmas
6. Graphic patterns and orthographic conventions..
▪ /æ/ connected with the letter a
▪ /e/ connected with the letter e
▪ /i/ connected with the letter i
▪ /ɒ/ connected with the letter o
▪ /ʌ/ connected with the letter u.
▪ /s/ in initial consonant clusters
▪ /g/ connected with the letter g
▪ /i:/ connected with the letters ee and ea
This didactic programme's contents for the 2nd 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. Sociocultural and sociolinguistic aspects: social conventions, registers and rules of common courtesy; customs, values, beliefs and attitudes; non-verbal language.
▪ Distinguishing different means of transport.
▪ Learn about different ways of measuring height and length.
▪ Understanding the traditions of Halloween, Christmas and Easter and how they are celebrated around the world.
▪ Developing respect for different animals and learning about their rights.
▪ Understanding and learning about the importance of sharing Christmas with family and friends.
▪ Find out how to wish people a Happy Christmas.
▪ Familiarisation with frequent sports and leisure activities among pupils of these ages.
▪ Interest in helping tidy each pupil's bedroom.
▪ Recognising and following instructions about normal classroom activities.
▪ Respect and interest in classmates' interests and preferences.
▪ Respect for other people's opinions.
▪ Using skills to relate with others and start a simple conversation about the activities they would like to take part in over the summer holidays, about animals you can see at the zoo, at a farm, asking other people for basic information, showing a tolerant, respectful attitude.
▪ Valuing the importance of talking about how to enjoy yourself over the summer and about your own tastes with regards to sports as a reflection of who you are.
▪ Learning about the importance of talking about one's habits and asking about other people's.
▪ Valuing the importance of not excluding people and being inclusive in collective activities such as sports.
3. Communicative functions:
▪ Spell words.
▪ Express what you own and what other people own.
▪ Questions and answers for obtaining basic information: possessions.
▪ Asking for and giving information about possessing objects.
▪ Exchanging information about different animals.
▪ Expressing what you like and what you do not like to other people.
▪ Describing different parts of the face and facial features.
▪ Expressing tastes and what you would like to do.
▪ Expressing some objects' measurements.
▪ Ask and answer about preferences with regards to sports and hobbies.
▪ Ask and answer about what is happening at the moment of speaking.
▪ Giving instructions.
▪ Expressing what they would like to do during the summer holidays.
4. Syntactic-discursive contents
▪ What’s this?/ It’s a..
▪ How do you spell…?
▪ There’s a(n).../ There are some...
▪ Where is…?/ Where are…?./
▪ Present simple third person singular affirmative and negative.
▪ What does he/ she/ it like?/ He/ she/ it likes...
▪ Can/ can’t.
▪ It is in.../ It is on.../ It is near.../ It is next to...
▪ I like this…/I like these…/I like that…/I like those...
▪ Is this your..? / Are these your…?/ It’s…mine/yours./ They’re…’ mine/yours.
▪ How many ... have ... got?
▪ He/ she has got... / Has he/ she got...?/ Yes, he/ she has./ No, he/ she hasn’t. / They've got ...
▪ Present continuous affirmative and negative, questions and answers.
▪ Imperative.
▪ Let’s
▪ -ing is…
▪ What sport do you like doing?/ I like –ing
▪ I’d like to...
5. Very frequent oral vocabulary (reception)
▪ Classroom objects
▪ Numbers from 11 to 20
▪ Things done in class
▪ Classroom objects
▪ Animals at the zoo
▪ Bedroom objects
▪ Parts of the face
▪ Means of transport
▪ Sports
▪ Farm animals
▪ Attraction parks
▪ Festivities: Halloween, Christmas and Easter
6. Sound, accent, rhythmic and intonation patterns.
▪ Consonant clusters tr, gr , dr.
▪ /h/ connected with the letter h.
▪ /ai/ connected with the letter I and ie, y.
▪ Contrast of /ai/ and /i/ connected with letter i.
▪ /u:/ and /ʊ/ connected with letters oo.
▪ /eɪ/ connected with letters ai, ay , a…e.
▪ Contrast of /eɪ/ and /æ/ connected with letter a.
▪ /u:/ connected with different combinations of letters.
▪ /əʊ/ connected with different combinations of letters.
▪ Contrast of /əʊ/ and /ɒ/ connected with letter o.
▪ /z/ and /s/ connected with different combinations of letters.
▪ Initial /w/ connected with the letter w , wh.
Block 2. Production of oral texts (Speaking): expression and interaction
1. Production strategies
Planning
- 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
o Modify words with similar meanings.
o Define or paraphrase terms and expressions.
Paralinguistics and paratexts
o Ask for help.
o Point out objects or carry out actions which clarify the meaning.
o Use culturally appropriate body language (gestures, facial expressions, postures, eye contact or body contact).
o Use extralinguistic sounds and conventional prosodic qualities.
2. Sociocultural and sociolinguistic aspects: social conventions, registers and rules of common courtesy; customs, values, beliefs and attitudes; non-verbal language.
▪ Distinguishing different means of transport.
▪ Learn about different ways of measuring height and length.
▪ Understanding the traditions of Halloween, Christmas and Easter and how they are celebrated around the world.
▪ Developing respect for different animals and learning about their rights.
▪ Understanding and learning about the importance of sharing Christmas with family and friends.
▪ Find out how to wish people a Happy Christmas.
▪ Familiarisation with frequent sports and leisure activities among pupils of these ages.
▪ Interest in helping tidy each pupil's bedroom.
▪ Recognising and following instructions about normal classroom activities.
▪ Respect and interest in classmates' interests and preferences.
▪ Respect for other people's opinions.
▪ Using skills to relate with others and start a simple conversation about the activities they would like to take part in over the summer holidays, about animals you can see at the zoo, at a farm, asking other people for basic information, showing a tolerant, respectful attitude.
▪ Valuing the importance of talking about how to enjoy yourself over the summer and about your own tastes with regards to sports as a reflection of who you are.
▪ Learning about the importance of talking about one's habits and asking about other people's.
▪ Valuing the importance of not excluding people and being inclusive in collective activities such as sports.
3. Communicative functions:
▪ Spell words.
▪ Express what you own and what other people own.
▪ Questions and answers for obtaining basic information: possessions.
▪ Asking for and giving information about possessing objects.
▪ Exchanging information about different animals.
▪ Expressing what you like and what you do not like to other people.
▪ Describing different parts of the face and facial features.
▪ Expressing tastes and what you would like to do.
▪ Expressing some objects' measurements.
▪ Ask and answer about preferences with regards to sports and hobbies.
▪ Ask and answer about what is happening at the moment of speaking.
▪ Giving instructions.
▪ Expressing what they would like to do during the summer holidays.
4. Syntactic-discursive contents
▪ What’s this?/ It’s a..
▪ How do you spell…?
▪ There’s a(n).../ There are some...
▪ Where is…?/ Where are…?./
▪ Present simple third person singular affirmative and negative.
▪ What does he/ she/ it like?/ He/ she/ it likes...
▪ Can/ can’t.
▪ It is in.../ It is on.../ It is near.../ It is next to...
▪ I like this…/I like these…/I like that…/I like those...
▪ Is this your..? / Are these your…?/ It’s…mine/yours./ They’re…’ mine/yours.
▪ How many ... have ... got?
▪ He/ she has got... / Has he/ she got...?/ Yes, he/ she has./ No, he/ she hasn’t. / They've got ...
▪ Present continuous affirmative and negative, questions and answers.
▪ Imperative.
▪ Let’s
▪ -ing is…
▪ What sport do you like doing?/ I like –ing
▪ I’d like to...
5. Very frequent oral vocabulary (production)
▪ Classroom objects
▪ Numbers from 11 to 20
▪ Things done in class
▪ Classroom objects
▪ Animals at the zoo
▪ Bedroom objects
▪ Parts of the face
▪ Means of transport
▪ Sports
▪ Farm animals
▪ Attraction parks
▪ Festivities: Halloween, Christmas and Easter
6. Sound, accent, rhythmic and intonation patterns.
▪ Consonant clusters tr, gr , dr.
▪ /h/ connected with the letter h.
▪ /ai/ connected with the letter I and ie, y.
▪ Contrast of /ai/ and /i/ connected with letter i.
▪ /u:/ and /ʊ/ connected with letters oo.
▪ /eɪ/ connected with letters ai, ay , a…e.
▪ Contrast of /eɪ/ and /æ/ connected with letter a.
▪ /u:/ connected with different combinations of letters.
▪ /əʊ/ connected with different combinations of letters.
▪ Contrast of /əʊ/ and /ɒ/ connected with letter o.
▪ /z/ and /s/ connected with different combinations of letters.
▪ Initial /w/ connected with the letter w , wh.
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.
2. Sociocultural and sociolinguistic aspects: social conventions, registers and rules of common courtesy; customs, values, beliefs and attitudes; non-verbal language.
▪ Distinguishing different means of transport.
▪ Learn about different ways of measuring height and length.
▪ Understanding the traditions of Halloween, Christmas and Easter and how they are celebrated around the world.
▪ Developing respect for different animals and learning about their rights.
▪ Understanding and learning about the importance of sharing Christmas with family and friends.
▪ Find out how to wish people a Happy Christmas.
▪ Familiarisation with frequent sports and leisure activities among pupils of these ages.
▪ Interest in helping tidy each pupil's bedroom.
▪ Recognising and following instructions about normal classroom activities.
▪ Respect and interest in classmates' interests and preferences.
▪ Respect for other people's opinions.
▪ Using skills to relate with others and start a simple conversation about the activities they would like to take part in over the summer holidays, about animals you can see at the zoo, at a farm, asking other people for basic information, showing a tolerant, respectful attitude.
▪ Valuing the importance of talking about how to enjoy yourself over the summer and about your own tastes with regards to sports as a reflection of who you are.
▪ Learning about the importance of talking about one's habits and asking about other people's.
▪ Valuing the importance of not excluding people and being inclusive in collective activities such as sports.
3. Communicative functions:
▪ Spell words.
▪ Express what you own and what other people own.
▪ Questions and answers for obtaining basic information: possessions.
▪ Asking for and giving information about possessing objects.
▪ Exchanging information about different animals.
▪ Expressing what you like and what you do not like to other people.
▪ Describing different parts of the face and facial features.
▪ Expressing tastes and what you would like to do.
▪ Expressing some objects' measurements.
▪ Ask and answer about preferences with regards to sports and hobbies.
▪ Ask and answer about what is happening at the moment of speaking.
▪ Giving instructions.
▪ Expressing what they would like to do during the summer holidays.
4. Syntactic-discursive contents
▪ What’s this?/ It’s a..
▪ How do you spell…?
▪ There’s a(n).../ There are some...
▪ Where is…?/ Where are…?./
▪ Present simple third person singular affirmative and negative.
▪ What does he/ she/ it like?/ He/ she/ it likes...
▪ Can/ can’t.
▪ It is in.../ It is on.../ It is near.../ It is next to...
▪ I like this…/I like these…/I like that…/I like those...
▪ Is this your..? / Are these your…?/ It’s…mine/yours./ They’re…’ mine/yours.
▪ How many ... have ... got?
▪ He/ she has got... / Has he/ she got...?/ Yes, he/ she has./ No, he/ she hasn’t. / They've got ...
▪ Present continuous affirmative and negative, questions and answers.
▪ Imperative.
▪ Let’s
▪ -ing is…
▪ What sport do you like doing?/ I like –ing
▪ I’d like to...
5. Very frequent written vocabulary (reception)
▪ Classroom objects
▪ Numbers from 11 to 20
▪ Things done in class
▪ Classroom objects
▪ Animals at the zoo
▪ Bedroom objects
▪ Parts of the face
▪ Means of transport
▪ Sports
▪ Farm animals
▪ Attraction parks
▪ Festivities: Halloween, Christmas and Easter
6. Graphic patterns and orthographic conventions..
▪ Consonant clusters tr, gr , dr.
▪ /h/ connected with the letter h.
▪ /ai/ connected with the letter I and ie, y.
▪ Contrast of /ai/ and /i/ connected with letter i.
▪ /u:/ and /ʊ/ connected with letters oo.
▪ /eɪ/ connected with letters ai, ay , a…e.
▪ Contrast of /eɪ/ and /æ/ connected with letter a.
▪ /u:/ connected with different combinations of letters.
▪ /əʊ/ connected with different combinations of letters.
▪ Contrast of /əʊ/ and /ɒ/ connected with letter o.
▪ /z/ and /s/ connected with different combinations of letters.
▪ Initial /w/ connected with the letter w , wh.
Block 4. Production of written texts: expression and interaction (Writing)
1. Production strategies
Planning
- 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.
2. Sociocultural and sociolinguistic aspects: social conventions, registers and rules of common courtesy; customs, values, beliefs and attitudes; non-verbal language.
▪ Distinguishing different means of transport.
▪ Learn about different ways of measuring height and length.
▪ Understanding the traditions of Halloween, Christmas and Easter and how they are celebrated around the world.
▪ Developing respect for different animals and learning about their rights.
▪ Understanding and learning about the importance of sharing Christmas with family and friends.
▪ Find out how to wish people a Happy Christmas.
▪ Familiarisation with frequent sports and leisure activities among pupils of these ages.
▪ Interest in helping tidy each pupil's bedroom.
▪ Recognising and following instructions about normal classroom activities.
▪ Respect and interest in classmates' interests and preferences.
▪ Respect for other people's opinions.
▪ Using skills to relate with others and start a simple conversation about the activities they would like to take part in over the summer holidays, about animals you can see at the zoo, at a farm, asking other people for basic information, showing a tolerant, respectful attitude.
▪ Valuing the importance of talking about how to enjoy yourself over the summer and about your own tastes with regards to sports as a reflection of who you are.
▪ Learning about the importance of talking about one's habits and asking about other people's.
▪ Valuing the importance of not excluding people and being inclusive in collective activities such as sports.
3. Communicative functions:
▪ Spell words.
▪ Express what you own and what other people own.
▪ Questions and answers for obtaining basic information: possessions.
▪ Asking for and giving information about possessing objects.
▪ Exchanging information about different animals.
▪ Expressing what you like and what you do not like to other people.
▪ Describing different parts of the face and facial features.
▪ Expressing tastes and what you would like to do.
▪ Expressing some objects' measurements.
▪ Ask and answer about preferences with regards to sports and hobbies.
▪ Ask and answer about what is happening at the moment of speaking.
▪ Giving instructions.
▪ Expressing what they would like to do during the summer holidays.
4. Syntactic-discursive contents
▪ What’s this?/ It’s a..
▪ How do you spell…?
▪ There’s a(n).../ There are some...
▪ Where is…?/ Where are…?./
▪ Present simple third person singular affirmative and negative.
▪ What does he/ she/ it like?/ He/ she/ it likes...
▪ Can/ can’t.
▪ It is in.../ It is on.../ It is near.../ It is next to...
▪ I like this…/I like these…/I like that…/I like those...
▪ Is this your..? / Are these your…?/ It’s…mine/yours./ They’re…’ mine/yours.
▪ How many ... have ... got?
▪ He/ she has got... / Has he/ she got...?/ Yes, he/ she has./ No, he/ she hasn’t. / They've got ...
▪ Present continuous affirmative and negative, questions and answers.
▪ Imperative.
▪ Let’s
▪ -ing is…
▪ What sport do you like doing?/ I like –ing
▪ I’d like to...
5. Very frequent written vocabulary (production)
▪ Classroom objects
▪ Numbers from 11 to 20
▪ Things done in class
▪ Classroom objects
▪ Animals at the zoo
▪ Bedroom objects
▪ Parts of the face
▪ Means of transport
▪ Sports
▪ Farm animals
▪ Attraction parks
▪ Festivities: Halloween, Christmas and Easter
6. Graphic patterns and orthographic conventions..
▪ Consonant clusters tr, gr , dr.
▪ /h/ connected with the letter h.
▪ /ai/ connected with the letter I and ie, y.
▪ Contrast of /ai/ and /i/ connected with letter i.
▪ /u:/ and /ʊ/ connected with letters oo.
▪ /eɪ/ connected with letters ai, ay , a…e.
▪ Contrast of /eɪ/ and /æ/ connected with letter a.
▪ /u:/ connected with different combinations of letters.
▪ /əʊ/ connected with different combinations of letters.
▪ Contrast of /əʊ/ and /ɒ/ connected with letter o.
▪ /z/ and /s/ connected with different combinations of letters.
▪ Initial /w/ connected with the letter w , wh.
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 STANDARDS |DESCRIPTORS |
|General standards for the stage |1st & 2nd Grades Primary |
| | |
|Block 1. Comprehension of oral texts (Listening) |LISTEN |
| | |
|Understanding the gist of adverts about products of interest. | |
| |Understand simple oral messages and instructions and recognise |
|Understanding messages and public announcements with contain |familiar words. |
|instructions, warnings or other types of information. | |
| |Identify the main theme of an oral text and some specific |
|Understanding what is said during usual transactions. |details with visual aid. |
| | |
|Identifying the subject of a predictable daily conversation |Recognise aural items such as accent, rhythm and correct |
|which you hear. |intonation in familiar contexts. |
| | |
|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. | |
| | |
|Block 2. Production of oral texts (Speaking) |TALK AND CONVERSE |
| | |
|Make short presentations, previously prepared and practised, |Recite or sing a very simple song with correct pronunciation and|
|about daily subjects or things of interest. |intonation. |
| | |
|Cope in daily situations. |Answer the questions orally using simple vocabulary and |
| |structures. |
|Take part in direct conversations or using technical resources | |
|to make social contact. |Take part as a group conversations and spoken interaction which |
| |arises spontaneously. |
|Take part in an interview and give personal information. | |
| | |
|Block 3. Comprehension of written texts (Reading) |READING |
| | |
| | |
|Understanding instructions, explanations and basic information |Understand the gist of simple signs and posters. |
|in notes, signs and posters. | |
| |Understanding simply written texts about familiar subjects with |
|Understanding essential information and identifying specific |previously learned words. |
|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. | |
| | |
|Block 4. Production of written texts (Writing) |WRITING |
| | |
| | |
|Fill in a short form or card with your personal data. |Reproduce simple words and structures using previously learned |
| |models. |
|Write personal correspondence with short messages or talk about| |
|yourself and your immediate surroundings. | |
|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.
6.2 Assessment criteria
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 first cycle of Quick Minds follow the assessment criteria below, in accordance with the new law for Primary education:
Block 1. Comprehension of oral texts (Listening)
• 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.
Block 3. Comprehension of written texts (Reading)
• 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 first 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 1 & 2 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
Vocabulary
Syntactic-discursive contents
Graphic patterns and sounds
Classroom language
Learning strategies
Sociocultural and sociolinguistic aspects
In the following pages you will find a breakdown of the contents of each unit.
QUICK MINDS 1
UNIT FRIENDS
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen and understand simple messages from different audiovisual media.
▪ Listen and understand simple oral messages about the book's main characters, numbers and colours.
▪ Listen to simple messages and act out the actions specified.
▪ Listen to and learn a song about numbers.
▪ Recited a chant and repeat a song.
▪ Listen and understand a story using visual aids.
▪ Listen to a simple dialogue about introductions and very simple descriptions.
Block 2. Production of oral texts (Speaking)
▪ Speaking about the names of the main characters.
▪ Presentation of and request for information (name and age).
▪ Production of oral messages to greet somebody.
▪ Say numbers 1 to 10 and the colours.
▪ Acting out a previously read illustrated story.
The following points are studied indirectly in the four previous blocks:
Communicative functions:
• Requesting basic information: name and age.
• Greetings and farewells.
• Make a movement to show that you have understood the message correctly, point at a specific object, touch another, go around it, etc.
• Mime the different super powers connected with the characters in the book.
Vocabulary:
• Characters: Whisper, Thunder, Misty, Flash.
• Colours: blue, red, yellow, orange, green, brown, pink, purple.
• Nice
• Numbers: 1-10
• Other words: balloon, hat, cool, power, cat, Look at me, My turn, I speak to animals, What about you?, Cool!, Wow!
Syntactic-discursive contents:
• Hello, Hi.
• What’s your name?
• I’m (name).
• How old are you?
• I’m (age).
• Song: Sing with me, I’m your friend, me and you, Let’s sing and dance.
• I’m your friend.
• My hat is (colour)
Classroom language:
• Open/ Close the book.
• Listen and look.
• Say the words.
• Chant
• Match the sentences with the pictures.
• Point to...
• Listen to …
• How old are the Super Friends?
• Listen and write.
• Ask and answer.
• Match the numbers with the words.
• Write the numbers.
• Sing
• Say the alphabet.
• Colour the balloons.
• Follow the lines.
• Meet the Super Friends.
• Listen and tick the box.
• Match the Super Friends with the powers.
• Number the pictures.
• Draw and write examples of what you know.
Learning strategies:
• Memorize and use the vocabulary in the unit.
• Understand words and use them to make short sentences following a 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 by participating actively in class.
• Assess the importance of social relationships and making new friends.
Sociocultural and sociolinguistic aspects:
• Using skills to introduce oneself and interact with others.
• Recognising and following instructions about normal classroom activities.
• Assessing the importance of social interaction in the classroom.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about the book's main characters,|
|familiar words. |numbers and colours. |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book's characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about numbers. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher's questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Say hello in English, introduce yourself and talk briefly, |
|arises spontaneously. |asking people's names and ages. |
| |Act out the previously read illustrated story. |
|Mathematical competence and basic competences in science and technology |
|Recognise and use numbers 1-10. |Practice numbers 1-10. |
|Identify and differentiate objects and resources in the |Describe the objects around the pupils using colours. |
|immediate surroundings. | |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Say hello in English, introduce yourself and talk briefly, |
|other people. |asking people's names and ages. |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Show interest in and respect for the culture of English-speaking|Learn the colours in English. |
|countries. | |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
3 Social awareness
Moral and civic education
▪ Show interest by participating in class and by following the teacher’s instructions properly.
▪ Assess the importance of social relationships and making new friends.
Working together in class
▪ Be able to work in groups or pairs, respecting other classmates’ turn to speak.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects. This unit is specifically related to maths (numbers 1-10) and arts and visual education (the colours).
5 Assessment Criteria
▪ Recognise and use orally and in writing limited, frequently used oral vocabulary: the colours, the numbers and actions carried out in class.
▪ Distinguish and carry out frequent communication activities: introducing yourself and your classmates.
▪ Count from 1 to 10 and use those numbers in diverse communication contexts.
▪ Use correct pronunciation and intonation.
▪ 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 social life and having friends.
6 Contents - Assessment criteria - Key Competences
|Contents |Assessment criteria |Key Competences |
|Practice the structure Hello, Hi, What’s your name? I’m |Distinguish and carry out usual communication |CC |
|(name). How old are you? |functions :introducing yourself and your |SCC |
| |classmates | |
|Practice numbers 1 to 10. |Recognise and use orally and in writing frequently|CC |
|Remember and practice the colours. |used oral vocabulary about the colours, the |MCST |
| |numbers and actions carried out in class. |CAE |
|Practice numbers 1 to 10. |Count from 1 to 10 and use those numbers in |CC |
| |diverse communication contexts. |MCST |
|Recite a chant about the Quick Minds characters with the|Use correct pronunciation and intonation. |CC |
|rest of the class. | |CAE |
| | |SIE |
|Listen to an illustrated story. |Use the subject, general meaning and main |CC |
|Identify the parts of the illustrated story which have |information and ideas from the text in short, | |
|been studied previously. |simple texts with visual and audio support. | |
|Think about the meaning of the illustrated story which |Identify basic sociocultural and sociolinguistic |CC |
|you have seen before. |features such as the importance of social life and|SCC |
| |having friends. | |
UNIT 1 AT SCHOOL
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen and understand simple messages from different audiovisual media.
▪ Listen and understand simple oral messages about objects that can be found in the classroom.
▪ Listen and understand instructions and orders that may be given in connection with school objects.
▪ Listen and recite a chant or song connected with classroom objects and the Quick Minds characters.
▪ Listen and repeat grammatical structures for comprehension, learning and correct pronunciation.
▪ Listen and understand a story using visual aids.
▪ Listen and understand a sentence with repeated use of the sound /æ/ and the letter a.
▪ Listen to short messages for specific comprehension.
▪ Listen to coded messages for colouring school objects as specified.
▪ Listen and understand different orders dictated by the teacher and classmates and then carry them out.
Block 2. Production of oral texts (Speaking)
▪ Spoken interaction with questions and answers about classroom objects using pictures..
▪ Spoken interaction askingWhat’s this? and answering It’s a…, and Is it a…? and two possible answers Yes, it is or No, it isn’t.
▪ Playing a game (guessing game).
▪ Ability to name objects in the classroom and say what colour they are.
▪ Spoken interaction in which the pupils practice how to give instructions and orders to classmates.
▪ Acting out in groups a previously read illustrated story.
Block 3. Comprehension of written texts (Reading)
▪ Reading the questions What’s this?, Is it a…?, and imperative forms connected with classroom activities.
▪ Listen and understand a sentence with repeated use of the sound /æ/ and the letter a.
The following points are studied indirectly in the four previous blocks:
Communicative functions:
• Questions and answers for obtaining basic information: What’s this? Is it a…?
• Explanations for giving instructions. Use of the imperative (imperative). Acting out actions previously stated or explained.
• Carrying out a project in which pupils look into the use and combination of different colours.
Vocabulary:
• Classroom objects: pen, rubber, pencil, book, notebook, bag, desk, ruler, pencil case, school
• Actions: come back, close your bag, look at the..., sit (at your desk), open (your bag), pass me a (pen).
• Other words: bag, cat, black.
• Expressions: in a mess, tell me, watch out, I’m sorry, it’s OK, here you are.
• Arts and colours: primary (colours), secondary (colours), objects, mix, lighter.
• Revise: numbers 1-10, colours, Mum, cat.
Syntactic-discursive contents:
• What’s this?
• It’s a (classroom object).
• Is it a ...?
• Yes, it is./ No, it isn’t.
• Imperative.
• What’s number...? It’s a ...
• This is my (classroom object). It’s (colour).
• What objects are colour...?
• What colour are they?
• Point to…, pick up…, draw…, write…, look at…, listen to…, close..., open..., pass me..., put away..., take out..., look for...., find..., etc.
Graphic patterns and sounds:
• Recognising and pronouncing the sound /æ/ in connection with the letter a.
Classroom language:
• Open your books at page…
• Listen and look.
• Play the game.
• Listen and write the words.
• Read and tick the box.
• Listen and stick.
• Find... and write the name.
• Who says...?
• Write and match.
• When you mix..., you get...
• Make your own picture.
• Listen and act out.
• Count the school objects.
• Close your eyes.
• What colour are they?
Learning strategies:
• Memorize and use the vocabulary in the unit.
• Understand words and use them to make short sentences following a model.
• Acting out movements connected with the actions being studied following the instructions dictated by a teacher or a classmate.
• 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 by participating actively in class.
• Show your interest and taste in art and its nuances.
Sociocultural and sociolinguistic aspects:
• Ability to interact with others and start simple conversations.
• Recognising and following instructions about normal classroom activities.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about classroom objects and their|
|familiar words. |colours. |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book's characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about classroom objects. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher's questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Ask and answer classmates about the colours of classroom |
|arises spontaneously. |objects. |
| | |
| |Act out the previously read illustrated story. |
|Mathematical competence and basic competences in science and technology |
|Recognise and use numbers 1-10. |Practice the numbers counting objects and saying singular and |
| |plural quantities. |
|Solve puzzles and crosswords. |Do a drawing using the colours connected with the numbers given.|
|Identify and differentiate objects and resources in the |Describe objects around the pupils in the classroom by talking |
|immediate surroundings. |about their colours. |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Understand and carry out simple instructions for usual classroom|
|other people. |activities. |
|Use basic polite language: please, thank you. |Say 'please' and 'thank you' when using the imperative to give |
| |classmates instructions. |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Show interest in and respect for the culture of English-speaking|Learn the primary and secondary colours in English. |
|countries. | |
|Make simple artwork following a model or spontaneously. | |
| |Make your own drawing using primary and secondary colours as a |
| |way of enjoying art. |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
3 Social awareness
Moral and civic education
▪ Show interest by participating in class and by following the teacher’s instructions properly.
▪ Recognise and assess offering and receiving help from other people.
Education for sexual equality
▪ Show respect for other people’s opinions regardless of their sex.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects.
▪ This unit is specifically related to maths (numbers and quantities up to 10) and art (primary and secondary colours).
5 Assessment Criteria
▪ Recognise and use frequently used oral vocabulary orally and in writing about classroom objects, expressing quantities.
▪ Distinguish and carry out habitual communication functions: exchanging greetings.
▪ Use correct pronunciation and intonation.
▪ Give instructions using the imperative correctly (imperative), and reply to the orders given.
▪ Make a project to assess the possible uses of different colours and the results of combing them, making yourself understood in front of the class.
▪ Recognise, produce orally and in writing and pronounce correctly the sound /æ/ connected with the letter a.
▪ Identify basic sociocultural and sociolinguistic features such as the importance of helping others.
▪ Revise the vocabulary and structures studied throughout the unit as a basic learning strategy.
6 Contents - Assessment criteria - Key Competences
|Contents |Assessment criteria |Key Competences |
| | |CC |
|Practice expressions for exchanging greetings. |Distinguish and carry out habitual communication | |
| |functions: exchanging greetings. | |
|Revise the numbers in combination with vocabulary |Recognise and use frequently used oral vocabulary |CC |
|learned in connection with classroom objects. |orally and in writing about classroom objects | |
|Recognising and explaining different classroom objects. |expressing quantities. |MCST |
|Practice questions and answers about other classroom | | |
|objects: What’s this?, It’s a…, Is it a…? Yes, it is./ |Distinguish and carry out habitual communication | |
|No, it isn’t. |functions: exchanging greetings. | |
|Practice the affirmative imperative (imperative). |Recognise and use functions and meanings |CC |
|Carry out actions as instructed by the teacher. |associated with basic syntactic structures. | |
|Practice the pronunciation of the sound /æ/ connected |Recognise, produce orally and in writing and |CC |
|with the letter a. |pronounce correctly the sound /æ/ connected with | |
| |the letter a. | |
|Recite a chant and a song about classroom objects. |Use correct pronunciation and intonation. |CC |
| | |CAE |
| | |SIE |
|Make a project about primary and secondary classroom |Make yourself understood in short, simple oral |CC |
|objects and present it to your classmates. |statements. |CAE |
|. | |SIE |
|Listen to and read an illustrated story. |Use the subject, general meaning and main |CC |
|Identify the parts of the illustrated story which have |information and ideas from the text in short, | |
|been studied previously. |simple texts with visual and audio support. | |
|Talk about the meaning of an illustrated story which has|Identify basic sociocultural and sociolinguistic |CC |
|been worked with before. |features such as the importance of helping others.|SCC |
|Revise the vocabulary and structures learned throughout |Revise the vocabulary and structures learned |SIE |
|the unit. |throughout the unit as a basic learning strategy. | |
Unit 2 LET’S PLAY!
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen and understand simple messages from different audiovisual media.
▪ Listen to and understand simple oral messages about the toys which observe the books' characters.
▪ Listen to and understand simple information different boys and girls.
▪ Listen to and recite a chant or song about different toys and games.
▪ Listen to and understand information about different toys described using various adjectives.
▪ Listen and understand an illustrated story using visual aids.
▪ Listen and understand a sentence with repeated use of the sound /e/ and the letter e.
▪ Listen to and understand a dialogue to extract specific information.
Block 2. Production of oral texts (Speaking)
▪ Spoken interaction with questions and answers about different toys.
▪ Spoken interaction asking the questions How are you?, What’s your favourite toy? and the answers.
▪ Ability to describe toys using adjectives.
▪ Spoken interaction with questions and answers about classmates' toys, colours and favourite numbers.
▪ Acting out in groups a previously read illustrated story.
▪ Spoken interaction in which pupils describe their own drawings of imaginary objects.
▪ Take part in a game (the number game) to revise the contents of the last three units.
Block 3. Comprehension of written texts (Reading)
▪ Read the questions How are you?, What’s your favourite toy? and their answers.
▪ Identify and understand short sentences describing toys and using an adjective.
▪ Listen and understand a sentence with repeated use of the sound /e/ and the letter e.
▪ Read and understand the instructions which the pupils have to follow to make a poster with the classroom objects classified in terms of primary and secondary colours.
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Questions and answers for obtaining basic information: How are you?, What’s your favourite toy?
▪ Spoken interaction in which the pupils ask for basic information about their classmates' favourite toys.
▪ Spoken interaction in which the pupils ask and answer about toys which they draw themselves and briefly describe.
▪ Carry out a project in which pupils make a poster of classroom objects.
Vocabulary:
• Toys and games: kite, doll, monster,computer game, train,car, plane, ball, bike, go-kart.
• Expressions: let’s go, that’s right, there’s a..., that’s smart, that’s great, what a/ an...!, that isn’t fair, just a minute, go, hold on, what colour?, show me, what’s your favourite...?
• Possessive pronouns and adjectives: my, your.
• Adjectives: long, short, big, small, ugly, beautiful, old, new, fantastic, very good.
• Other words: toy shop, race.
• Spelling game: start, finish.
• Revise: colours, numbers 1-10.
Syntactic-discursive contents:
• How are you?
• I’m fine...
• What’s your favourite toy?
• My favourite toy is my...
• That’s (adjective).
• It’s a/ an+ (adjective)+ toy.
Graphic patterns and sounds:
• Recognising and pronouncing the sound /e/ in connection with the letter e.
Classroom language:
• What colour is it?
• Find something...
• I’m thinking of a toy.
• It isn’t a...
• Is it Ben or Misty?
• Is it ‘e’ or ‘a’’?
• Who says...?
• Listen and point.
• Listen, point and repeat.
• Listen and colour.
• Listen and circle.
• What is it?
• Ask and answer.
• Listen and imagine.
• Show your picture to your friends.
Learning strategies:
▪ Memorize and use the vocabulary in the unit.
▪ Understand words and use them to make short sentences following a model.
▪ Make different gestures and mime actions to show the meaning of adjectives which may help the pupils to describe their toys.
▪ 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.
▪ Respect and take an interest in other people's tastes in toys and games.
▪ Assess the importance of taking part in collective games.
Sociocultural and sociolinguistic aspects:
▪ Use skills to relate with other people and hold a simple conversation about basic information, tastes and preferences.
▪ Recognising and following instructions about normal classroom activities.
▪ Understanding the use of school uniforms in English-speaking countries.
▪ Assess the importance of choosing your favourite toy as a way of defining yourself.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about toys and games. |
|familiar words. | |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book's characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about toys. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher's questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Ask classmates about their favourite toys. |
|arises spontaneously. | |
| |Act out the previously read illustrated story. |
|READING | |
| | |
|Understand very simple sentences about familiar subjects with |Recognise the words in the grammar section and phonemes |
|previously taught words. |connected with toys. |
|Mathematical competence and basic competences in science and technology |
|Recognise and use numbers 1-10. |Practise numbers 1-10 and say which your favourite is. |
|Follow rhythmic sequences and simple series. |Order the sequences of the illustrated story about the |
| |characters. |
|Identify and differentiate objects and resources in the |Describe the objects around the pupils using colours. |
|immediate surroundings. | |
| |Listen to a conversation about the use of school uniforms in |
| |English-speaking countries. |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Ask for basic information in English about classmates' tastes |
|other people. |and preferences with regards to toys. |
| | |
| |Play with a classmate in English and learn how to follow the |
| |rules of a game. |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Show interest in and respect for the culture of English-speaking|Learn the primary and secondary colours in English. |
|countries. | |
|Make simple artwork following a model or spontaneously. | |
| |Make a poster classifying the classroom objects by primary and |
| |secondary colours. |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Use basic comprehension and expression strategies to help carry |Play the unit's Revise game. |
|out tasks. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
| |Talk about your favourite toys and state a personal choice. |
3 Social awareness
Moral and civic education
• Show interest by participating in class and by following the teacher’s instructions properly.
• Accept other people’s tastes in toys as a sign of freedom of expression.
• Assess and recognise the importance of fair play and following game rules.
Working together in class
• Be able to work within the class as a whole, respecting other classmates’ turn to speak.
Education for sexual equality
• Show respect for other people’s opinions regardless of their sex.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects.
▪ This unit is specifically related to maths and arts. Pupils learning about primary and secondary colours.
5 Assessment Criteria
▪ Recognise and use frequently used oral vocabulary orally and in writing about toys and games.
▪ Distinguish and comply with habitual communication functions: greet people and ask and answer about your own favourite toys and a second person's.
▪ Use correct pronunciation and intonation.
▪ Follow instructions for carrying out different projects correctly.
▪ Recognise and correctly produce orally and in writing the sound /e/ connected with the letter e.
▪ Learn and use basic learning strategies: take part in a game to revise what you have learned in the previous three units.
▪ Identify basic sociocultural and sociolinguistic features such as the importance of fair play.
▪ Use the subject, general meaning and main information and ideas from the text in short, simple texts with visual and audio support.
6 Contents - Assessment criteria - Key Competences
|Contents |Assessment criteria |Key Competences |
|Recognise different toys and colours connected with |Recognise and use frequently used oral vocabulary |CC |
|classroom objects. |orally and in writing about toys and games. | |
|Practice vocabulary learned about toys and games. | | |
|Use nouns and adjectives in the correct order | | |
|Show objects using the possessive pronouns my and your. |Recognise and use functions and meanings |CC |
| |associated with basic syntactic structures. | |
|Show pupils' favourite objects. |Distinguish and comply with habitual communication|CC |
| |functions: greet people and ask and answer about | |
| |your own favourite toys and a second person's. | |
|Practice the pronunciation of the sound /e/ connected |Recognise and correctly produce orally and in |CC |
|with the letter e. |writing the sound /e/ connected with the letter e.| |
|Recite a chant and a song about games. |Use correct pronunciation and intonation. |CC |
| | |CAE |
| | |SIE |
|Make a project about primary and secondary classroom |Make yourself understood with short, simple oral |CC |
|objects and present it to your classmates. |contributions |CAE |
| | |SIE |
|Listen to and read an illustrated story. |Use the subject, general meaning and main |CC |
|Identify the parts of the illustrated story which have |information and ideas from the text in short, | |
|been studied previously. |simple texts with visual and audio support. | |
|Think about the meaning of the illustrated story which |Identify basic sociocultural and sociolinguistic |CC |
|you have seen before. |features such as the importance of fair play. |SCC |
|Revise the vocabulary learned during the unit. |Learn and use basic learning strategies. |SIE |
|. | | |
UNIT 3 PET SHOW
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen and understand simple messages from different audiovisual
media.
▪ Listen to and understand simple oral messages about animals and their descriptions.
▪ Listen to simple messages in which the positions which various animals are in are described.
▪ Listen to and recite a chant or song about different animals.
▪ Listen to and understand various messages in which the characters talk about animals they like and others they do not like.
▪ Listen and understand a story using visual aids.
▪ Listen and understand a sentence with repeated use of the sound /i/ and the letter i.
Block 2. Production of oral texts (Speaking)
▪ Spoken interaction with questions and answers about different animals.
▪ Spoken interaction in which different animals are situated using the prepositions in, on and under in association with classroom objects.
▪ Take part in a game in which pupils describe the situation or position of various animals.
▪ Spoken interaction in which the pupils talk about animals which they like and others which they do not.
▪ Ask questions about the animals which your classmates like.
▪ Acting out in groups a previously read illustrated story.
▪ Spoken interaction in which the pupils talk about places which difference animals use to hide in to protect themselves.
▪ Spoken interaction in which the pupils talk about the drawing in which there are camouflaged animals.
Block 3. Comprehension of written texts (Reading)
▪ Recognising simple words connected with animals which the pupils are familiar with.
▪ Read, listen to and understand the lyrics of songs and chants in the unit connected with animals and how they can be described depending on where they are.
▪ Read short, simple sentences which describe where the animals are.
▪ Read and understand the expressions I like…/ I don’t like… to express each pupil's tastes.
▪ Listen to and understand the recording of a story using visual aids.
▪ Listen and understand a sentence with repeated use of the sound /1/ and the letter i.
▪ Read various sentences to decide whether they are correct or not depending on the contents of the previously read illustrated story.
▪ Read and understand the various habitats which animals hide to protect themselves.
▪ Read and understand multiple choice questions in order to demonstrate which has been learned in the unit.
Block 4. Production of written texts (Writing)
▪ Write the words learned to name different animals.
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Questions and answers to obtain basic information about the animals in the book.
▪ Spoken interaction in which the pupils show different animals and describe where they live.
▪ Take part in a game in which pupils practice describing where the animals are in relation to the classroom objects.
▪ Spoken interaction in which the pupils talk about animals they like and do not like.
▪ Spoken interaction in which the pupils talk about the drawing in which they have camouflaged animals as the unit project.
Vocabulary:
▪ Animals: elephant, rat, lizard, frog, spider, duck, dog, cat.
▪ Expressions: bring your pets, I don’t know, what’s the problem?, I like, I don’t like, what about you?, I’ve got an idea, say why it’s difficult to..., find the differences, where do the animals hide?
▪ Prepositions: in, on, under.
▪ Story:come back, touch (him), clever, amazing, brothers and sisters, tree.
▪ Camouflage: snake, crocodile, butterfly, tiger, giraffe, hide, grass, leaf, leaves, ground.
▪ Other words: pet show, all, draw, happy (sad) mouth, silly sister, zoo, hug, cold, pick somebody up, go to.
▪ Revise: look at, and, his, her, numbers 1-10, toys, classroom , imperative.
Syntactic-discursive contents:
▪ Is it a ...?
▪ Is it on/ in/ under...?
▪ It’s in/ on/ under...
▪ The... is in/ on/ under...
▪ ... is my favourite animal.
▪ ... are my favourite!
▪ I like...
▪ I don’t like...
▪ There’s a... in picture...
Graphic patterns and sounds:
▪ Recognising and pronouncing the sound /i/ in connection with the letter i.
Classroom language:
▪ Count the animals.
▪ Where are they?
▪ Look at the...
▪ I like...
▪ I don’t like...
▪ Listen and circle what the spider says.
▪ Write about the animals you like and don’t like.
▪ Put the... in/ on/ under...
▪ What colour are the animals?
▪ What animals are in the pictures?
▪ Say why it is difficult to see the animals.
▪ The crocodile is green and the water is green.
▪ Where do the animals hide?
▪ Draw a camouflage.
▪ Show it to your friends.
Learning strategies:
▪ Memorize and use the vocabulary in the unit.
▪ Use information and communication technologies.
▪ Respect and show interest in other people's tastes and preferences.
▪ Enjoying team work in pairs or groups.
▪ Have confidence in your own ability to learn a foreign language.
▪ Show respect for the animal kingdom.
▪ Show interest by participating actively in class.
▪ Respect and take an interest other people's tastes in animals.
▪ Assess the importance of team work.
Sociocultural and sociolinguistic aspects:
▪ Becoming familiar with the most frequent animals for the pupils and which are in the unit and learning how to talk about them.
▪ Use skills to relate with other people showing tolerance and respect.
▪ Recognising and following instructions about normal classroom activities.
▪ Valuing the importance of respecting animals and taking care of pets.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about different animals. |
|familiar words. | |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book's characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about animals and where they are. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher's questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Ask and answer classmates about the animals they like. |
|arises spontaneously. | |
| |Act out the previously read illustrated story. |
|READING | |
| | |
|Understand very simple sentences about familiar subjects with |Recognise simple words about animals. |
|previously taught words. | |
|Understand the main ideas on very simple signs, posters and |Recognise the sentences in the unit's grammar and phonic unit |
|written texts. |about animals. |
|Mathematical competence and basic competences in science and technology |
|Recognise and use numbers 1-10. |Practice numbers 1-10 to number the animals in the unit. |
|Interpret and recognise different spatial dimensions. |Learn ways to describe where different objects and animals are. |
|Identify and differentiate objects and resources in the |Describe some animals in the pupils' surroundings using their |
|immediate surroundings. |colours and positions. |
|Move comfortably in space and time. |Reply with gestures to the teacher's and your classmates' |
| |instructions to put different objects in different places. |
|Respect nature and animals in the surroundings. |Find out about different forms of camouflage used by some |
| |animals in nature. |
| | |
| |Talk about the animal kingdom and its connections with human |
| |beings. |
| | |
| |Show respect towards animals and be aware that they too have |
| |rights. |
| | |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Express your tastes with regards to animals and ask your |
|other people. |classmates about theirs. |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Show interest in and respect for the culture of English-speaking| |
|countries. | |
|Make simple artwork following a model or spontaneously. |Draw a place with natural camouflage for an animal. |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
3 Social awareness
Moral and civic education
▪ Show interest by participating in class and by following the teacher’s instructions properly.
▪ Accept other people's tastes as freedom of expression.
▪ Show interest in animals taking care of pets.
▪ Recognise the importance of bravely and not being afraid on certain occasions.
Education for peace
▪ Show respect and consideration for animals in order to create a balanced world in which to live.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and being cooperative.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects.
▪ This unit is specifically related to natural sciences. Pupils talk about some animals' habitats and where they hide to protect themselves.
▪ This unit also deals with art education and pupils draw camouflaged animals to show their classmates.
5 Assessment Criteria
▪ Recognise and use frequently used oral vocabulary orally and in writing about animals and where they are.
▪ Recognise and correctly produce orally and in writing the sound /i/ connected with the letter i.
▪ Sing a song with correct pronunciation and intonation.
▪ Distinguish and comply with habitual communication functions: talk about animals you like and do not like.
▪ Identify basic sociocultural and sociolinguistic features such as the importance of being brave.
▪ Describe a drawing in which there are animals camouflaged after learning how animals hide themselves in order to survive.
6 Contents - Assessment criteria - Key Competences
|Contents |Assessment criteria |Key Competences |
|Recognise and explain real and toy animals. |Recognise and use frequently used oral vocabulary |CC |
|Explain and practice the prepositions in, on y under. |orally and in writing about various animals and | |
| |where they are. | |
|Practice noun plurals. |Recognise and use the functions and meanings |CC |
|Practice the expressions like and don’t like. |associated with the basic syntactical structures. | |
| | | |
| |Distinguish and comply with habitual communication| |
| |functions: express personal tastes. | |
|Practice pronouncing the sound /i/ connected with the |Recognise and correctly produce orally and in |CC |
|letter i. |writing the sound /i/ connected with the letter i.| |
|Recite a chant and a song about animals. |Use correct pronunciation and intonation. |CC |
| | |CAE |
| | |SIE |
|Acquire specific vocabulary to talk about natural |Describe a drawing in which there are camouflaged |CL |
|sciences: animal camouflage. |animals. |CAE |
| | |MCST |
| | |SIE |
|Listen to and read an illustrated story. |Use the subject, general meaning and main |CC |
|Identify the parts of the illustrated story which have |information and ideas from the text in short, | |
|been studied previously. |simple texts with visual and audio support. | |
|Think about the meaning of the illustrated story which |Identify basic sociocultural and sociolinguistic |CC |
|you have seen before. |features such as the importance of being brave. |SCC |
HALLOWEEN
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen to a simple rhyme about Halloween.
Block 2. Production of oral texts (Speaking)
▪ Take part in a game (memory game) in which the pupils, making use of the cards at the end of the Pupil's Book, have to identify the typical Halloween characters they have learned about in the rhyme are on the backs of the cards. In this game pupils practice asking questions with the structure What is it? and revise the vocabulary learned in the rhyme about Halloween.
Block 3. Comprehension of written texts (Reading)
▪ See Activities to develop these skills.
Block 4. Production of written texts (Writing)
▪ See Activities to develop these skills.
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Essential vocabulary about Halloween.
▪ Take part in games to learn and memorize new vocabulary and practice grammar structures.
▪ Communication with classmates in English.
Vocabulary:
▪ Halloween: Halloween, witch, pumpkin, ghost, bat.
▪ Revise: cat, rat, skeleton, spider, grammar and vocabulary Quick Minds 1 (units 1-3).
Syntactic-discursive contents:
▪ It’s Halloween
▪ Who’s hiding in the park?
▪ Is it a ... ?
▪ Yes, it is.
▪ No, it isn’t
Classroom language:
▪ Open your Student’s Book at page… , please.
▪ Look! It’s Halloween.
▪ Let’s play a game.
Graphic patterns and sounds:
▪ Recite a rhyme with correct intonation and pronunciation.
Learning strategies:
▪ Memorize and use the vocabulary in the unit.
▪ Understand words and use them to make short sentences following a model.
▪ Use information and communication technologies.
▪ Enjoy team work.
▪ Have confidence in your own ability to learn a foreign language.
▪ Find out about Halloween.
▪ Show an interest in finding out about festivities in other cultures.
Sociocultural and sociolinguistic aspects:
▪ Familiarization with Halloween.
▪ Valuing festivities in English-speaking countries.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about typical Halloween |
|familiar words. |characters and objects. |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book's characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about Halloween. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher's questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Ask classmates about the characters hidden on the back of the |
|arises spontaneously. |cards. |
|Mathematical competence and basic competences in science and technology |
|Recognise and use numbers 1-10. |Practice numbers 1 to 10 to number the Halloween characters in |
| |the illustration. |
|Identify and differentiate objects and resources in the |Describe objects from the pupils' surroundings using numbers and|
|immediate surroundings. |colours. |
|Assemble objects and take them apart planning each action. |Cut out the cards with the Halloween characters at the end of |
| |the book to play the memory game. |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Play the Halloween memory game with the cut-out cards at the end|
|other people. |of the book. |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Show interest in and respect for the culture of English-speaking|Find out about Halloween. |
|countries. | |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
6 Social awareness
Moral and civic education
▪ Show interest in learning about traditions in different parts of the world.
Working together in class
▪ Be able to work in groups or pairs, respecting other classmates’ turn to speak..
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects. In this unit maths contents are examined: the numbers.
5 Assessment Criteria
▪ Recognise and use frequently used oral vocabulary orally and in writing about Halloween.
▪ Recite a rhyme about Halloween with correct pronunciation and intonation.
6 Contents - Assessment criteria - Key Competences
|Contents |Assessment criteria |Key Competences |
|Presentation about Halloween. |Recognise and use frequently used oral vocabulary |CC |
| |orally and in writing about Halloween. | |
|Recite a chant and a song about Halloween. |Use correct pronunciation and intonation. |CC |
| | |CAE |
| | |SIE |
CHRISTMAS
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen to a carol so that pupils can learn it and then sing it.
Block 2. Production of oral texts (Speaking)
▪ List the different presents which pupils give at Christmas.
▪ Take part in a game (guessing game) in which pupils have to reproduce a dialogue to try to find out the present hidden in their classmates' envelopes.
Block 3. Comprehension of written texts (Reading)
▪ Read about the prepositions to and from to put the address and sender on an envelope to send a Christmas card.
▪ Read a Christmas message: Merry Christmas.
Block 4. Production of written texts (Writing)
▪ Write the address and the sender using to and from on a Christmas envelope.
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Practical Christmas vocabulary.
▪ Christmas wishes.
▪ Act out a conversation in which the pupils give each other Christmas cards and say thank you.
▪ Communication with classmates in English.
Vocabulary:
▪ Christmas: merry, happy, wish, star, stocking, present, card, tree.
▪ Revise: grammar and vocabulary Quick Minds 1.
Syntactic-discursive contents:
▪ Merry Christmas
▪ We wish you a merry Christmas and a happy New Year!
▪ Thank you.
▪ Is it a ...?
▪ What colour is… ?
Graphic patterns and sounds:
▪ 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.
▪ Let’s make a Christmas card.
Learning strategies:
▪ Memorize and use the vocabulary in the unit.
▪ Understand words and use them to make short sentences following a 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.
Sociocultural and sociolinguistic aspects:
▪ Find out how to wish people a Happy Christmas.
▪ Find out about Christmas in English-speaking countries.
▪ Learning about the importance of sharing Christmas with family and friends.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about Christmas. |
|familiar words. | |
|Identify the main theme of an oral text and some specific |Listen to a typical Christmas situation and look at the |
|details with visual aid. |illustration. |
|Recognise aural items such as accent, rhythm and correct |Listen to a typical English carol: We wish you a Merry |
|intonation in familiar contexts. |Christmas. |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher's questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Wish your classmates a Happy Christmas. |
|arises spontaneously. | |
|READING | |
| | |
|Understand very simple sentences about familiar subjects with |Recognise simple words about Christmas. |
|previously taught words. | |
|Mathematical competence and basic competences in science and technology |
|Recognise and use numbers 1-10. |Practice numbers 1 to 10 numbering the Christmas presents in the|
| |illustration. |
|Identify and differentiate objects and resources in the |Describe objects in the pupils' surroundings using colours and |
|immediate surroundings. |numbers. |
|Assemble objects and take them apart planning each action. |Make a Christmas card using the cut-out model at the end of the |
| |book. |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Wish your classmates a Happy Christmas. |
|other people. | |
|Use basic polite language: please, thank you. |Act out a conversation in which pupils give each other Christmas|
| |cards and say thank you. |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Show interest in and respect for the culture of English-speaking|Find out how Christmas is celebrated in other countries. |
|countries. | |
|Make simple artwork following a model or spontaneously. | |
| |Cut out and colour in the Christmas card at the end of the |
| |Pupil's Book. |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
6 Social awareness
Moral and civic education
▪ Show interest in learning about Christmas traditions in different parts of the world.
Working together in class
▪ Be able to work in groups or pairs, respecting other classmates’ turn to speak..
Education for peace
▪ Show respect for other people's beliefs and Christmas traditions.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects.
5 Assessment Criteria
▪ Recognise and use frequently used oral vocabulary orally and in writing about Christmas and wish classmates a Happy Christmas.
▪ Sing a carol with correct pronunciation and intonation.
6 Contents - Assessment criteria - Key Competences
|Contents |Assessment criteria |Key Competences |
|Presentation about Christmas. |Recognise and use frequently used oral vocabulary |CC |
| |orally and in writing about Christmas and wish | |
| |classmates a Happy Christmas. | |
|Reciting a carol. |Sing a carol with correct pronunciation and |CC |
| |intonation. |CAE |
| | |SIE |
Unit 4 LUNCHTIME
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen and understand simple messages from different audiovisual media.
▪ Listen to and understand simple oral messages about food and meals.
▪ Listen to and understand simple oral messages in which the characters explain the food they have and do not have.
▪ Listen to and recite a chant or song about the food and meals in the unit.
▪ Listen and repeat grammatical structures for comprehension, learning and correct pronunciation.
▪ Listen and understand a story using visual aids.
▪ Listen and understand a sentence with repeated use of the sound /ɒ/ and the letter 0.
▪ Listen to and understand orders which must be followed to understand how to visualise an imaginary character.
Block 2. Production of oral texts (Speaking)
▪ Spoken interaction with questions and answers about food and meals in a pictures.
▪ Spoken interaction in which the pupils practice the structures I have got… y I haven’t got… to talk about food there is and is not.
▪ Spoken interaction using the question Have you got any…? and the answer Yes, I have and No, I haven’t.
▪ Acting out in groups a previously read illustrated story.
▪ Spoken interaction in which the pupils talk about an imaginary character they have come up with.
Block 3. Comprehension of written texts (Reading)
▪ Recognising simple words which represent different food and meals.
▪ Read, listen to and understand the lyrics of songs and chants in the unit connected with food and meals.
▪ Read short, simple sentences which describe certain characters have and do not have using the structures I’ve got… and I haven’t got…
▪ Read questions about having certain food Have you got any…?, and the possible answers Yes, I have and No, I haven’t.
▪ Read and understand a story with visual and audio aids.
▪ Listen and understand a sentence with repeated use of the sound /ɒ/ and the letter o.
Block 4. Production of written texts (Writing)
▪ Writing appropriate words to describe the food and meals learned about in the unit.
▪ Writing the ingredients on a shopping list.
▪ Writing simple sentences for pupils to express what they have learned in the unit.
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Use of positive and negative sentences, questions and answers to talk about poslesson: I’ve got…, I haven’t got…, Have you got any…?, Yes, I have y No, I haven’t.
▪ Correct instructions given to classmates about the ingredients needed for a shopping list and understanding the the instructions.
▪ Spoken interaction in which the pupils talk about food they do not like.
▪ Information about the food which the pupils can find in the shopping basket which they each draw.
Vocabulary:
▪ Food: banana, cake, cheese, sandwich, apple, pizza, sausage, chicken, peas, carrots,
▪ Actions: come and take him out, look at, stop, cut out.
▪ Adjectives: great, terrible, fantastic, favourite, new, yummy.
▪ Expressions: What’s for lunch?, the same lunch, where’s...?, that isn’t fair, here you are, sorry, write a shopping list, put... on the list
▪ Other words: lunchtime, queue, kitchen, help, waiter, cook, menu, basket, or, card, care, top, bottom
▪ Revise: plurals, toys, animals, imperative.
Syntactic-discursive contents:
▪ I’ve got...
▪ I haven’t got...
▪ Have you got any...?
▪ Yes, I have.
▪ No, I haven’t.
▪ Who says...?
▪ I don’t like... or...
▪ Imperative.
▪ Sorry, I haven’t got...
▪ I’ve got... in my basket
Graphic patterns and sounds:
▪ Recognising and pronouncing the sound /ɒ/ in connection with the letter o.
Classroom language:
▪ I like...
▪ What about you?
▪ Are you hungry?
▪ Is it a ...?
▪ Do you like...?
▪ I’ve got a... with...
▪ A pink pig with red legs.
▪ An orange dog with a black hat.
▪ Today I’ve learnt about...
▪ Listen and imagine.
▪ Write about your picture.
▪ Listen to your friends and guess.
Learning strategies:
▪ Memorize and use the vocabulary in the unit.
▪ Understand words, expressions and short sentences following a model.
▪ 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.
▪ Respect and take an interest in other people's tastes in food.
▪ Valuing the importance of waiting your turn in group activities.
Sociocultural and sociolinguistic aspects:
▪ Ability to interact with others and start simple conversations.
▪ Recognising and following instructions about normal classroom activities.
▪ Valuing the importance of choosing your favourite food in order to define yourself.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about different food. |
|familiar words. | |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book's characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about food. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher's questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Talk with classmates about food you have and like and do not |
|arises spontaneously. |like. |
| | |
| |Act out the previously read illustrated story. |
|READING | |
| | |
|Understand very simple sentences about familiar subjects with |Recognise simple words about food. |
|previously taught words. | |
|Understand the main ideas on very simple signs, posters and |Recognising expressions on a shopping list. |
|written texts. | |
|Mathematical competence and basic competences in science and technology |
|Recognise and use numbers 1-10. |Practice numbers 1 to 10 to count the items on a shopping list. |
|Identify and differentiate objects and resources in the |Describe objects in the pupils' surroundings using colours and |
|immediate surroundings. |numbers. |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Ask and answer classmates about the food they like. |
|other people. | |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Make simple artwork following a model or spontaneously. | |
| |Do a drawing of an imaginary character. |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
| |Choose your three favourite foods and meals and talk about them |
| |as well as food you do not like. |
3 Social awareness
Moral and civic education
▪ Show interest by participating in class and by following the teacher’s instructions properly.
▪ Recognising the importance of respecting other people's turns in collective activities.
Education for sexual equality
▪ Show respect for other people’s opinions regardless of their sex.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects.
▪ This unit is specifically related to natural sciences. In this way pupils increase their knowledge of basic ingredients for a varied diet.
5 Assessment Criteria
▪ Recognise and use frequently used oral vocabulary orally and in writing about food and meals and having them.
▪ Distinguish and comply with habitual communication functions: expressing possession.
▪ Express tastes and preferences about food and meals.
▪ Use countable and uncountable nouns correctly.
▪ Recognise and correctly produce orally and in writing the sound /ɒ/ connected with the letter o.
▪ Sing a song with correct pronunciation and intonation.
▪ Describe an imaginary character which the pupils have created previously so that classmates can guess who it is.
▪ Identify basic sociocultural and sociolinguistic features such as the importance of keeping turns.
6 Contents - Assessment criteria - Key Competences
|Contents |Assessment criteria |Key Competences |
|Recognising and presenting different foods and meals. |Recognise and use frequently used oral vocabulary |CC |
|Presenting and practising the structures to expression |orally and in writing about food and meals and | |
|poslesson I’ve got and I haven’t got in connection with |talk about having them. | |
|food and meals. | | |
|Practice questions and positive and negative statements |Recognise and use the functions and meanings |CC |
|about poslesson using the structures Have you got any…?,|associated with the basic syntactical structures. | |
|Yes, I have and No, I haven’t. | | |
| |Distinguish and comply with habitual communication| |
| |functions: expressing poslesson. | |
|Practice the correct use of countable and uncountable | | |
|nouns. | | |
|Practice pronouncing the sound /ɒ/ connected with the |Recognise and correctly produce orally and in |CC |
|letter o. |writing the sound /ɒ/ connected with the letter o.| |
|Recite a chant and a song about food. |Use correct pronunciation and intonation. |CC |
| | |CAE |
| | |SIE |
|Do a drawing of an imaginary character and present it |Make yourself understood with short, simple oral |CC |
|to your classmates. |contributions. |CAE |
| | |SIE |
|Listen to and read an illustrated story. |Use the subject, general meaning and main |CC |
|Identify the parts of the illustrated story which have |information and ideas from the text in short, | |
|been studied previously. |simple texts with visual and audio support. | |
|Think about the meaning of the illustrated story which |Identify basic sociocultural and sociolinguistic |CC |
|you have seen before. |features such as the importance of keeping turns. |SCC |
UNIT 5 FAMILY
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen and understand simple messages from different audiovisual
media.
▪ Listen to and understand simple oral messages about family members.
▪ Listen to and recite a chant and a song about family members.
▪ Listen to and understand descriptions of family members.
▪ Listen and understand a story using visual aids.
▪ Listen and understand a sentence with repeated use of the sound /ʌ/ and the letter u.
▪ Listen to questions about some people's personal data and practice using the interrogative pronoun who and the possessives my, your, his/her.
▪ Listen to different parts of a comic to match them with the drawings.
Block 2. Production of oral texts (Speaking)
▪ Spoken interaction in which the pupils talk and ask each other about family members.
▪ Acting out in groups a previously read illustrated story.
▪ Asking questions about the names and data of classmates' family members.
▪ Spoken interaction in which the pupils describe the poster about climate they have made.
▪ Taking part in a quiz and a game in which the pupils revise the vocabulary and structures learned in the last three units.
Block 3. Comprehension of written texts (Reading)
▪ Recognising simple words connected with the letters connected with family members.
▪ Read short, simple questions about family members.
▪ Read the first names of members of an English family.
▪ Listen to and understand the recording of a story using visual aids.
▪ Listen and understand a sentence with repeated use of the sound /ʌ/ and the letter u.
▪ Reading and understanding different questions about poslesson using the possessive pronounsmy, your and his/her.
▪ Reading and understanding simple expressions with adjectives connected with the weather.
Block 4. Production of written texts (Writing)
▪ Writing the letters connected with different family members.
▪ Writing simple sentences for pupils to express what they have learned in the unit.
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Use positive and negative sentences, questions and answers using the demonstratives this/that and the possessive pronouns my, your and his/her.
▪ Spoken interaction in which the pupils talk about their family members.
▪ Spoken interaction in which the pupils ask and answer about the names of classmates' cousins.
▪ Presenting a poster about the weather orally.
▪ Take part in a game in which the pupils practice the vocabulary and structures learned in the last three units.
Vocabulary:
▪ Family: mum, dad, brother, sister, grandma, grandpa, cousin, uncle, aunt
▪ Royal Family: king, queen, royal
▪ Weather: hot, sunny, cold, snowing, raining, cloudy
▪ Countries: Mexico, China, Scotland, Spain
▪ Other words: jump, mum, mud
▪ Demonstratives: this/that
▪ Interrogative pronouns: who.
▪ Possessive pronouns: my, your, his/her
▪ Expressions: Not again. Careful! What’s the problem?, Can you see my keys? Sorry. Today we’ve learnt about…
▪ Revise: food, imperative.
Syntactic-discursive contents:
▪ This/that is my/your/her/his….
▪ Is this/that your…
▪ Who’s that…?
▪ What’s his/her name?
▪ Present simple continuous: It’s raining/snowing…
▪ Imperative.
Graphic patterns and sounds:
▪ Recognising and pronouncing the sound /ʌ/ in connection with the letter u.
Classroom language:
▪ Who’s this/that?
▪ What is his/her name?
▪ What’s the weather like?
▪ Give me your homework.
▪ Open your books.
▪ Listen to your friend and act out.
▪ Imperative.
▪ Make a poster.
Learning strategies:
▪ Memorize and use the vocabulary in the unit.
▪ Following a model to make a poster about each pupil's favourite type of weather.
▪ Use information and communication technologies.
▪ Respect for and interest in family models.
▪ Enjoying team work in pairs or groups.
▪ Have confidence in your own ability to learn a foreign language.
▪ Show respect for classmates' relatives.
▪ Show interest by participating actively in class.
▪ Develop interest in the weather and culture in other countries.
▪ Assess the importance of team work.
Sociocultural and sociolinguistic aspects:
▪ Learning about family relationships in other parts of the world.
▪ Using skills to relate to other people, showing tolerance and respect.
▪ Learning about the importance of talking about one's family and asking about other people's families.
▪ Learning about the weather in other parts of the world and how it affects each culture.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about relatives. |
|familiar words. | |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book's characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about family members. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher's questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Ask classmates about their relatives. |
|arises spontaneously. | |
| |Act out the previously read illustrated story. |
|READING | |
| | |
|Understand very simple sentences about familiar subjects with |Recognise simple words about the family. |
|previously taught words. | |
| |Recognise simple sentences about the weather. |
|WRITING | |
| | |
|Reproduce very simple words and structures using previously |Write the words use to refer to each member of the family. |
|taught models. | |
|Mathematical competence and basic competences in science and technology |
|Recognise and use numbers 1-10. |Practice numbers 1 to 10 in the unit's various activities. |
|Solve puzzles and crosswords. |Interpret the results of throwing a dice in the Revise game at |
| |the end of the unit. |
|Identify and differentiate objects and resources in the |Describe weather phenomenon and different climates around the |
|immediate surroundings. |world. |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Ask and answer in English about family member names and |
|other people. |relationships. |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Make simple artwork following a model or spontaneously. |Make and describe a poster about weather in other parts of the |
| |world. |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Use basic comprehension and expression strategies to help carry out tasks. |
|Do the unit test and Revise game. |
| |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests.. | |
| |Describe and talk about the members of your family in order to |
| |value and make use of your personal surroundings. |
3 Social awareness
Moral and civic education
▪ Show interest by participating in class and by following the teacher’s instructions properly.
▪ Accept other people's tastes as freedom of expression.
▪ Show interest and recognise the importance of helping your parents.
Education for peace
▪ Show interest in and respect for family relationships and classmate's relatives.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and being cooperative.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects.
▪ This unit is specifically related to social sciences. Pupils learn about family relationships and their importance in society and about weather phenomenon and climate characteristics around the world.
▪ The unit is also connected with art education as pupils make a poster about climate.
5 Assessment Criteria
▪ Recognise and use frequently used oral vocabulary orally and in writing about family members.
▪ Distinguish and comply with habitual communication functions: describe family relationships using the pronouns who and this/that in positive, negative and interrogative sentences.
▪ Recognise and correctly produce orally and in writing the sound /ʌ/ connected with the letter u.
▪ Sing a song with correct pronunciation and intonation.
▪ Using possessive pronouns to talk about poslesson.
▪ Using expressions to talk about the weather.
▪ Follow instructions correctly in order to make a poster about the weather.
▪ Identify basic sociocultural and sociolinguistic features such as the importance of helping your parents.
▪ Learn and use basic learning strategies: do a quiz and a game in groups to revise what has been learned in the last three units.
6 Contents - Assessment criteria - Key Competences
|Contents |Assessment criteria |Key Competences |
|Recognising and presenting family members. |Recognise and use frequently used oral vocabulary |CC |
| |orally and in writing about members of the family.| |
|Presentation and practising the demonstrative pronouns |Recognise and use the functions and meanings |CC |
|(this, that) and the possessives (my, your, his/her) to |associated with the basic syntactical structures. |MCST |
|talk about family members. | | |
| |Distinguish and comply with habitual communication| |
|Presentation and practising expressions about the |functions: expressing family relationships and | |
|weather. |talking about the weather. | |
|Practice pronouncing the sound /ʌ/ connected with the |Recognise and correctly produce orally and in |CC |
|letter u. |writing the sound /ʌ/ connected with the letter u.| |
|Recite a chant and a song about the family. |Use correct pronunciation and intonation. |CC |
| | |CAE |
| | |SIE |
|Make a project about a type of climate and present it to|Make yourself understood with short, simple oral |CC |
|your classmates. |contributions. |CAE |
| | |SIE |
|Listen to and read an illustrated story. |Use the subject, general meaning and main |CC |
|Identify the parts of the illustrated story which have |information and ideas from the text in short, | |
|been studied previously. |simple texts with visual and audio support. | |
|Think about the meaning of the illustrated story which |Identify basic sociocultural and sociolinguistic |CC |
|you have seen before. |features such as the importance of helping your |SCC |
| |parents. | |
|Revise the vocabulary learned in the last three units. |Learn and use basic learning strategies. |SIE |
EASTER
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen to a rhyme about Easter.
Block 2. Production of oral texts (Speaking)
▪ Take part in a game in which pupils will use their Easter bunnies to revise different parts of the body and name them.
▪ Take part in a game in which the pupils have to say where the teacher has hidden the Easter bunnies using the prepositions studied (under, near, on, etc.).
Block 3. Comprehension of written texts (Reading)
▪ Read the instructions which the teacher will leave around the classroom for the pupils to be able to find the Easter bunnies
Block 4. Production of written texts (Writing)
▪ See Activities for developing skills.
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Practice vocabulary about Easter.
▪ Take part in games to learn and memorize new vocabulary and practice grammar structures.
▪ Communication with classmates in English.
Vocabulary:
▪ Easter: Easter, bunny, hop, jump, dance, stop.
▪ Revise: grammar and vocabulary Quick Minds 1 (units 1-5).
Syntactic-discursive contents:
▪ It’s Easter.
▪ It’s a ...
▪ Imperative
▪ Prepositions
Graphic patterns and sounds:
▪ Recite a rhyme with correct intonation and pronunciation.
Classroom language:
▪ Open your Student’s Book at page … , please.
▪ Oh dear! A face again.
▪ Let’s make an Easter bunny.
▪ Where’s your Easter bunny?
▪ There’s a bunny under the chair!
Learning strategies:
▪ Memorize and use the vocabulary in the unit.
▪ Understand words and use them to make short sentences following a model.
▪ Use information and communication technologies.
▪ Enjoy team work.
▪ Have confidence in your own ability to learn a foreign language.
▪ Find out about Easter.
Sociocultural and sociolinguistic aspects:
▪ Finding out about Easter.
▪ Assessing Easter traditions in English-speaking countries.
5. Competences
|DESCRIPTORS |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about typical Easter objects. |
|familiar words. | |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book's characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about Easter. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher's questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Take part in a group game to find the rabbits which the teacher |
|arises spontaneously. |has hidden. |
|Mathematical competence and basic competences in science and technology |
|Recognise and use numbers 1-10. |Practice numbers 1 to 10 to count the Easter eggs in the |
| |illustration. |
|Identify and differentiate objects and resources in the |Describe objects from the pupils' surroundings using numbers and|
|immediate surroundings. |colours. |
|Assemble objects and take them apart planning each action. |Cut out the Easter Bunny figure at the end of the book. |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
| | |
| |Learn to respect rules in games and races. |
|Understand and value the use of English for communicating with |Play in groups to find the bunnies which the teacher has hidden.|
|other people. | |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Show interest in and respect for the culture of English-speaking|Find out about Easter in other countries. |
|countries. | |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
6 Social awareness
Moral and civic education
▪ Show interest in learning about Easter traditions in different parts of the world.
Working together in class
▪ Be able to work in groups or pairs, respecting other classmates’ turn to speak..
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects.
5 Assessment Criteria
▪ Recite a rhyme about Easter with correct pronunciation and intonation.
▪ Recognise and use frequently used oral vocabulary about Easter orally and in writing.
6 Contents - Assessment criteria - Key Competences
|Contents |Assessment criteria |Key Competences |
|Presentation about Easter. |Recognise and use frequently used oral vocabulary |CC |
| |about Easter orally and in writing. | |
|Recite a rhyme about Easter. |Use correct pronunciation and intonation. |CC |
| | |CAE |
| | |SIE |
UNIT 6 GET DRESSED!
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen and understand simple messages from different audiovisual media.
▪ Listen to and understand simple oral messages about clothes.
▪ Listen to and understand simple oral messages in which characters talk about the clothes they like and do not like.
▪ Listen to and recite a chant or song about the clothes which appear in this unit.
▪ Listen and repeat grammatical structures for comprehension, learning and correct pronunciation.
▪ Listen and understand a story using visual aids.
▪ Listen to and understand a sentence in which the sound /s/ is repeated in initial consonants.
▪ Listen to messages about the clothes which the characters are wearing.
▪ Listen to different parts of a comic to match them with the drawings.
Block 2. Production of oral texts (Speaking)
▪ Spoken interaction with questions and answers about clothes which the pupils like and other which they do not.
▪ Spoken interaction in which the pupils describe and ask about the clothes which they and their classmates are wearing.
▪ Take part in a game in which the pupils practice asking questions and answering them using the present continuous with the constructionI’m wearing…. A pupil chooses one of his/her classmates and the others ask questions about what he/she is wearing until they find out who it is.
▪ Acting out in groups a previously read illustrated story.
▪ Take part in a mime game in which a pupil imitates a character and a classmate guesses who it is.
▪ Give instructions for classmates for carry out the specified activity.
Block 3. Comprehension of written texts (Reading)
▪ Recognising simple words about clothes.
▪ Read, listen to and understand the lyrics of songs and chants in the unit connected with clothes.
▪ Read simple, short words which describe the clothes you are wearing in present continuous.
▪ Read and understand an illustrated story with visual and audio aids.
▪ Read and understand a sentence which repeats the initial sound /s/.
▪ Read the sentences from a comic strip and put them in the right order.
Block 4. Production of written texts (Writing)
▪ Write appropriate words to describe the clothes studied in the unit.
▪ Write the letters corresponding to the sound /s/ in initial consonant groups.
▪ Writing simple sentences for pupils to express what they have learned in the unit.
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Spoken interaction in which the pupils ask and respond to questions about the clothes they like and others which they do not. Do you like…? Yes, I do, No, I don’t.
▪ Spoken interaction in which the pupils present different clothes using colours.
▪ Use short positive and negative sentences, questions and answers in the present continuous: He/ she is wearing…., Is he/ she wearing…?, Yes, he/ she is, No, he/ she isn’t.
▪ Take part in a game (guessing game) in which pupils practice questions and answers in present continuous using the expression I am wearing…
▪ Spoken interaction in which the pupils tell classmates what they have to do in a mime game.
Vocabulary:
▪ Clothes: jeans, sweater, jacket, skirt, shorts, cap, shoes, socks, T-shirt, trousers, trainers
▪ Actions: Get dressed, put on, do, get ride, stop, play, eat, wear, turn around, fly, catch, put.
▪ Expressions: You look great, Hurry up, Ready!, time for school, are you sure?, I’m very sorry, no problem, I think, you can wear...
▪ Other words: bro (brother), maybe, outside, window.
▪ Revise: colours, animals, toys,food, rooms, imperative.
Syntactic-discursive contents:
▪ Do you like...?
▪ Yes, I do.
▪ No, I don’t.
▪ This... is...
▪ These... are...
▪ I am wearing...
▪ Are you wearing...?
▪ Yes, I am.
▪ No, I am not.
▪ Who am I?
▪ You’re...
▪ Imperative.
Graphic patterns and sounds:
▪ Recognise and pronounce correctly the sound /s/ in initial consonant sounds.
Classroom language:
▪ I’ve got a...
▪ This is a...
▪ That is a...
▪ Do you like this cap?
▪ In my bag I’ve got a...
▪ Is... wearing a...?
▪ Big step, small step race.
▪ This student’s wearing...
▪ Play the mime game.
▪ I’m thinking of some clothes.
▪ Stand up.
▪ Turn around.
▪ Sit down.
▪ Open your books.
▪ Close your books.
▪ Open your pencil case.
▪ It’s raining and windy.
▪ Let’s play a game.
Learning strategies:
▪ Memorize and use the vocabulary in the unit.
▪ Understand words, expressions and short sentences following a model.
▪ Use information and communication technologies.
▪ Enjoy team work.
▪ Respect and take an interest in other people's tastes and preferences.
▪ Take part in a game to revise the vocabulary learned in the unit.
▪ Have confidence in your own ability to learn a foreign language.
▪ Use real objects (realia) as clothes to make learning more immediate for pupils.
▪ Take part in the lesson with respect and tolerance towards classmates.
▪ Respect and take an interest in other's tastes with regards to clothes.
▪ Value the importance of saying sorry.
Sociocultural and sociolinguistic aspects:
▪ Appreciating different ways of dressing.
▪ Respect classmates' different ways of dressing.
▪ Respect different ways of dressing in non English-speaking countries.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about clothes. |
|familiar words. | |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book's characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about clothes. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher's questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Describe and ask classmates about the clothes they are wearing |
|arises spontaneously. |at the moment. |
| | |
| |Act out the previously read illustrated story. |
|READING | |
| | |
|Understand very simple sentences about familiar subjects with |Recognise simple words about clothes. |
|previously taught words. | |
|Understand the main ideas on very simple signs, posters and |Recognise the sentences in the unit's illustrated story. |
|written texts. | |
|WRITING | |
| | |
|Reproduce very simple words and structures using previously |Write some words for clothes. |
|taught models. |Write sentences using the structure: I’m wearing…. |
|Mathematical competence and basic competences in science and technology |
|Recognise and use numbers 1-10. |Practice numbers 1 to 10 in the unit's exercises. |
|Solve puzzles and crosswords. |Solve a letter soup identifying words for clothes. |
| | |
|Identify and differentiate objects and resources in the |Describe clothes in the pupils' surroundings. |
|immediate surroundings. | |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Learn to say sorry in English when you make a mistake. |
|other people. |. |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Show interest in and respect for the culture of English-speaking|Learn about common clothes in other parts of the world. |
|countries. | |
|Make simple artwork following a model or spontaneously. |Do a drawing of yourselves as the basis for a conversation with |
| |your classmates. |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
3 Social awareness
Moral and civic education
▪ Show interest by participating actively in class.
▪ Accept other people's tastes with regards to clothes.
▪ Recognise the importance of saying sorry.
Education for peace
▪ Show respect and tolerance to others with regards to their way of dressing.
▪ Respect everybody without judging because of their physical appearance.
▪ Learn to apologise when you make a mistake.
Education for sexual equality
▪ Show respect for other people’s opinions regardless of their sex.
Consumer education
▪ Shop choosing carefully, knowing the differences between bits of clothing and brands.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects.
▪ This unit is specifically related to social sciences. In this way pupils will learn more about clothes.
▪ This is also closely related with artistic education as pupils draw pictures of themselves after describing their clothes.
5 Assessment Criteria
▪ Recognise and use frequently used oral vocabulary orally and in writing about clothes.
▪ Distinguish and comply with habitual communication functions: express tastes and preferences about clothes.
▪ Describe the clothes that others are wearing at this moment.
▪ Recognise and correctly produce orally and in writing the sound /s/ in initial consonant groups.
▪ Sing a song using correct pronunciation and intonation.
▪ Identify basic sociocultural and sociolinguistic features such as the importance of saying sorry.
6 Contents - Assessment criteria - Key Competences
|Contents |Assessment criteria |Key Competences |
|Recognising and presenting different pieces of clothing.|Recognise and use frequently used oral vocabulary |CC |
|Presentation and practising words connected with clothes|orally and in writing about clothes. | |
|following a model. | | |
|Presentation and practising the structure Do you like? |Recognise and use the functions and meanings |CC |
|and the answers Yes, I do and No, I don’t. |associated with the basic syntactical structures. | |
|Presentation and practising the expression I’m |Distinguish and comply with habitual communication|CC |
|wearing….in first person singular in positive, negative |functions: express tastes and preferences about | |
|and interrogative sentences. |clothes. | |
|Practice pronouncing the sound /s/ in initial consonant |Recognise and correctly produce orally and in |CC |
|groups. |writing the sound /s/ in initial consonant groups.| |
|Recite a chant and a song about items of clothing. |Use correct pronunciation and intonation. |CC |
| | |CAE |
| | |SIE |
|Listen to and read an illustrated story. |Use the subject, general meaning and main |CC |
|Identify the parts of the illustrated story which have |information and ideas from the text in short, | |
|been studied previously. |simple texts with visual and audio support. | |
|Think about the meaning of the illustrated story which |Identify basic sociocultural and sociolinguistic |CC |
|you have seen before. |features such as the importance of saying sorry. |SCC |
UNIT 7 THE ROBOT
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen and understand simple messages from different audiovisual
media.
▪ Listen to and understand simple oral messages about different parts of the body.
▪ Listen to and recite a chant and a song about parts of the body and actions they enable us to carry out.
▪ Listen to and understand messages from different speakers about what they can and cannot do.
▪ Listen and understand a sentence with repeated use of the sound /g/ and the letter g.
▪ Listen to activities which animals and humans can do thanks to their skeletons.
▪ Listen and repeat grammatical structures for comprehension, learning and correct pronunciation.
▪ Listen and understand a story using visual aids.
Block 2. Production of oral texts (Speaking)
▪ Spoken interaction in which the pupils talk and ask about the activities which they can and cannot do.
▪ Take part in a game in groups in which pupils practice asking questions and giving answers using can and can’t.
▪ Acting out in groups a previously read illustrated story.
▪ Carry out a survey with different classmates about their abilities, asking and answer using can and can’t correctly.
▪ Describe the skeletons which the pupils have created themselves.
▪ Take part in an action game to revise the vocabulary learned in the unit.
Block 3. Comprehension of written texts (Reading)
▪ Recognising simple words connected with parts of the body.
▪ Read short, simple sentences which express ability or lack of ability using can and can’t.
▪ Read questions about specific imaginary characters' abilities.
▪ Listen to and understand the recording of a story using visual aids.
▪ Listen and understand a sentence with repeated use of the sound /g/ and the letter g.
Block 4. Production of written texts (Writing)
▪ Write words connected with different parts of the body.
▪ Complete sentences which express ability to carry out an action with words connected with different parts of the body.
▪ A written story usingcan and can’t about the activities which different characters can and cannot carry out.
▪ Write the letter g to complete words.
▪ Writing simple sentences for pupils to express what they have learned in the unit.
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Use positive and negative sentences, questions and answers to talk about abilities, skills which the pupils and different characters know about or are capable of.
▪ Take part in a game in which pupils practice asking questions and giving answers using can and can’t.
▪ Oral description of a skeleton made by the pupils.
▪ Spoken interaction in which the pupils tell classmates the action they are going to carry out.
▪ Take part in a game to revise the vocabulary learned in the unit.
Vocabulary:
▪ Body: head, arm, fingers, hand, knee, leg, toes, foot.
▪ Skeleton: human, bones, feel.
▪ Activities: make, touch, skip, guess, jump, sing, stand, run, dance, crawl, fly, speak.
▪ Expressions: off it goes, who am I?, no problem, well done, What are you doing
▪ Other words: kit, robot, problem, right, left, something, Spanish.
▪ Revise: animals, free time activities, toys, classroom objects, colours, numbers.
Syntactic-discursive contents:
▪ Let’s
▪ Here’s…
▪ Here are…
▪ Thank you.
▪ I can…
▪ I can’t…
▪ She can…
▪ She can’t …
▪ Can you/ he/ she…?
▪ Yes, I/ he/ she can.
▪ No, I/ he/ she can’t.
▪ I’m…
▪ I’ve got…
▪ He’s…
▪ He’s got…
Graphic patterns and sounds:
▪ Recognising and pronouncing the sound /g/ in connection with the letter g.
Classroom language:
▪ What have you got...?
▪ I can’t touch my toes.
▪ I can touch my head.
▪ Can you touch your toes?
▪ Can you crawl?
▪ Let’s go for a swim.
▪ Can Stacey skip?
▪ Ask your friends what they can do.
▪ I’m thinking of a body part.
▪ Today we’ve learn about human and animal skeletons.
▪ Simon says touch your skull.
▪ Pick up a pencil in your left hand.
▪ Hold your book in your right hand.
▪ Put down your pencil.
▪ Touch your left knee with your right hand.
▪ Here is...
▪ Here are...
▪ He can... but he can’t...
▪ Its name is...
Learning strategies:
▪ Memorize and use the vocabulary in the unit.
▪ Use information and communication technologies.
▪ Respect and interest in classmates' abilities.
▪ Write sentences to express abilities following a model.
▪ Enjoying team work in pairs or groups.
▪ Have confidence in your own ability to learn a foreign language.
▪ Show respect for classmates' abilities.
▪ Show interest by participating actively in class.
▪ Assess the importance of team work.
Sociocultural and sociolinguistic aspects:
▪ Learning about the activities which most frequently demonstrate the age group's skills.
▪ Use skills to relate with other people, showing tolerance and respect.
▪ Assess the importance of talking about one's own abilities respect and show respect and take an interest in finding out about other people's abilities.
▪ Learning about the importance of the skeleton and the need to take care of it and the rest of the body.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about different parts of the |
|familiar words. |body. |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book's characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about different parts of the body. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher's questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Ask about classmates' abilities. |
|arises spontaneously. | |
| |Act out the previously read illustrated story. |
|READING | |
| | |
|Understand very simple sentences about familiar subjects with |Recognise simple words about different parts of the body. |
|previously taught words. | |
|Understand the main ideas on very simple signs, posters and |Recognise the sentences in the unit's illustrated story. |
|written texts. | |
|WRITING | |
| | |
|Reproduce very simple words and structures using previously |Write the parts of the body. |
|taught models. |Write sentences using the structure: I can / I can’t. |
|Mathematical competence and basic competences in science and technology |
|Solve puzzles and crosswords. |Solve a crossword about different parts of the body. |
|Identify and differentiate objects and resources in the |Learn about the animal and human musculoskeletal system and the |
|immediate surroundings. |importance of the skeleton for carrying outhabitual activities. |
|Assemble objects and take them apart planning each action. |Make parts of the skeleton using paper and cardboard and join |
| |them together to form the correct bone structure. |
|Respect nature and animals in the surroundings. |Recognise and assess various animal abilities. |
|Be familiar with a follow healthy living practices. |Assess the importance of physical exercise to reinforce bones |
| |and lead a healthy life. |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Express your own abilities and ask classmates about theirs, |
|other people. |showing respect towards the differences. |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Make simple artwork following a model or spontaneously. | |
| |Draw and assemble parts of a skeleton. |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song.. |
|activities without forgetting your own interests.. | |
| |Define yourselves talking about the activities you do in your |
| |free time. |
3 Social awareness
Moral and civic education
▪ Show interest by participating in class and by following the teacher’s instructions properly.
▪ Show interest in classmates' abilities.
▪ Assess the importance of team work.
Education for peace
▪ Show respect towards others without judging them by their physical appearance, what they know and do not.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and being cooperative.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects.
▪ This unit is specifically related to natural sciences. Pupils learn about the human skeleton and differentiating it from animal skeletons. The pupils also learn about the importance of the skeleton and what its functions are.
▪ This unit is also connected with artistic education as the pupils draw and put together a paper or cardboard skeleton which they will make use of later on.
5 Assessment Criteria
▪ Recognise and use frequently used oral vocabulary orally and in writing about different parts of the body.
▪ Distinguish and comply with habitual communication functions: express what we can and cannot do using can and can’t.
▪ Recognise and correctly produce orally and in writing /g/ connected with the letter g.
▪ Sing a song with correct pronunciation and intonation.
▪ Recognise the importance of the skeleton for carrying out different daily activities.
▪ Identify basic sociocultural and sociolinguistic features such as the importance of team work.
▪ Follow some instructions correctly.
6 Contents - Assessment criteria - Key Competences
|Contents |Assessment criteria |Key Competences |
|Recognising and presenting different parts of the body. |Recognise and use frequently used oral vocabulary |CC |
| |orally and in writing about different parts of the|MCST |
| |body. | |
|Practice can and can’t to express ability. |Recognise and use the functions and meanings |CC |
| |associated with the basic syntactical structures. | |
| | | |
| |Distinguish and comply with habitual communication| |
| |functions: express what we can and cannot do | |
|Practice la pronunciation the sound /g/ connected with |Recognise and correctly produce orally and in |CC |
|the letter g. |writing the sound /g/ connected with the letter g.| |
|Recite a chant and a song about the body. |Use correct pronunciation and intonation. |CC |
| | |CAE |
| | |SIE |
|Distinguish between human and animal skeletons. |Recognise the importance of the skeleton for |MCST |
|Recognise the importance of the skeleton. |carrying out different daily activities. | |
|Carry out a project about the skeleton and present it to|Make yourself understood with short, simple oral |CC |
|your classmates. |contributions |CAE |
| | |SIE |
|Listen to and read an illustrated story. |Use the subject, general meaning and main |CC |
|Identify the parts of the illustrated story which have |information and ideas from the text in short, | |
|been studied previously. |simple texts with visual and audio support. | |
|Think about the meaning of the illustrated story which |Identify basic sociocultural and sociolinguistic |CC |
|you have seen before. |features such as the importance of team work. |SCC |
UNIT 8 AT THE BEACH
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen and understand simple messages from different audiovisual media.
▪ Listen to and understand simple oral messages aboutsummer holiday activities.
▪ Listen to and understand simple messages in which the characters make suggestions.
▪ Listen to and recite a chant or song connected with summer holiday activities.
▪ Listen and repeat grammatical structures for comprehension, learning and correct pronunciation.
▪ Listen and understand a story using visual aids.
▪ Listen and understand a sentence with repeated use of the sound /i:/ and the letters ee and ea.
▪ Listen to messages which describe different activities which can be carried out during the summer holidays in different countries.
▪ Listen to the description of a drawing provided by the teacher for the pupils to complete it using stickers.
Block 2. Production of oral texts (Speaking)
▪ Spoken interaction with questions and answers about activities which we carry out during the summer holidays.
▪ Spoken interaction in which the pupils practice the structure Let’s to suggest plans and respond appropriately depending on whether you think it is a good idea or not.
▪ Take part in a question game in which the pupils ask about the place where various objects are in order to find out which it is.
▪ Acting out in groups a previously read illustrated story.
▪ Spoken interaction in which the pupils talk about the position of various objects in a particular place.
▪ Spoken interaction in which the pupils give classmates instructions so that they carry out the correct activity.
Block 3. Comprehension of written texts (Reading)
▪ Recognising simple words which represent activities which we carry out during the summer holiday.
▪ Read, listen to and understand the lyrics of songs and chants in the unit connected with summer holidays and activities which are usually carried out then.
▪ Read short, simple sentences to suggest plans using Let’s… and possible answers: Good idea, I’m not sure, Sorry, I don’t want to.
▪ Read questions about where different things are Where’s...? and the appropriate answer It’s…
▪ Read and understand a story with visual and audio aids.
▪ Listen and understand a sentence with repeated use of the sound /i:/ and the letters ee and ea.
▪ Read and understand multiple choice questions which the pupils do at the end of the unit to revise what they have learned in the last three units.
Block 4. Production of written texts (Writing)
▪ Write appropriate words to talk about the activities which we carry out during the summer holidays.
▪ Write short sentences for explaining different plans starting with Let’s.
▪ Write the letters ee and ea associated with the sound /i:/ to complete the appropriate words.
▪ Write the words missing in a text to complete the description of a picture.
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Using Let’s to suggest plans and respond depending on your opinion Good idea, I’m not sure, Sorry, I don’t want to.
▪ Take part in a question game in which pupils ask about where different objects are in order to find the ones which their classmates are describing.
▪ Spoken interaction in which the pupils talk about where different objects are in different pictures.
▪ Spoken interaction in which the pupils give and receive instructions about activities which they carry out during the summer holidays.
▪ Spoken interaction in which the pupils take part in a Revise game at the end of the unit.
Vocabulary:
▪ Summer activities: catch a fish, paint a picture, eat ice cream, take a photo, listen to music, look for shells, swim in the sea, make a sandcastle, holidays, good bye, trip over
▪ Prepositions: in, o, next to
▪ Story:top, hill, walk up, together, bye, see you, race, really like, keep clean.
▪ Expressions: At the beach, hand in hand.
▪ Other words: sea,come to, really like, keep clean, modesty, helmet
▪ Revise: numbers, food, the imperative.
Syntactic-discursive contents:
▪ Let’s...
▪ I’m not sure.
▪ Sorry, I don’t want to.
▪ Good idea.
▪ Where’s the...?
▪ Where are the...?
▪ Its’ in/ on...
▪ The pupils are in/ on...
▪ Come to...
▪ Imperative.
▪ It’s... (weather)
Graphic patterns and sounds:
▪ Recognising and pronouncing the sound /i:/ in connection with the letters ee and ea.
Classroom language:
▪ On holiday I like...
▪ I don’t like...
▪ Let’s play a game.
▪ Let’s read a story.
▪ Where’s the blue pencil?
▪ Where are the...?
▪ In... you can... but you can’t...
▪ Make groups of four.
▪ It’s a lovely day At the beach.
▪ What can you see?
▪ Today we’ve learnt about weather.
▪ Today we’ve learnt what the weather is like in different countries.
▪ Open your pencil case.
▪ Take out a yellow pencil.
▪ Draw a picture of the sun.
▪ It’s holiday time!
Learning strategies:
▪ Memorize and use the vocabulary in the unit.
▪ Understand words and use them to make short sentences following a model.
▪ Start practising isolated phonemes to develop writing skills.
▪ Use information and communication technologies.
▪ Enjoy team work.
▪ Respect and take an interest in other people's tastes and preferences.
▪ Take a test at the end of the unit to revise what has been learned.
▪ 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.
▪ Respect and take an interest in plans which other people suggest.
▪ Respect and take an interest in the activities which classmates carry out over the summer.
▪ Discuss the importance of modesty as a value to teach and make use of in class.
▪ Assess the importance of taking part in group activities and games.
Sociocultural and sociolinguistic aspects:
▪ Using skills to relate with others and start simple conversations about activities which are carried out during the school summer holidays.
▪ Recognising and following instructions about normal classroom activities.
▪ Assessing the importance of talking about how you enjoy yourself during the summer to reflect the type of person you are.
▪ Listen to two children talking about two different holiday destinations.
▪ Respect and interest in classmates' interests and preferences.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about activities carried out |
|familiar words. |during the summer. |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book's characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about the activities the pupils carry out |
|intonation in familiar contexts. |during the summer. |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher's questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Suggest plans and understand your classmates' plans. |
|arises spontaneously. | |
| |Act out the previously read illustrated story. |
|READING | |
| | |
|Understand very simple sentences about familiar subjects with |Recognise simple words about activities carried out during the |
|previously taught words. |summer. |
|Understand the main ideas on very simple signs, posters and |Recognise the sentences in the unit's illustrated story. |
|written texts. | |
|WRITING | |
| | |
|Reproduce very simple words and structures using previously |Write words connected with the activities carried out during |
|taught models. |the summer. |
| |Write sentences following the structure: Let’s…. |
|Mathematical competence and basic competences in science and technology |
|Recognise and use numbers 1-10. |Practice numbers 1 to 10 in the unit's activities. |
|Identify and differentiate objects and resources in the |Describe the pupil's surroundings using words connected with |
|immediate surroundings. |activities carried out during the summer. |
|Move comfortably in space and time. |Become aware of the passing of time, moments of free time during|
| |the year, the seasons and their characteristics. |
|Respect nature and animals in the surroundings. |Value taking care of nature in order to enjoyleisure activities |
| |in the open air. |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Suggest plans and understand and show an interest in and respect|
|other people. |for plans suggested by other people. |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Show interest in and respect for the culture of English-speaking|Learn ways of suggesting plans in English. |
|countries. | |
| |Listen to two children talking about different holiday destinies|
| |in their countries. |
|Make simple artwork following a model or spontaneously. | |
| |Do a drawing of a scene on a beach. |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Use basic comprehension and expression strategies to help carry |Do the unit test and Revise game. |
|out tasks. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
| |Learn about the importance of being modest and never boasting. |
3 Social awareness
Moral and civic education
▪ Show interest by participating actively in class.
▪ Accept choices made by other people when a plan is suggested, accepting the possibility that some plans will not be to everybody's taste.
▪ Recognise the importance of modesty about our beliefs and the way we express ourselves.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and being cooperative.
▪ Be responsible for keeping the classroom tidy and putting everything where it should be.
Education for sexual equality
▪ Show respect for other people’s opinions regardless of their sex.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects.
▪ This unit is specifically connected with natural sciences. Pupils learn more about the summer.
▪ The unit is also closely connected with artistic education as pupils do a drawing connected with a scene on a beach.
5 Assessment Criteria
▪ Recognise and use frequently used oral vocabulary orally and in writing about summer holiday activities.
▪ Distinguish and comply with habitual communication functions: suggest and reply to different plans.
▪ Ask and give answers about where different things are.
▪ Recognise and correctly produce orally and in writing the sound /i:/ associated with the letters ee and ea.
▪ Sing a song with correct pronunciation and intonation.
▪ Identify basic sociocultural and sociolinguistic features such as the importance of being modest.
▪ Revise the vocabulary and structures studied throughout the unit as a basic learning strategy.
▪ Learn and use basic learning strategies. : take a test and take part in a game to revise what has been learned in the last three units.
6 Contents - Assessment criteria - Key Competences
|Contents |Assessment criteria |Key Competences |
|Recognising and presenting different activities |Recognise and use frequently used oral vocabulary |CC |
|connected with the holidays. |orally and in writing about summer holiday | |
| |activities. | |
|Presentation and practising the use of Where’s..?, and |Recognise and use the functions and meanings | |
|its answer It’s… |associated with the basic syntactical structures. | |
|Presentation and practising the structure let’s for |Distinguish and comply with habitual communication|CC |
|suggesting and reacting to plans. |functions: suggest and reply to different plans. | |
|Practice la pronunciation the sound /i:/ associated with|Recognise and correctly produce orally and in |CC |
|the letters ee and ea. |writing the sound /i:/ associated with the letters| |
| |ee and ea. | |
|Recite a chant and a song about summer holidays. |Use correct pronunciation and intonation. |CC |
| | |CAE |
| | |SIE |
|Doing a drawing in which pupils show a scene on a beach |Make yourself understood with short, simple oral |CC |
|and show it to their classmates. |contributions |CAE |
| | |SIE |
|Listen to and read an illustrated story. |Use the subject, general meaning and main |CC |
|Identify the parts of the illustrated story which have |information and ideas from the text in short, | |
|been studied previously. |simple texts with visual and audio support. | |
|Think about the meaning of the illustrated story which |Identify basic sociocultural and sociolinguistic |CC |
|you have seen before. |features such as the importance of being modest. |SCC |
|Revise the vocabulary learned during the unit. |Learn and use basic learning strategies. |SIE |
UNIT THE SCHOOL BAG
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen to and understand simple messages from different audiovisual media.
▪ Listen to and understand simple oral messages about numbers and classroom objects.
▪ Listen to and learn a song about numbers 11 to 20.
▪ Recited a chant and repeat a song about the alphabet.
▪ Listen to and understand a story using visual aids.
▪ Listen to a simple dialogue about possessions.
Block 2. Production of oral texts (Speaking)
▪ Present and request information about classmates' possessions.
▪ Prepare oral messages for spelling words.
▪ Say numbers 11 to 20.
▪ Acting out a previously read illustrated story.
Block 3. Comprehension of written texts (Reading)
▪ Read simple, short sentences about possessions.
▪ Read and understand a sentence which repeatsthe consonant groups tr, gr and dr.
▪ Read and understand a story with visual and audio aids.
▪ Read and understand a sentence from the illustrated story previously read to find out who said it.
Block 4. Production of written texts (Writing)
▪ Writing appropriate words to describe the objects learned about in the unit.
▪ Write the words for numbers 1 to 20.
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Asking for basic information: possessions.
▪ Spell words.
▪ State the number of objects you possess or which there are in the classroom.
Vocabulary:
▪ Characters: Whisper, Thunder, Misty, Flash.
▪ Classroom objects: pen, ruler, pencil, school bag
▪ Numbers 11-20
▪ Alphabet
▪ Other words: computer games, cars, What a mess!, photos, track, fast, train driver, stop, tree, train
Syntactic-discursive contents:
▪ Hello, Hi.
▪ What’s this?
▪ It’s a ...
▪ How do you spell…?
Graphic patterns and sounds:
▪ Recognising and pronouncing consonant clusters tr, gr, dr.
Classroom language:
▪ Open/ Close the book.
▪ Listen and look.
▪ Say the words.
▪ Chant
▪ Point to...
▪ Listen to …
▪ Listen and write.
▪ Ask and answer.
▪ Match the numbers with the words.
▪ Write the numbers.
▪ Sing
▪ Say the alphabet.
▪ Look at the pictures
▪ Spell the words
▪ Let’s sing and dance
▪ Sing with me
▪ Number the pictures.
▪ Find who says
Learning strategies:
▪ Memorize and use the vocabulary in the unit..
▪ Understand words and use them to make short sentences following a model.
▪ Use information and communication technologies.
▪ Enjoying team work in pairs or groups.
▪ 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.
▪ Assess the importance of being persistent.
Sociocultural and sociolinguistic aspects:
▪ Use skills to ask other people for basic information.
▪ Recognising and following instructions about normal classroom activities.
▪ Assessing the importance of social interaction in the classroom.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about the main characters in the |
|familiar words. |book, the numbers and classroom objects. |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book’s characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about the alphabet. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher’s questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Relating together by asking each other about their possessions. |
|arises spontaneously. |Act out the previously read illustrated story. |
|Mathematical competence and basic competences in science and technology |
|Recognise and use numbers 1-20. |Practice numbers 11 to 20. |
|Identify and differentiate objects and resources in the |Describe objects from the pupils' surroundings using numbers 11 |
|immediate surroundings. |to 20. |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Relating together by asking each other about their possessions. |
|other people. | |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Show interest in and respect for the culture of English-speaking|Learn the letters of the alphabet in English. |
|countries. | |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
3 Social awareness
Moral and civic education
- Show interest by participating in class and by following the teacher’s instructions properly. .
- Assess the importance of relating with people and making new friends.
Working together in class
▪ Be able to work in groups or pairs, respecting other classmates’ turn to speak.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects. In this unit maths contents are examined (numbers 11 to 20).
5 Assessment Criteria
▪ Ask classmates about their possessions
▪ Recognise and use frequently used oral vocabulary orally and in writing about classroom objects, numbers 11 to 20 and classroom activities.
▪ Count from 11 to 20 and use those numbers in diverse communication contexts.
▪ Spell correctly using known simple words.
▪ Sing a song with correct pronunciation and intonation.
▪ Recognise and correctly produce orally and in writing consonant groups tr, gr and dr.
▪ Understand an illustrated story with audio and visual aids.
▪ Identify basic sociocultural and sociolinguistic features such as the importance of being persistent.
6 Contents - Assessment criteria - Key Competences
|Contents |Evaluation criteria |Competences |
|Practice the use and how to form the structure What’s |Recognise and use the functions and meanings |CL |
|this? It’s a … and the verb Have got. |associated with basic syntactical structures. |CSC |
| | | |
| |Distinguish and comply with habitual communication| |
| |functions: ask classmates about their possessions.| |
|Recognising and presenting numbers 11 to 20. |Recognise and use frequently used oral vocabulary |CL |
| |orally and in writing about the numbers, |CMCT |
| |classroom objects and classroom activities. | |
|Recognising and presenting dthe alphabet in English and |Spell known simple words correctly. |CL |
|spelling words. | | |
|Recognising and presenting numbers 11 to 20. |Count from 11 to 20 and use those numbers in |CL |
| |diverse communication contexts. |CMCT |
|Recite a chant about numbers 11 to 20 and the alphabet. |Use correct pronunciation and intonation. |CL |
| | |CMCT |
| | |SIEE |
|Recognising and presenting classroom objects. |Recognise and use frequently used oral vocabulary |CL |
| |orally and in writing about classroom objects. | |
|Practice the pronunciation of consonant groups tr, gr |Recognise and correctly produce orally and in |CL |
|and dr. |writing consonant groups tr, gr and dr | |
|Listen to and read an illustrated story. |Use the subject, general meaning and main |CL |
|Identify the parts of the illustrated story which have |information and ideas from the text in short, | |
|been studied previously. |simple texts with visual and audio support. | |
|Think about the meaning of the illustrated story which |Identify basic sociocultural and sociolinguistic |CL |
|you have seen before. |features such as the importance of being |CSC |
| |persistent. | |
QUICK MINDS 2
UNIT 1 BACK TO SCHOOL
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen to and understand simple messages from different audiovisual media.
▪ Listen to and understand simple oral messages about objects that can be found in the classroom.
▪ Listen to and understand different positions with regards to the classroom objects.
▪ Listen to and recite a chant or song about classroom objects.
▪ Listen and repeat grammatical structures for comprehension, learning and correct pronunciation.
▪ Listen to and understand a story using visual aids.
▪ Listen to and understand a sentence with repeated use of the sound h/ connected to letter h.
▪ Listen to short messages for specific comprehension.
Block 2. Production of oral texts (Speaking)
▪ Spoken interaction with questions and answers about classroom objects splitting the word spelt out.
▪ Spoken interaction in which the pupils talk about objects they find in the classroom using structures There’s a(n)… and There are some…
▪ Playing a guessing game.
▪ Ability to spell classroom objects.
▪ Spoken interaction in which the pupils practise pronouncing the the sound /h/.
▪ Acting out in groups a previously read illustrated story.
Block 3. Comprehension of written texts (Reading)
▪ Read short, simple sentences which describe the objects in the classroom using the structures There’s a(n)…and There are some…
▪ Read and understand a sentence which repeats the sound /h/ connected to letter h.
▪ Read and understand a story with visual and audio aids.
Block 4. Production of written texts (Writing)
▪ Writing appropriate words to describe the classroom objects learned about in the unit.
▪ Write the words for numbers 1 to 20.
▪ Writing simple sentences for pupils to express what the pupils have learned in the unit.
▪ Writing the key words of the unit in the Picture Dictionary at the end of the Activity Book..
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Questions and answers for obtaining basic information: Where are…? Where is…?,
▪ Correct indications about where things are in the classroom.
▪ Carry out a project in which the pupils create a tangram and research its possible uses.
Vocabulary:
▪ Classroom objects: door, bookcase, wall, clock, window, board, cupboard, chair, floor.
▪ Other words: everyone, a lot of fun, toy shop, race, first, congratulations, tangram, shape, Chinese, fish, bird, kite, boat.
▪ Illustrated story: check this out, burglar, great work, well done, ’ve got.
▪ Geometrical shapes: triangle, square, circle, parallelogram, rectangle.
▪ Project: screen, imagine, string, stapler, hole punch, fold in half, bend one side, corner, hold, tie a knot.
Syntactic-discursive contents:
▪ There’s a(n)...
▪ These are some...
▪ Where is…?
▪ Here are…
▪ Touch
Graphic patterns and sounds:
• Recognising and pronouncing /h/ connected to letter h.
Classroom language:
▪ Hello, I’m...
▪ What’s your name?
▪ What can you see?
▪ I can see...
▪ There’s a board.
▪ There are some chairs.
▪ Put your ruler on your desk.
▪ Put your book on your ruler.
▪ Put a blue pencil in your book.
▪ Put your pencil case in your bag.
▪ Look at... What shapes are missing?
▪ Make a tangram.
▪ Listen and imagine.
▪ Show your picture to your friends.
Learning strategies:
▪ Memorize and use the vocabulary in the unit..
▪ Understand words and use them to make short sentences following a model.
▪ Acting out movements connected with the actions being studied following the instructions dictated by a teacher or a classmate.
▪ Use information and communication technologies.
▪ Enjoying team work in pairs or groups.
▪ 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.
▪ Show your interest and taste in art and its nuances.
Sociocultural and sociolinguistic aspects:
▪ Presenting the different objects we find in the classroom every day.
▪ Recognising and following instructions about normal classroom activities.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about classroom objects and |
|familiar words. |where they are. |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book’s characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about classroom objects. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher’s questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Talk with classmates about where the classroom objects are. |
|arises spontaneously. | |
| |Act out the previously read illustrated story. |
|Mathematical competence and basic competences in science and technology |
|Interpret and recognise different spatial dimensions. |Learn about geometric shapes and where you can see them around |
| |the classroom. |
|Recognise and use numbers 1-10. |Make a tangram using different geometrical shapes to make |
| |drawings using the pieces. |
|Identify and differentiate objects and resources in the |Describe objects around the pupils in the classroom and talk |
|immediate surroundings. |about their colours. |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Understand and carry out simple instructions for usual classroom|
|other people. |activities. |
|Use basic polite language: please, thank you. |Say 'please' and 'thank you' when using the imperative to give |
| |classmates instructions. |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Show interest in and respect for the culture of English-speaking|Learn how tangrams are used in other cultures. |
|countries. | |
|Make simple artwork following a model or spontaneously. | |
| |Make a tangram using different geometrical shapes to make |
| |drawings using the pieces. |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
3 Social awareness
Moral and civic education
▪ Show interest by participating in class and by following the teacher’s instructions properly. .
▪ Recognising the importance of team work..
Education for sexual equality
▪ Show respect for other people’s opinions regardless of their sex.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects.
▪ This unit is specifically related to maths (geometric shapes) and art (drawings with a tangram).
5 Assessment Criteria
▪ Recognise and use frequently used oral vocabulary orally and in writing about classroom objects, distinguishing between plural and singular nouns.
▪ Spell out known words.
▪ Ask and answer about the places where different objects are in the classroom.
▪ Sing a song with correct pronunciation and intonation.
▪ Communicate orally with classmates using short, simple sentences about a tangram.
▪ Recognise and correctly produce orally and in writing the sound /h/ connected to letter h.
▪ Identify basic sociocultural and sociolinguistic features such as the importance of team work.
▪ Revise the vocabulary and structures learned throughout the unit.
6 Contents - Assessment criteria - Key Competences
|Contents |Evaluation criteria |Competences |
|Recognising and presenting different classroom objects |Recognise and use frequently used oral vocabulary |CL |
|and where they are. |orally and in writing about classroom objects. |CMCT |
| | | |
|Recognising and presenting place prepositions. |Recognise and use the functions and meanings |CL |
| |associated with basic syntactical structures. | |
|Practice There’s a(n)…y There are some… | | |
| |Distinguish and comply with habitual communication| |
| |functions: ask and answer about where different | |
| |objects are. | |
|Revise the numbers in combination with vocabulary |Spell out known words. |CL |
|learned in connection with objects in the classroom. | |CSC |
|Practice the pronunciation of the sound /h/ connected to|Recognise and correctly produce orally and in |CL |
|letter h. |writing the sound /h/ connected to letter h. | |
|Recite a chant and a song about classroom objects. |Use correct pronunciation and intonation. |CL |
| | |CAC |
| | |SIEE |
|Recognising and presenting geometrical shapes and |Recognise and use frequently used oral vocabulary |CMCT |
|relating them with classroom objects. |orally and in writing about geometrical shapes in| |
| |the classroom. | |
|Carry out a project about a tangram and show it to |Make yourself understood with short, simple oral |CL |
|classmates. |contributions |CAC |
| | |SIEE |
|Listen to and read an illustrated story. |Use the subject, general meaning and main |CL |
|Identify the parts of the illustrated story which have |information and ideas from the text in short, | |
|been studied previously. |simple texts with visual and audio support. | |
|Think about the meaning of the illustrated story which |Identify basic sociocultural and sociolinguistic |CL |
|you have seen before. |features such as the importance of team work. |CSC |
|Revise the vocabulary learned in the last three units. |Learn and use basic learning strategies. |SIEE |
| | | |
UNIT 2 THE ZOO
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen to and understand simple messages from different audiovisual media.
▪ Listen to and understand simple oral messages about different zoo animals.
▪ Listen to and understand simple messages about zoo animals.
▪ Listen to and recite a chant or song connected with different animal characters' tastes.
▪ Listen to and understand information about what different characters like.
▪ Listen to and understand a story using visual aids.
▪ Listen to and understand a sentence with repeated use of the diphthong /ai/ connected to letters i, ie and y.
▪ Contrast sounds /ai/ and /i/ connected to letter i.
▪ Listen to the instructions provided by the teacher for the pupils to draw an imaginary animal.
Block 2. Production of oral texts (Speaking)
▪ Spoken interaction with questions and answers about zoo animals.
▪ Spoken interaction in which the pupils tell each other about various animals' tastes.
▪ Spoken interaction in which the pupils ask each other and answer about third people's tastes.
▪ Spoken interaction in which the pupils describe where the animals are in a particular scene.
▪ Spoken interaction in which the pupils talk about an animal
▪ Acting out in groups a previously read illustrated story.
▪ Oral description of an animal drawn by the pupils.
▪ Spoken interaction in which the pupils talk about an imaginary animal, its characteristics and what it does.
▪ Spoken interaction in which the pupils write a short play and then act it.
Block 3. Comprehension of written texts (Reading)
▪ Recognising simple words about zoo animals.
▪ Pupils read sentences in present simple about what different characters do and do not like.
▪ Read the questions What does… like?, Does he/ she like…? and their possible answers using the present simple in third person singular.
▪ Read and understand an illustrated story with visual and audio aids.
▪ Read and understand a sentence which repeats the diphthong /ai/ connected to letters i, ie and y.
Block 4. Production of written texts (Writing)
▪ Write appropriate words to describe zoo animals.
▪ Writing simple sentences in present simpletalking about what different characters do and do not like.
▪ Writing a text about an animal following a model.
▪ Writing simple sentences for pupils to express what the pupils have learned in the unit.
▪ Writing the key words of the unit in the Picture Dictionary at the end of the Activity Book..
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Spoken interaction in which the pupils ask and answer about different animals.
▪ Spoken interaction in which the pupils talk about what a third person does and does not like.
▪ Spoken interaction in which the pupils ask and answer about the animals they have drawn and describe them briefly.
▪ Spoken interaction in which the pupils describe their favourite animals to their classmates.
▪ Acting the short play which the pupils have written previously.
Vocabulary:
▪ Zoo animals: zebra, monkey, hippo, parrot, snake, bear, tiger, crocodile, zoo, spiders, zoo keeper, lion.
▪ Food and meals: apples, bananas, carrots, chicken, sausages, sandwiches, fruit.
▪ Verbs: like, live, sleep, play, throw, close.
▪ Prepositions: in, o, near, next to
▪ Illustrated story: got you, thank you all so much, I can help.
▪ Pronouns and possessive adjectives: he, she, his, her.
▪ Adjectives: lovely, beautiful, hungry, dangerous.
▪ Other words: tree, please, someone, baby, swimming, a lot, what about, half, very, you’re welcome.
▪ Revision: let’s go, come on, it’s fun, cheese, peas, tree, grass, hat, animals, food and meals, colours.
Syntactic-discursive contents:
▪ Present simple third person singular affirmative and negative.
▪ What does he/ she/ it like?
▪ He/ she/ it likes...
▪ Present simple third person singular question form with inversion.
▪ Present simple third person singular short answers.
▪ Can/ can’t.
▪ It is in...
▪ It is on...
▪ It is near...
▪ It is next to...
▪ They have...
Graphic patterns and sounds:
▪ Recognising and pronouncing /ai/ connected to letters i, ie, y.
▪ Contrast sounds /ai/ and /i/ connected to letter i.
Classroom language:
▪ What a great day!
▪ Can you guess the animal?
▪ Freddy likes spiders.
▪ Freddy doesn’t like apples.
▪ What does the zebra like?
▪ The zebra likes...
▪ What does the monkey like?
▪ The monkey likes apples, but it doesn’t like chicken.
▪ This is my baby hippo. It sleeps...
Learning strategies:
▪ Memorize and use the vocabulary in the unit..
▪ Understand words, expressions and short sentences following a model.
▪ Use information and communication technologies.
▪ Enjoying team work in pairs or groups.
▪ 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.
▪ Respect and take an interest in other people’s tastes.
▪ Assess the importance of team work.
Sociocultural and sociolinguistic aspects:
▪ Ability to interact with others and start simple conversations about animals at the zoo.
▪ Developing respect for different animals and learning about their rights.
▪ Valuing the importance of helping people.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about zoo animals. |
|familiar words. | |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book’s characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about zoo animals. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher’s questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Ask classmates about their favourite zoo animals. |
|arises spontaneously. | |
| |Act out the previously read illustrated story. |
|READ | |
| | |
|Understand very simple sentences about familiar subjects with |Read sentences about what different characters and zoo animals |
|previously taught words. |like and do not. |
|Mathematical competence and basic competences in science and technology |
|Recognise and use numbers 1-20. |Practice numbers 11 to 20 in the revision exercises. |
|Recognise and use numbers 1-10. |Solve a letter soup with the unit vocabulary. |
|Identify and differentiate objects and resources in the |Describe zoo animals. |
|immediate surroundings. | |
|Respect nature and animals in the surroundings. |Learn about different zoo animals' tastes. |
| |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Ask for basic information in English about classmates' tastes |
|other people. |and preferences with regards to toys. |
| | |
| |Take part in a spelling game to revise the numbers, classroom |
| |objects and animals. |
| | |
| |Write a short play and and then act it. |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Show interest in and respect for the culture of English-speaking|Write a short play and and then act it. |
|countries. | |
|Make simple artwork following a model or spontaneously. |Make a drawing in which the pupils create an imaginary animal |
| |and talk about it. |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Use basic comprehension and expression strategies to help carry |Play the unit’s Revise game. |
|out tasks. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
| |Pupils talk about their zoo animals, and state a personal |
| |choice. |
3 Social awareness
Moral and civic education
▪ Show interest by participating in class and by following the teacher’s instructions properly. .
▪ Accept other people's tastes with regards to zoo animals as a sign of freedom of expression.
▪ Assess and recognise the importance ofhelping people.
Working together in class
▪ Be able to work within the class as a whole, respecting other classmates’ turn to speak.
Education for sexual equality
▪ Show respect for other people’s opinions regardless of their sex.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects.
▪ This unit is specifically related to science. The pupils work with animals and learn about what they like to eat.
▪ This unit is also connected with arts education. The pupils draw an imaginary animal.
5 Assessment Criteria
▪ Recognise and use frequently used oral vocabulary orally and in writing about zoo animals.
▪ Ask and answer about a third person's tastes, using the present simple in positive, negative and interrogative sentences.
▪ Sing a song with correct pronunciation and intonation.
▪ Recognise and correctly produce orally and in writing the diphthong /ai/ connected to letters i, ie and y.
▪ Make yourself understood with short, simple oral contributions about an imaginary animal which you have drawn.
▪ Take part in a game to revise what has been learned in the last three units.
▪ Identify basic sociocultural and sociolinguistic features such as the importance of helping others.
▪ Understand an illustrated story with audio and visual aids.
6 Contents - Assessment criteria - Key Competences
|Contents |Evaluation criteria |Competences |
|Recognising and presenting zoo animals. |Recognise and use frequently used oral vocabulary |CL |
| |orally and in writing about zoo animals |CMCT |
| |describing their characteristics and what they | |
| |like to eat. | |
|Practise the use and how to form the present simple) |Recognise and use the functions and meanings |CL |
|positive and negative, questions and answers in third |associated with basic syntactical structures. | |
|person singular. | | |
| |Distinguish and comply with habitual communication| |
| |functions: ask and answer about a third person's | |
| |tastes. | |
|Practice the pronunciation of the diphthong /ai/ |Recognise and correctly produce orally and in |CL |
|connected to letters i, ie and y. Contrast sounds /ai/ |writing the diphthong /ai/ connected to letters | |
|and /i/ connected to letter i. |i, ie and y. | |
|Recite a chant and a song about zoo animals. |Use correct pronunciation and intonation. |CL |
| | |CEC |
| | |SIEE |
|Make a drawing of an imaginary animal and show it to |Make yourself understood with short, simple oral |CL |
|classmates. |contributions |CEC |
| | |SIEE |
|Listen to and read an illustrated story. |Use the subject, general meaning and main |CL |
|Identify the parts of the illustrated story which have |information and ideas from the text in short, | |
|been studied previously. |simple texts with visual and audio support. | |
|Think about the meaning of the illustrated story which |Identify basic sociocultural and sociolinguistic |CL |
|you have seen before. |features such as the importance of helping |CSC |
| |others. | |
|Revise the vocabulary learned in the last three units. |Learn and use basic learning strategies. |CEC |
| | |SIEE |
UNIT 3 MY BEDROOM
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen to and understand simple messages from different audiovisual media.
▪ Listen to and understand simple oral messages about bedroom objects.
▪ Listen to and recite a chant and a song about bedroom objects.
▪ Listen to and understand questions about the possession of objects in a bedroom.
▪ Listen to and understand dialogues about possession using pronouns mine/yours
▪ Listen to and understand a story using visual aids.
▪ Listen to and understand a sentence with repeated use of the vowel sounds /u:/ and /ʊ/ connected to the letter oo.
▪ Listen to sentences about different objects which can be recycled to make new materials.
Block 2. Production of oral texts (Speaking)
▪ Spoken interaction in which the pupils talk about objects in their bedrooms using the demonstrative adjectives this, that, these and those.
▪ Spoken interaction in which the pupils practise questions about possession using possessive pronouns mine and yours.
▪ Acting out in groups a previously read illustrated story.
▪ Acting out a short role-play about a phone conversation between two characters from the illustrated story in the unit.
Block 3. Comprehension of written texts (Reading)
▪ Recognising simple words about objects that can be found in a bedroom.
▪ Read, listen and understand songs and chants about bedroom objects.
▪ Read short, simple sentences which describe different objects using the demonstrative adjectives this, that, these and those.
▪ Read and understand an illustrated story with visual and audio aids.
▪ Read and understand a sentence which repeats the sounds /u:/ and /ʊ/ connected to the letter oo.
▪ Read and understand questions about possession using possessive pronouns mine and yours.
▪ Read different sentences which describe the process which turns rubbish into new materials.
Block 4. Production of written texts (Writing)
▪ Write the words for objects which can be found in a bedroom.
▪ Write sentences which present objects using the demonstrative adjectives this, that, these and those as fits.
▪ Ask questions about the possession of different objects using possessive pronouns mine and yours.
▪ Finish a text describing the bedroom in the picture using the missing words.
▪ Write different words which contain the vowel sounds /u:/ and /ʊ/ connected to the letter oo.
▪ Answer various questions about what there is and what there is not in a picture of a rubbish tip.
▪ Write a list of recyclable materials which we throw away every day.
▪ Writing simple sentences for pupils to express what the pupils have learned in the unit.
▪ Writing the key words of the unit in the Picture Dictionary at the end of the Activity Book..
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ List the objects which the pupils have in their bedrooms.
▪ Present the objects which the pupils have around them using the demonstrative adjectives this, that, these and those as fits.
▪ Describe and compare two bedrooms in a picture which the pupils use to ask themselves questions about possession using possessive pronouns mine and yours.
▪ Act out a phone conversation between two of the characters in the illustrated story in the unit.
Vocabulary:
▪ Bedroom objects: lamp, mirror, armchair, wardrobe, sofa, bed, table, mat, clock, furniture.
▪ Activities: tidy up, think, draw, close, sit.
▪ Recycling: recycling, throw away, rubbish, landfill, hole, ground, newspapers, magazines, bottles, jars, glass, metal, earth.
▪ Demonstrative pronouns: this, that, these, those.
▪ Possessive pronouns: mine, yours.
▪ Expressions: stop it, just a minute, let me check, I don’t believe it.
▪ Other words: mess, real pain, awful, swear, sorry, messy, pen, paper.
▪ Revision: colours, clothes and garments, like, can, garden, paper, fridge.
Syntactic-discursive contents:
▪ I like this…
▪ I like these…
▪ I like that…
▪ I like those...
▪ Is this your..?
▪ Are these your…?
▪ It’s…mine/yours.
▪ They’re…’ mine/yours.
Graphic patterns and sounds:
▪ Recognising and pronouncing /u:/ and /ʊ/ connected to the letter oo.
Classroom language:
▪ I spy with my little eye something beginning with...
▪ In my bedroom I’ve got...
▪ Do you like...?
▪ I like...
▪ I don’t like...
▪ They are mine.
▪ It’s (name)’s.
▪ Whose pencil case is this?
▪ What’s the problem with the apples?
▪ Where do they go to buy more apples?
▪ Are all the apples bad?
▪ Does the man say sorry?
▪ What is Flash’s room like?
▪ Is it tidy?
▪ Where does she want to go?
▪ What does she do?
▪ Look at the books all over the room!
▪ Close your book and put it in your bag.
▪ Can you... in your bedroom?
▪ What do you do when you want to think?
▪ Today we’ve learnt about recycling and what rubbish can become when it’s recycled.
▪ What did you throw away yesterday?
▪ Today we’ve learnt about four categories of recycling.
▪ Today I’ve made a recycling bin for the classroom.
▪ First you...
▪ Then you...
▪ Stand up.
▪ Close your eyes.
▪ Touch your head with your left hand.
▪ Turn around.
▪ Open your eyes.
▪ Sit down.
▪ Simon says...
▪ What is your favourite song from the unit?
Learning strategies:
▪ Memorize and use the vocabulary in the unit..
▪ Use information and communication technologies.
▪ Respect and interest in activities which others carry out in their bedrooms.
▪ Enjoying team work in pairs or groups.
▪ Have confidence in your own ability to learn a foreign language.
▪ Show interest by participating actively in class.
▪ Assess the importance of keeping your bedroom tidy.
▪ Develop an interest in recycling materials which we usually waste by throwing away.
▪ Develop an interest in carrying out different activities which lead to a healthy lifestyle.
▪ Assess the importance of team work.
Sociocultural and sociolinguistic aspects:
▪ 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.
▪ Interest in helping tidy each pupil's bedroom.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about objects which you can find |
|familiar words. |in a bedroom. |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book’s characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about bedroom objects. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher’s questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Talk about objects in a room and ask classmates if any objects |
|arises spontaneously. |is theirs. |
| | |
| |Act out the previously read illustrated story. |
|READ | |
| | |
|Understand very simple sentences about familiar subjects with |Recognise simple words about bedroom objects. |
|previously taught words. | |
|Understand the main ideas on very simple signs, posters and |Recognise simple sentences in the picture story. |
|written texts. | |
|WRITING | |
| | |
|Reproduce very simple words and structures using previously |Write objects which can be found in a bedroom. |
|taught models. |Write sentences using the structure: This is mine/yours or These|
| |are min/yours. |
|Mathematical competence and basic competences in science and technology |
|Recognise and use numbers 1-10. |Colour in a drawing following a numerical colour code. |
|Identify and differentiate objects and resources in the |Describe usual objects in the pupil's bedroom. |
|immediate surroundings. | |
|Assemble objects and take them apart planning each action. |Make recycling bins to use in class. |
|Move comfortably in space and time. |Recognise and use correctly pronouns this/that and these/those. |
|Respect nature and animals in the surroundings. |Learn about the importance of recycling to conserve the |
| |environment better and make better use of different materials. |
|Be familiar with a follow healthy living practices. |Understand the importance of having a tidy bedroom. |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Ask classmates if a particular object is theirs. |
|other people. | |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
3 Social awareness
Moral and civic education
▪ Show interest by participating in class and by following the teacher’s instructions properly.
▪ Accept other people's tastes as a sign of freedom of expression.
▪ Show an interest in recycling, something which we can all do every day.
▪ Assess the importance of keeping a tidy bedroom.
Education for peace
▪ Show respect and consideration for animals in order to create a balanced world in which to live.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and being cooperative.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects.
▪ This unit is specifically related to science. Pupils learn about the importance of recycling waste materials to obtain new materials. They also learn to distinguish between the four categories or recyclable materials and how to convert them into other materials. Pupils make recycling bins to use in class.
5 Assessment Criteria
▪ Recognise and use frequently used oral vocabulary orally and in writing about objects which you can find in a bedroom, introducing them with the demonstrative adjectives this, that, these and those.
▪ Ask and answer about possession using possessive pronouns mine/yours.
▪ Recognise and correctly produce orally and in writing vowel sounds /u:/ and /ʊ/ connected to the letter oo.
▪ Sing a song with correct pronunciation and intonation.
▪ Make yourself understood with short, simple oral contributions about recycling bins.
▪ Identify basic sociocultural and sociolinguistic features such as the importance of keeping a tidy bedroom.
6 Contents - Assessment criteria - Key Competences
|Contents |Evaluation criteria |Competences |
|Recognising and presenting bedroom objects. |Recognise and use frequently used oral vocabulary |CL |
| |orally and in writing about bedroom objects. | |
|Practise the use of possessive pronouns mine/yours y of |Recognise and use the functions and meanings |CL |
|demonstrative adjectives this, that, these y those. |associated with basic syntactical structures. | |
| | | |
| |Distinguish and comply with habitual communication| |
| |functions: ask and answer about possession. | |
|Practice the pronunciation of vowel sounds /u:/ and /ʊ/|Recognise and correctly produce orally and in |CL |
|connected to letter oo. |writing vowel sounds /u:/ and /ʊ/ connected to | |
| |letter oo. | |
|Recite a chant and a song about bedroom objects. |Use correct pronunciation and intonation. |CL |
| | |CAC |
| | |SIEE |
|Carry out a project about waste recycling and show it to|Make yourself understood with short, simple oral |CL |
|classmates. |contributions |CMCT |
| | |SIEE |
|Listen to and read an illustrated story. |Use the subject, general meaning and main |CL |
|Identify the parts of the illustrated story which have |information and ideas from the text in short, | |
|been studied previously. |simple texts with visual and audio support. | |
|Think about the meaning of the illustrated story which |Identify basic sociocultural and sociolinguistic |CL |
|you have seen before. |features such as the importance of keeping a tidy|CSC |
| |bedroom. | |
HALLOWEEN
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen to a simple rhyme about Halloween.
Block 2. Production of oral texts (Speaking)
▪ Pupils describe the characters they get after exchanging cards and combine parts of the head, body and legs from different Halloween characters.
▪ Describe characters, make sentences in present continuous, form pairs when taking part in a matching game using the cut-out cards from the Pupil's Book.
▪ Ask questions when taking part in a guessing game and try to guess which Halloween character your classmates have decided to be.
Block 3. Comprehension of written texts (Reading)
▪ See Activities to develop these skills.
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Essential vocabulary about Halloween.
▪ Take part in games to learn and memorize new vocabulary and practice grammar structures.
▪ Communication with classmates in English.
Vocabulary:
▪ Halloween: Halloween, witch, skeleton, vampire, trick, treat.
▪ Revision: grammar and vocabulary from the Pupils' Book Quick Minds 3.
Syntactic-discursive contents:
▪ It’s Halloween.
▪ Trick or Treat.
▪ Present continuous.
▪ Have you got...?
Graphic patterns and sounds:
▪ Recite a rhyme with correct intonation and pronunciation.
Classroom language:
▪ Open your Student’s Book at page … , please.
▪ Look, it’s Halloween.
▪ If people give you a treat, you go away.
▪ If they don’t give you a treat, you play a trick on them.
▪ It’s a witch! She’s wearing a black hat. She’s got black hair and a big nose.
▪ Have you got black hair?
▪ Are you wearing black shoes?
Graphic patterns and sounds:
▪ Recite a rhyme with correct intonation and pronunciation.
Learning strategies:
▪ Memorize and use the vocabulary in the unit..
▪ Understand words and use them to make short sentences following a model.
▪ Use information and communication technologies.
▪ Enjoying team work in pairs or groups.
▪ Have confidence in your own ability to learn a foreign language.
▪ Show an interest in finding out about Halloween in different parts of the world.
Sociocultural and sociolinguistic aspects:
▪ Understanding Halloween traditions and how they are celebrated in different parts of the world on the night of 31st October.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about typical Halloween |
|familiar words. |characters and disguises. |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book’s characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about Halloween. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher’s questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Ask classmates about the characters hidden on the cards. |
|arises spontaneously. | |
|Mathematical competence and basic competences in science and technology |
|Recognise and use numbers 1-10. |Design Halloween disguises putting the cards in the right order.|
|Assemble objects and take them apart planning each action. |Cut out the Halloween disguise cards at the end of the book to |
| |make disguises. |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Play the Halloween memory game with the cut-out cards at the end|
|other people. |of the book. |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Show interest in and respect for the culture of English-speaking|Find out about Halloween. |
|countries. | |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
3 Social awareness
Moral and civic education
▪ Show an interest in finding out about festivities in other cultures.
Working together in class
▪ Be able to work in groups or pairs, respecting other classmates’ turn to speak.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects. In this unit maths contents are examined: the numbers.
5 Assessment Criteria
▪ Recognise and use frequently used oral vocabulary orally and in writing about Halloween.
▪ Recite a rhyme about Halloween with correct pronunciation and intonation.
6 Contents - Assessment criteria - Key Competences
|Contents |Evaluation criteria |Competences |
|Recognising and presenting Halloween. |Recognise and use frequently used oral vocabulary |CL |
| |orally and in writing about Halloween. | |
|Recite a chant and a song about Halloween. |Use correct pronunciation and intonation. |CL |
| | |CEC |
| | |SIEE |
CHRISTMAS
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen to a simple rhyme about Christmas for the pupils to learn and then recite.
Block 2. Production of oral texts (Speaking)
▪ Talk about different Christmas activities and typical meals.
Block 3. Comprehension of written texts (Reading)
▪ See Activities to develop these skills.
Block 4. Production of written texts (Writing)
▪ See Activities to develop these skills.
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Practical Christmas vocabulary.
▪ Communication with classmates in English.
Vocabulary:
▪ Christmas, Santa, reindeer, present, stocking, sleigh.
Syntactic-discursive contents:
▪ Merry Christmas
▪ Simple present affirmative
▪ Simple present interrogative
Graphic patterns and sounds:
▪ Recite a rhyme with correct intonation and pronunciation.
Classroom language:
▪ Open your Student’s Book at page … , please.
▪ Look! It’s Christmas.
▪ Here comes Santa.
Learning strategies:
▪ Memorize and use the vocabulary in the unit..
▪ Understand words and use them to make short sentences following a model.
▪ Use information and communication technologies.
▪ Enjoying team work in pairs or groups.
▪ 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.
Sociocultural and sociolinguistic aspects:
▪ Find out how to wish people a Happy Christmas.
▪ Find out about Christmas in English-speaking countries.
▪ Learning about the importance of sharing Christmas with family and friends.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about Christmas. |
|familiar words. | |
|Identify the main theme of an oral text and some specific |LISTEN a story about Santa Claus accompanied by an illustration.|
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |LISTEN to a Christmas rhyme. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher’s questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Wish your classmates a Happy Christmas. |
|arises spontaneously. | |
|READ | |
| | |
|Understand very simple sentences about familiar subjects with |Recognise simple words about la Christmas. |
|previously taught words. | |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Wish your classmates a Happy Christmas. |
|other people. | |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Show interest in and respect for the culture of English-speaking|Find out how Christmas is celebrated in other countries. |
|countries. | |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
3 Social awareness
Moral and civic education
▪ Show interest in learning about Christmas traditions in different parts of the world.
Working together in class
▪ Be able to work in groups or pairs, respecting other classmates’ turn to speak.
Education for peace
▪ Show respect for other people's beliefs and Christmas traditions.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects.
5 Assessment Criteria
▪ Recognise and use frequently used oral vocabulary orally and in writing about Christmas and wish classmates a Happy Christmas.
▪ Sing a Christmas carol with correct pronunciation and intonation.
▪
6 Contents - Assessment criteria - Key Competences
|Contents |Evaluation criteria |Competences |
|Recognising and presenting Christmas. |Recognise and use frequently used oral vocabulary |CL |
| |orally and in writing about Halloween and wish | |
| |classmates a Happy Christmas. | |
|Reciting a Christmas carol. |Use correct pronunciation and intonation. |CL |
| | |CEC |
| | |SIEE |
UNIT 4 COME TO MY PARTY!
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen to and understand simple messages from different audiovisual media.
▪ Listen to and understand simple oral messages about parts of the face and their characteristics.
▪ Listen to and recite a chant or song about facial features which are particular to different characters.
▪ Listen and repeat grammatical structures for comprehension, learning and correct pronunciation.
▪ Listen to and understand a chant about parts of the face.
▪ Listen to and understand a story using visual aids.
▪ Listen to and understand a sentence with repeated use of the diphthong /eɪ/ connected to letters ai, ay and a…e.
▪ Contrast sounds /eɪ/ and /æ/ connected to letter a.
▪ Listen to the description of a clown to colour in a drawing as instructed.
▪ Listen to and understand orders which must be followed to understand how to visualise an imaginary birthday party.
Block 2. Production of oral texts (Speaking)
▪ Spoken interaction with questions and answers about different parts of the face and their most characteristic features.
▪ Spoken interaction in which the pupils practise short questions and answers with has got to talk about the description of some characters.
▪ Acting out in groups a previously read illustrated story.
▪ Spoken interaction in which the pupils talk about the features of a clown's face using questions and answers with have got.
▪ Oral interaction in which the pupils talk about a birthday party they have imagined and illustrated in a drawing.
Block 3. Comprehension of written texts (Reading)
▪ Recognising simple words which represent parts of the face.
▪ Read, listen and understand songs and chants about facial features which are typical of different characters.
▪ Read short, simple sentences which describe facial characteristics using have got.
▪ Read and understand a story with visual and audio aids.
▪ Read and understand a sentence which repeats the diphthong /eɪ/ connected to letters ai, ay and a…e.
▪ Contrast sounds /eɪ/ and /æ/ connected to letter a.
Block 4. Production of written texts (Writing)
▪ Writing appropriate words to describe parts of the face.
▪ Writing simple sentences for pupils to express what the pupils have learned in the unit.
▪ Writing the key words of the unit in the Picture Dictionary at the end of the Activity Book..
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Describing different parts of the face and the facial characteristics of various characters using have got.
▪ Spoken interaction in which the pupils talk about the features of a clown's face using questions and answers with have got.
▪ Spoken interaction in which the pupils describe an imaginary birthday party which they have drawn previously.
Vocabulary:
▪ Parts of the face and typical facial characteristics: eyes, hair, ears, glasses, nose, cheeks, mouth, chin, face.
▪ Song: guitar, sing, star, grandpa, world, so many songs, man, woman, rocking chair, grandma, great, although.
▪ Expressions: I do, do you know his/ her name?, see you there/ on Sunday.
▪ Birthdays: birthday, invitation, ask, bring, football, running shoes, birthday party.
▪ Illustrated story: pull, tug of war, three-legged race, medal, pin, tail, donkey, perfect, winner.
▪ Other words: people, clown.
▪ Revision: colours, relatives, meals and food, games, the imperative..
Syntactic-discursive contents:
▪ He/ she has got...
▪ Are you...?
▪ Yes, I am.
▪ No, I’m not.
▪ Has he/ she got...?
▪ Yes, he/ she has.
▪ No, he/ she hasn’t.
▪ Simple present sentences (affirmative, negative and interrogative).
▪ Imperative.
▪ Happy birthday!
▪ Thanks.
▪ Thank you for the present.
▪ Have some...
▪ Thanks, the... is very good.
▪ Let’s play...!
▪ Yes, good idea.
▪ No, I don’t like…
Graphic patterns and sounds:
▪ Recognising and pronouncing /eɪ/ connected to letters ai, ay y a…e.
▪ Contrast sounds /eɪ/ and /æ/ connected to letter a.
Classroom language:
▪ I spy with my little eye something which is pink and green.
▪ This is my pen.
▪ This is your pen.
▪ This is his/ her pen.
▪ What’s the problem with Flash’s room?
▪ It’s very messy.
▪ Where does she put her things?
▪ She puts things in her wardrobe.
▪ Does he go to the park with Whisper?
▪ No, she doesn’t.
▪ Whose birthday is it?
▪ It’s Thunder’s birthday.
▪ What games do they play?
▪ Do the Super Friends win the medals?
▪ No, they don’t.
▪ Let’s play Pin the tail on the donkey.
▪ Jane and a snake make cakes on a rainy day.
▪ This person’s got long hair and is wearing glasses.
▪ Close your eyes and listen.
Learning strategies:
▪ Memorize and use the vocabulary in the unit..
▪ Understand and make sentences and short texts describing facial features and and different characters' other features.
▪ Take part in games in order to practise the grammar structures in the unit.
▪ Use information and communication technologies.
▪ Enjoying team work in pairs or groups.
▪ Respect and take an interest in other people’s tastes and preferences and in everybody's physical appearance.
▪ 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.
▪ Take part in the development of the class showing respect and consideration for others.
▪ Encourage motivation when starting more difficult activities, especially written activities.
▪ Assess the importance of taking part in group activities and games.
Sociocultural and sociolinguistic aspects:
▪ Ability to interact with others and start simple conversations.
▪ Recognising and following instructions about normal classroom activities.
▪ Valuing the importance of celebrating birthdays with friends as a way of defining ourselves and encouraging friendship.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about parts of the face. |
|familiar words. | |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book’s characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about parts of the face. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher’s questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Talk with classmates about other people's physical |
|arises spontaneously. |characteristics. |
| | |
| |Act out the previously read illustrated story. |
|READ | |
| | |
|Understand very simple sentences about familiar subjects with |Recognise simple words about parts of the face. |
|previously taught words. | |
|Understand the main ideas on very simple signs, posters and |Recognise sentences which describe facial characteristics using |
|written texts. |have got. |
|Mathematical competence and basic competences in science and technology |
|Identify and differentiate objects and resources in the |Describe somebody's physical characteristics. |
|immediate surroundings. | |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Talk with classmates about a person's physical characteristics. |
|other people. | |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Make simple artwork following a model or spontaneously. | |
| |Draw an imaginary birthday party. |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
| |Choose your three favourite foods and meals and talk about them |
| |as well as food you do not like. |
3 Social awareness
Moral and civic education
▪ Show interest by participating actively in class.
▪ Be aware of the correct way to relate with others using polite expressions.
▪ Assess the importance of being a good loser.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and being cooperative.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects.
▪ This unit is specifically related to natural sciences. In this way pupils learn more about the biological characteristics which determine a person's physical appearance.
▪ This is also closely connected with arts education. Pupils draw an imaginary birthday party which they later describe to classmates and draw up an invitation to their birthday party.
5 Assessment Criteria
▪ Recognise and use frequently used oral vocabulary orally and in writing about parts of the face and other facial characteristics using colours.
▪ Use third person possession expressions correctly (has got).
▪ Recognise and correctly produce orally and in writing the diphthong /eɪ/ connected to letters ai, ay and a…e.
▪ Contrast sounds /eɪ/ and /æ/ connected to letter a.
▪ Sing a song with correct pronunciation and intonation.
▪ Talk about the different months in which classmates have their birthdays.
▪ Speak in a simple, short way about a birthday party as drawn by the pupils..
▪ Revise the vocabulary and structures learned throughout the unit.
▪ Identify basic sociocultural and sociolinguistic features such as the importance of being a good loser.
6 Contents - Assessment criteria - Key Competences
|Contents |Evaluation criteria |Competences |
|Recognising and presenting parts of the face. |Recognise and use frequently used oral vocabulary |CL |
|Revise the colours. |orally and in writing about parts of the face and|CMCT |
| |other facial characteristics using colours. | |
|Practise the use and form of He/She has got in positive,|Recognise and use the functions and meanings |CL |
|negative, questions and answers. |associated with basic syntactical structures. | |
| | | |
| |Distinguish and comply with habitual communication| |
| |functions: express third person possession with | |
| |(has got). | |
|Practice the pronunciation of the diphthong /eɪ/ |Recognise and correctly produce orally and in |CL |
|connected to letters ai, ay and a…e. Contrast sounds |writing the diphthong /eɪ/ connected to letters | |
|/eɪ/ and /æ/ connected to letter a. |ai, ay and a…e. | |
| |Contrast sounds /eɪ/ and /æ/ connected to letter | |
| |a. | |
|Recite a chant and a song about parts of the face. |Use correct pronunciation and intonation. |CL |
| | |CEC |
| | |SIEE |
|Draw a birthday party and show it to classmates. |Make yourself understood with short, simple oral |CL |
| |contributions |CSC |
| | |CEC |
| | |SIEE |
|Listen to and read an illustrated story. |Use the subject, general meaning and main |CL |
|Identify the parts of the illustrated story which have |information and ideas from the text in short, | |
|been studied previously. |simple texts with visual and audio support. | |
|Think about the meaning of the illustrated story which |Identify basic sociocultural and sociolinguistic |CL |
|you have seen before. |features such as the importance of being a good |CSC |
| |loser. | |
UNIT 5 OFF WE GO!
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen to and understand simple messages from different audiovisual media.
▪ Listen to and understand simple oral messages about actions being carried out in connection with means of transport.
▪ Listen to and recite a chant and a song about means of transport.
▪ Listen and repeat grammatical structures for comprehension, learning and correct pronunciation.
▪ Listen to and understand a story using visual aids.
▪ Listen to and understand a sentence with repeated use of the long vowel sound /u:/ connected with different letters.
▪ Listen to different parts of a comic to match them with the drawings.
Block 2. Production of oral texts (Speaking)
▪ Spoken interaction with questions and answers about means of transport used by the pupils.
▪ Spoken interaction in which the pupils talk about what they are doing at that very moment.
▪ Acting out in groups a previously read illustrated story.
▪ Give instructions for classmates for carry out the specified activity.
▪ Taking part in a quiz and a game in which the pupils revise the vocabulary and structures learned in the last three units.
Block 3. Comprehension of written texts (Reading)
▪ Recognising simple words which represent different means of transport.
▪ Read, listen to and understand the lyrics of songs and chants in the unit connected with clothes.
▪ Read short, simple sentences which describe what is happening at that very moment using present continuous.
▪ Read and understand a story with visual and audio aids.
▪ Read and understand a sentence which repeats the long vowel sound /u:/ connected with different letters.
▪ Read and understand instructions to carry out a project about measurements.
▪ Read the sentences from a story and put them in the right order.
Block 4. Production of written texts (Writing)
▪ Write the appropriate words for the means of transport studied in the unit.
▪ Write different words which contain different letters for the long vowel sound /u:/ connected with different letters.
▪ Writing simple sentences about the measurements of different objects.
▪ Write the results of a project in which the pupils measure different objects in the classroom.
▪ Writing simple sentences for pupils to express what the pupils have learned in the unit.
▪ Writing the key words of the unit in the Picture Dictionary at the end of the Activity Book..
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Spoken interaction in which the pupils ask and answer about means of transport they would like to use.
▪ Take part in a mime game for pupils to talk about the actions they are carrying out, in this way practising the present continuous.
▪ Describing where objects in a picture are.
▪ Spoken interaction in which the pupils talk about various objects' measurements.
▪ Carry out a project about the measurements of different objects in the classroom.
▪ Take part in a game to revise the vocabulary learned in the unit.
Vocabulary:
▪ Means of transport: helicopter, boat, lorry, scooter, bus, skateboard, taxi, motorbike , transport.
▪ Actions: jump, sail, drive, dream, ride, fly, wait for, look for, play with.
▪ Expressions: off we go, are we going far?, how tall are...?
▪ Illustrated story: beach, move, sheep, tyre, airport, my turn.
▪ Measurements: measure, height, length, centimetres, millimetres, tape measure, metre, measurement.
▪ Other words: museum, amazing, very, umbrella, puddle, too late.
▪ Revision: countries, food and meals, animals, clothes and garments, place prepositions, the imperative, parts of the face, furniture, jungle, holiday.
Syntactic-discursive contents:
▪ Present continuous affirmative and negative, questions and answers.
▪ Imperative.
Graphic patterns and sounds:
▪ Recognising and pronouncing /u:/ connected to different combinations of letters.
Classroom language:
▪ I come to school by car.
▪ How about you?
▪ I walk to school.
▪ My friend... walks to school.
▪ What are you doing?
▪ Are you riding a motorbike?
▪ No, I’m not.
▪ I’m sailing a boat.
▪ What games do they play?
▪ They play Pin the tail on the donkey, a three-legged race and Tug of war.
▪ Where are the Super Friends going?
▪ They are going to the beach.
▪ Are they on a train?
▪ No, they’re on a bus.
▪ Luke’s chewing Sue’s new blue shoes.
▪ Put the bird in the sky.
▪ Put the cap on the girl near the plane.
▪ Put the bicycle on the train.
▪ I’m thinking of some transport.
▪ It’s got two wheels and it hasn’t got an engine.
▪ One person can ride on it.
▪ Is it a bicycle?
▪ Today we’ve learnt about length and height.
▪ Today we’ve measured things in the classroom.
▪ Today I’ve learnt more about measuring.
▪ Today I’ve measured three friends and measured some things in the classroom.
▪ First you...
▪ Then you...
▪ You’re on your way to school.
▪ You see your best friend on the bus.
▪ Wave at him or her.
▪ You see your teacher on the bus.
▪ She’s waving at you.
▪ You wave back at her.
▪ Let’s play a game.
Learning strategies:
▪ Memorize and use the vocabulary in the unit..
▪ Understand and make sentences and short texts with descriptions of means of transport.
▪ Understand and make sentences and short texts about what is happening at this very moment.
▪ Take part in games in order to practise grammar structures and vocabulary in the unit.
▪ Use information and communication technologies.
▪ Enjoying team work in pairs or groups.
▪ Respect and take an interest in other people’s tastes and preferences.
▪ Have confidence in your own ability to learn a foreign language.
▪ Take part in the development of the class with respect and consideration for classmates.
▪ Be an active class member but also allow others to contribute.
▪ Be aware of the most common different means of transport.
▪ Interact appropriately with classmates.
▪ Be aware of the learning process.
Sociocultural and sociolinguistic aspects:
▪ Recognising and following instructions about normal classroom activities.
▪ Distinguishing different means of transport.
▪ Respect for other people's opinions.
▪ Learn about different ways of measuring height and length.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about means of transport. |
|familiar words. | |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book’s characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about means of transport. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher’s questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Take part in a mime game about the actions being carried out. |
|arises spontaneously. |Act out the previously read illustrated story. |
|READ | |
| | |
|Understand very simple sentences about familiar subjects with |Recognise simple words about means of transport. |
|previously taught words. | |
|Understand the main ideas on very simple signs, posters and |Recognise simple sentences in the picture story. |
|written texts. | |
|WRITING | |
| | |
|Reproduce very simple words and structures using previously |Write words connected with means of transport. |
|taught models. |Write simple, short sentences about what different objects |
| |measure. |
|Mathematical competence and basic competences in science and technology |
|Recognise and use numbers 1-20. |Use the numbers to tell classroom objects' measurements. |
|Interpret and recognise different spatial dimensions. |Measure different objects taking height and length into account.|
|Follow rhythmic sequences and simple series. |Show the data on a table or graph. |
|Recognise and use numbers 1-10. |Solve a crossword with words connected with means of transport. |
|Identify and differentiate objects and resources in the |Describe objects around the pupil saying their size and |
|immediate surroundings. |measurements. |
| | |
| |Learn about means of transport which enable you to travel from |
| |one place to another. |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Take part in a mime game about the actions being carried out. |
|other people. | |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Show interest in and respect for the culture of English-speaking|Learn about means of transport in other countries. |
|countries. | |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
3 Social awareness
Moral and civic education
▪ Show interest by participating actively in class.
▪ Assess the importance of being generous.
Education for sexual equality
▪ Show respect for other people’s opinions regardless of their sex.
Working together in class
▪ Be able to work in groups or pairs, respecting classmates' turns to speak when taking part in group games.
▪ Learn to enjoy playing as a form of learning.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects.
▪ This unit is specifically related to maths. The pupils learn how to measure objects, taking their length and height into account. They also learn different units of measurement and practise measuring objects in the classroom and their classmates.
5 Assessment Criteria
▪ Recognise and use frequently used oral vocabulary orally and in writing about different means of transport.
▪ Ask and answer about what is happening in the moment of speaking using present continuous.
▪ Recognise and correctly produce orally and in writing the long vowel sound /u:/ and associate it with its letters
▪ Sing a song with correct pronunciation and intonation.
▪ Identify basic sociocultural and sociolinguistic features such as the importance of being generous.
▪ Communicate using short, simple sentences about units of measure and ways of measuring which can be used.
▪ Revise the vocabulary and structures learned throughout the unit.
▪ Take part in a quiz and a game to revise what has been learned in the last three units.
6 Contents - Assessment criteria - Key Competences
|Contents |Evaluation criteria |Competences |
|Recognising and presenting different means of transport.|Recognise and use frequently used oral vocabulary |CL |
| |orally and in writing about different means of |CMCT |
| |transport. | |
|Practise the use and how to form present continuous in |Recognise and use the functions and meanings |CL |
|positive and negative, questions and answers. |associated with basic syntactical structures. | |
| | | |
| |Distinguish and comply with habitual communication| |
| |functions: ask and answer about what is happening | |
| |in the moment of speaking. | |
|Practice the pronunciation of the long vowel sound /u:/ |Recognise and correctly produce orally and in |CL |
|and associate it with its letters. |writing the long vowel sound /u:/ and associate | |
| |it with its letters. | |
|Recite a chant and a song about means of transport |Use correct pronunciation and intonation. |CL |
| | |CEC |
| | |SIEE |
|Recognising and presenting units of measurement and ways|Recognise and use frequently used oral vocabulary |CMCT |
|of measuring which can be used. |orally and in writing about maths when measuring | |
| |the class. | |
|Carry out a project in which the pupils draw up a table |Make yourself understood with short, simple oral |CL |
|to shows the measurements of different objects in the |contributions |CMCT |
|classroom and show it to their classmates. | |SIEE |
|Listen to and read an illustrated story. |Use the subject, general meaning and main |CL |
|Identify the parts of the illustrated story which have |information and ideas from the text in short, | |
|been studied previously. |simple texts with visual and audio support. | |
|Think about the meaning of the illustrated story which |Identify basic sociocultural and sociolinguistic |CL |
|you have seen before. |features such as the importance of being |CSC |
| |generous. | |
|Revise the vocabulary learned in the last three units. |Learn and use basic learning strategies. |SIEE |
| | | |
EASTER
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen to a rhyme about Easter.
Block 2. Production of oral texts (Speaking)
▪ Take part in a game in which the pupils have to find the Easter eggs hidden in the room.
▪ Take part in a game in pairs in which the pupils have to say where their classmates have hidden the Easter eggsusing the prepositions under, near, on, etc..
Block 3. Comprehension of written texts (Reading)
▪ Reading the instructions which classmates have left around the classroom about where they can find Easter eggs.
Block 4. Production of written texts (Writing)
▪ See Activities to develop these skills.
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Practice vocabulary about Easter.
▪ Take part in games to learn and memorize new vocabulary and practice grammar structures.
▪ Communication with classmates in English.
Vocabulary:
▪ Easter: Easter, egg hunt
▪ Revision Easter, the body, place prepositions, bedroom and classroom objects, Pupil's Book grammar and vocabulary Quick Minds 2 (units 1-5).
Syntactic-discursive contents:
▪ It’s Easter.
▪ It’s a ...
▪ Imperative
▪ Prepositions
Graphic patterns and sounds:
• Recite a rhyme with correct intonation and pronunciation.
Classroom language:
▪ Open your Student’s Book at page … , please.
▪ Let’s play a game.
▪ Where’s your Easter egg?
▪ There’s a bunny under the chair!
Learning strategies:
▪ Memorize and use the vocabulary in the unit..
▪ Understand words and use them to make short sentences following a model.
▪ Use information and communication technologies.
▪ Enjoying team work in pairs or groups.
▪ Have confidence in your own ability to learn a foreign language.
▪ Find out about Easter.
Sociocultural and sociolinguistic aspects:
▪ Finding out about Easter.
▪ Assessing Easter traditions in English-speaking countries.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about typical Easter objects. |
|familiar words. | |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book’s characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about Easter. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher’s questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Take part in a group game to find the rabbits which the teacher |
|arises spontaneously. |has hidden. |
|Mathematical competence and basic competences in science and technology |
|Recognise and use numbers 1-20. |Practice the numbers to count the Easter eggs in the |
| |illustration. |
|Identify and differentiate objects and resources in the |Describe objects from the pupils' surroundings using numbers and|
|immediate surroundings. |colours. |
|Assemble objects and take them apart planning each action. |Cut out the game about hiding Easter eggs at the end of the |
| |book. |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
| | |
| |Learn to respect rules in games and races. |
|Understand and value the use of English for communicating with |Play in pairs to find the eggs hidden by classmates. |
|other people. | |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Show interest in and respect for the culture of English-speaking|Find out about Easter in other countries. |
|countries. | |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
3 Social awareness
Moral and civic education
▪ Show interest in learning about Easter traditions in different parts of the world.
Working together in class
▪ Be able to work in groups or pairs, respecting other classmates’ turn to speak.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects.
5 Assessment Criteria
▪ Recite a rhyme about Easter with correct pronunciation and intonation.
▪ Recognise and use frequently used oral vocabulary orally and in writing about Easter.
6 Contents - Assessment criteria - Key Competences
|Contents |Evaluation criteria |Competences |
|Recognising and presenting Easter. |Recognise and use frequently used oral vocabulary |CL |
| |orally and in writing about Easter. | |
|Recite a rhyme about Easter. |Use correct pronunciation and intonation. |CL |
| | |CEC |
| | |SIEE |
UNIT 6 SPORTS CLUB
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen to and understand simple messages from different audiovisual
▪ media.
▪ Listen to and understand simple oral messages about different sports and various characters' opinions about them.
▪ Listen to and recite de a chant and a song about different sports and activities which we carry out in our free time to have fun.
▪ Listen to and understand various dialogues in which the characters talk about the sports which each of them likes to play.
▪ Listen and repeat grammatical structures for comprehension, learning and correct pronunciation.
▪ Listen to and understand a story using visual aids.
▪ Listen to and understand a sentence with repeated use of the diphthong /əʊ/ connected with different letters.
▪ Contrast sounds /əʊ/ and /ɒ/ connected to letter o.
▪ Listen to a dialogue in which two characters talk about sport, saying which they like and which they do not.
▪ Listen to and read a text about the importance of breathing while playing sports.
▪ Listen to the description which different classmates give of an imaginary trophy which they have previously imagined and drawn.
Block 2. Production of oral texts (Speaking)
▪ Spoken interaction in which the pupils talk and ask each other about different sports and what they think about them.
▪ Recite a poem about sport and activities which we carry out in our free time written by the pupils following a model.
▪ Spoken interaction in which the pupils talk and ask each other about the sports they like to play.
▪ Acting out in groups a previously read illustrated story.
▪ Carry out a survey in which pupils ask their classmates what their favourite sport is and put the results on a bar chart.
▪ Describing an imaginary trophy which they have imagined and drawn themselves.
Block 3. Comprehension of written texts (Reading)
▪ Recognising simple words about different sports.
▪ Read, listen and understand songs and chants about sports and other activities which we carry out in our free time to have fun.
▪ Read short, simple sentences to give our opinions about sport and other activities which we carry out in our free time.
▪ Read the questions about the sports which each person likes to play.
▪ Read and understand an illustrated story with visual and audio aids.
▪ Read and understand a sentence which repeats the diphthong /əʊ/ connected with different letters.
▪ Contrast sounds /əʊ/ and /ɒ/ connected to letter o.
▪ Read and understand the analysis of results show on a bar chart.
▪ Read and understand short, simple sentences which describe a picture.
Block 4. Production of written texts (Writing)
▪ Write the words for numbers 21 to 100.
▪ Write the names given to various activities which we carry out in our free time to amuse ourselves.
▪ Write sentences expressing opinions about various sports.
▪ Write a poem, following a model, about sport and activities which we carry out in our free time.
▪ Write questions and sentences about sports we like to play and those we do not.
▪ Writing short sentences in present continuous showing the actions which various characters are carrying out.
▪ Write a short text, following a model, in which the pupils analyse the results obtained from a survey they have carried out.
▪ Description, following a model, of an imaginary trophy, previously imagined and drawn.
▪ Writing simple sentences for pupils to express what the pupils have learned in the unit.
▪ Writing the key words of the unit in the Picture Dictionary at the end of the Activity Book..
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Use sentences, positive and negative, questions and answers about different sports and other activities which we carry out in our free time, giving our opinions about them.
▪ Spoken interaction in which the pupils ask each other about their favourite sports.
▪ Spoken interaction in which the pupils carry out a survey about each classmate's favourite sport.
▪ Oral description of an imaginary trophy previously invented and drawn.
▪ Spoken interaction in which the pupils tell their classmates which action to carry out.
Vocabulary:
▪ Sports: sports club, badminton, baseball, basketball, football, hockey, table tennis, tennis, swimming, athletics, volleyball.
▪ Verbs: forget, join.
▪ Adjectives: boring, fun.
▪ Illustrated story: team, full, starts, goal, well done, try harder.
▪ Other words: on the spot, bar code, match, trophy.
▪ Revision: let’s, lots of.
Syntactic-discursive contents:
▪ -ing is…
▪ What do you think about…?
▪ What sport do you like doing?
▪ I like...
▪ Me too.
▪ I don’t.
▪ Can I…?
▪ What’s your favourite…?
Graphic patterns and sounds:
▪ Recognising and pronouncing /əʊ/ connected to different combinations of letters.
▪ Contrast sounds /əʊ/ and /ɒ/ connected to letter o.
Classroom language:
▪ I’d like to play...
▪ Is it a basketball?
▪ Yes, it is.
▪ No, it isn’t
▪ Riding a motorbike is great fun.
▪ I like...
▪ Where are the friends?
▪ What happens to the book?
▪ Where is the bus going?
▪ Who returns the favour?
▪ Can I play with you?
▪ Try harder.
▪ Well done!
▪ What club does Flash want to join?
▪ Does she like playing table tennis?
▪ A hippo and a goat with a hole in their boat.
▪ Make a bar chart.
▪ This is five students’ favourite sport.
▪ Do you remember what it is?
▪ Today I’ve made a bar code.
▪ First you...
▪ Then you...
▪ Are you playing tennis?
Learning strategies:
▪ Memorize and use the vocabulary in the unit..
▪ Use information and communication technologies.
▪ Respect and interest in classmates' abilities.
▪ Show respect and tolerance during the class
▪ Write a text following a model.
▪ Enjoying team work in pairs or groups.
▪ Have confidence in your own ability to learn a foreign language.
▪ Show respect for classmates' tastes and preferences.
▪ Show interest by participating actively in class.
▪ Assess the importance of group work and not excluding anybody from.
▪ Take part in the class with respect and consideration towards classmates.
Sociocultural and sociolinguistic aspects:
▪ Familiarisation with frequent sports and leisure activities among pupils of these ages.
▪ Valuing the importance of talking about one's taste in activities and developing a consciousness of respect for other people's tastes and interests.
▪ Valuing the importance of not excluding people and have an inclusive attitude in group activities such as sports.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about different sports. |
|familiar words. | |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book’s characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about different sports. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher’s questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Pupils talk and ask about different sports and what they think |
|arises spontaneously. |about them. |
| | |
| |Act out the previously read illustrated story. |
|READ | |
| | |
|Understand very simple sentences about familiar subjects with |Recognise simple words about different sports. |
|previously taught words. | |
|Understand the main ideas on very simple signs, posters and |Recognise simple sentences in the picture story. |
|written texts. | |
|WRITING | |
| | |
|Reproduce very simple words and structures using previously |Write words connected with different sports. |
|taught models. | |
| |Write sentences expressing opinions about various sports. |
| | |
| |Write a poem, following a model, about sport and activities |
| |which we carry out in our free time. |
|Mathematical competence and basic competences in science and technology |
|Recognise and use numbers 1-10. |Practise the numbers when drawing up a survey. |
|Recognise and use numbers 1-10. |Make a bar chart, using the data from a survey. |
|Identify and differentiate objects and resources in the |Describe objects around the pupil connected with the sport and |
|immediate surroundings. |physical exercise. |
|Be familiar with a follow healthy living practices. |Talk about sports as something to enjoy and which form part of a|
| |healthy lifestyle. |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Pupils talk and ask about different sports and what they think |
|other people. |about them. |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Show interest in and respect for the culture of English-speaking|Learn about sports in other countries. |
|countries. | |
|Make simple artwork following a model or spontaneously. | |
| |Draw your own imaginary trophy and describe it. |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
3 Social awareness
Moral and civic education
▪ Show respect for differences of opinion and taste in sports and hobbies.
▪ Assess the importance of not excluding people.
Education for peace
▪ Show respect towards others without judging them by their physical appearance or because of what they know or do not.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and being cooperative.
Education about health
▪ Connect sport directly with leading a healthier lifestyle.
▪ Encourage sport as another form of enjoyment.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects.
▪ This unit is specifically related to maths. Pupils learn about how to prepare a survey and interpret statistical data.The unit is also connected with science as the pupils talk and learn about sport as a way of leading a healthy lifestyle. It is also connected with arts education. The pupils draw a trophy which they will later use as the basis for oral Oral interaction.
5 Assessment Criteria
▪ Recognise and use frequently used oral vocabulary orally and in writing about different sports.
▪ Expressing each pupil's opinion about sport and other activities which they carry out in their free time.
▪ Ask and answer about preferences with regards to sports and hobbies.
▪ Talk about what is happening right now using present continuous.
▪ Recognise and correctly produce orally and in writing the diphthong /əʊ/ connected with different letters.
▪ Contrast sounds /əʊ/ and /ɒ/ connected to letter o.
▪ Sing a song with correct pronunciation and intonation.
▪ Identify basic sociocultural and sociolinguistic features such as the importance of not excluding anybody from group activities.
▪ Make yourself understood with short, simple oral contributions about the results shown in tables and bar charts.
6 Contents - Assessment criteria - Key Competences
|Contents |Evaluation criteria |Competences |
|Recognising and presenting different sports. |Recognise and use frequently used oral vocabulary |CL |
| |orally and in writing about different sports. | |
|Practise the use and form of the structure like+ -ing in|Recognise and use the functions and meanings |CL |
|statements and questions. , and the form –ing as a noun.|associated with basic syntactical structures. | |
| | | |
| |Distinguish and comply with habitual communication| |
| |functions: ask and answer about preferences in | |
| |sports and hobbies. | |
|Practise the use of the answers Me too and I don’t |Distinguish and comply with habitual communication|CL |
| |functions: express opinion about sport and other | |
| |activities which we carry out in our free time. | |
|Practice the pronunciation of del diphthong /əʊ/ |Recognise and pronounce the diphthong /əʊ/ |CL |
|connected with different letters. |connected with different letters. | |
|Contrast sounds /əʊ / and /ɒ/ connected to letter o | | |
|Recite a chant and a song about activities which we |Use correct pronunciation and intonation. |CL |
|carry out in our free time to have fun. | |CEC |
| | |SIEE |
|Recognising and presenting results shown in tables and |Recognise and use frequently used oral vocabulary |CMCT |
|bar charts. |orally and in writing about tables and bar charts | |
|Make a drawing in which the pupils create their own |Make yourself understood with short, simple oral |CL |
|trophy and show it to their classmates. |contributions |CEC |
| | |SIEE |
|Listen to and read an illustrated story. |Use the subject, general meaning and main |CL |
|Identify the parts of the illustrated story which have |information and ideas from the text in short, | |
|been studied previously. |simple texts with visual and audio support. | |
|Think about the meaning of the illustrated story which |Identify basic sociocultural and sociolinguistic |CL |
|you have seen before. |features such as the importance of not excluding |CSC |
| |anybody from group activities. | |
UNIT 7 IN THE COUNTRYSIDE
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen to and understand simple messages from different audiovisual
▪ media.
▪ Listen to and understand simple oral messages about farm animals.
▪ Listen to and recite a chant and a song about farm animals.
▪ Listen to and understand messages from different speakers about some animals' characteristics.
▪ Listen to and understand a sentence with repeated use of the consonant sounds /z/ and /s/ associated with different letters.
▪ Listen to some animal families' shared characteristics.
▪ Listen and repeat grammatical structures for comprehension, learning and correct pronunciation.
▪ Listen to and understand a story using visual aids.
Block 2. Production of oral texts (Speaking)
▪ Take part in a group game in which the pupils make the sounds of farm animals and guess which they are.
▪ Spoken interaction in which the pupils describe an illustration saying the number of animals and people they see.
▪ Spoken interaction in which the pupils describe the physical features of imaginary characters.
▪ Acting out in groups a previously read illustrated story.
▪ Describe a poster which the pupils have created themselves.
Block 3. Comprehension of written texts (Reading)
▪ Recognising simple words about farm animals.
▪ Read short, simple sentences which describe some animals' physical characteristics.
▪ Read the questions about las some animals' physical characteristics.
▪ Read and understand an illustrated story with visual and audio aids.
▪ Read and understand a sentence which repeats the consonant sounds /z/ and /s/ associated with different letters.
Block 4. Production of written texts (Writing)
▪ Write words connected with different parts of the body.
▪ Do a crossword with words connected with farm animals.
▪ Complete sentences about farm animals.
▪ Write answers using have got.
▪ Write various words consonant sounds /z/ and /s/ associated with different letters.
▪ Writing simple sentences for pupils to express what the pupils have learned in the unit.
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Use sentences, positive and negative, questions and answers talking about some animals' physical characteristics.
▪ Take part in a game in which the pupils make animal sounds and guess which each one is.
▪ Oral description of a poster made by the pupils about animal families.
▪ Take part in a game to revise the vocabulary learned in the unit.
Vocabulary:
▪ Farm animals: farm, mouse, horse, cow, sheep, rabbit, tail, child, chicken, goat
▪ Animal families: group, features, different, mammal, reptile, mammals, birds, amphibian, hair, scales, feathers, tortoise, fox, toucan, bee
▪ Irregular plurals: mouse-mice, sheep-sheep, person-people, child-children, woman-women, man-men
▪ Expressions: Thank you very much, Come with me, Wait and see, I’ve got an idea, I don’t know, Are you OK
▪ Other words: backbone, guess, display
▪ Revision: animals, parts of the body, colours, numbers.
Syntactic-discursive contents:
▪ How many ... have ... got?
▪ They've got ... I’m…
▪ We’re lost, Where’s … ?
Graphic patterns and sounds:
• Recognising and pronouncing /z/ and /s/ connected to different combinations of letters.
Classroom language:
▪ Listen to...
▪ Open your books.
▪ Let’s play a game.
▪ Let’s create a poster
▪ Today we’ve learnt about animal families and features of different animal families.
▪ Today we’ve learnt more about animal family groupings.
▪ I’ve made a poster about an animal family.
Learning strategies:
▪ Memorize and use the vocabulary in the unit..
▪ Use information and communication technologies.
▪ Write sentences to express abilities following a model.
▪ Enjoying team work in pairs or groups.
▪ Have confidence in your own ability to learn a foreign language.
▪ Show respect towards all types of animals.
▪ Show interest by participating actively in class.
▪ Assess the importance of team work.
Sociocultural and sociolinguistic aspects:
• Ability to interact with others and start simple conversations about animals on the farm.
▪ Developing respect for different animals and learning about their rights.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about farm animals. |
|familiar words. | |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book’s characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about farm animals. |
|intonation in familiar contexts. | |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher’s questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Ask classmates about las some animals' physical characteristics.|
|arises spontaneously. | |
| |Act out the previously read illustrated story. |
|READ | |
| | |
|Understand very simple sentences about familiar subjects with |Recognise simple words about farm animals. |
|previously taught words. | |
|Understand the main ideas on very simple signs, posters and |Recognise simple sentences in the picture story. |
|written texts. | |
|WRITING | |
| | |
|Reproduce very simple words and structures using previously |Write the names of some farm animals. |
|taught models. |Write sentences following the structure: they have got |
|Mathematical competence and basic competences in science and technology |
|Recognise and use numbers 1-10. |Solve a game de crossed words about farm animals. |
|Identify and differentiate objects and resources in the |Learn about animals and the animal world, learning that there |
|immediate surroundings. |are different animal families which share many common |
| |characteristics. |
|Assemble objects and take them apart planning each action. |Make a poster about animal families and then present it. |
|Respect nature and animals in the surroundings. |Recognise and value certain animal physical characteristics. |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Ask classmates about las some animals' physical characteristics.|
|other people. | |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Make simple artwork following a model or spontaneously. | |
| |Make a poster about animal families and the present it. |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
3 Social awareness
Moral and civic education
▪ Show interest by participating in class and by following the teacher’s instructions properly. .
▪ Assess the importance of asking for help when it is needed.
Education for sexual equality
▪ Learn to respect animals, understanding that they, too, have rights.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and being cooperative.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects.
▪ This unit is specifically connected with science. The pupils work with animals and learn about the main animal families and the characteristics which all the animals of the same family share.
▪ This unit is also connected with arts education. The pupils prepare a project with a mural on which they include everything they know about the animal family of their choice.
5 Assessment Criteria
▪ Recognise and use frequently used oral vocabulary orally and in writing about farm animals.
▪ Use the irregular plurals of some common words correctly.
▪ Talk about different animals describing their characteristics and the actions they carry out.
▪ Use the verb have got correctly for plurals.
▪ Recognise and correctly produce orally and in writing the consonant sounds /z/ and /s/ associated with different letters.
▪ Sing a song with correct pronunciation and intonation.
▪ Make yourself understood with short, simple oral contributions about the characteristics which define the different animal families.
▪ Identify basic sociocultural and sociolinguistic features such as the importance of asking for help when it is needed.
6 Contents - Assessment criteria - Key Competences
|Contents |Evaluation criteria |Competences |
|Recognising and presenting farm animals |Recognise and use frequently used oral vocabulary |CL |
| |orally and in writing about farm animals. |CMCT |
|Practise the use of irregular plurals with the structure|Recognise and use the functions and meanings |CL |
|have got . |associated with basic syntactical structures. | |
| | | |
| |Distinguish and comply with habitual communication| |
| |functions: expressing possession by plural groups | |
|Practice the pronunciation of the consonant sounds /z/ |Recognise and correctly produce orally and in |CL |
|and /s/ associated with different letters. |writing the consonant sounds /z/ and /s/ | |
| |associated with different letters. | |
|Recite a chant and a song about farm animals. |Use correct pronunciation and intonation. |CL |
| | |CEC |
| | |SIEE |
|Recognising and presenting the characteristics and |Recognise and use frequently used oral vocabulary |CMCT |
|features of different animals which allow us to |orally and in writing about different animal | |
|categorize and classify them. |families. | |
|Carry out a project about the animal families and show |Make yourself understood with short, simple oral |CL |
|it to their classmates. |contributions |CEC |
| | |CMCT |
| | |SIEE |
|Listen to and read an illustrated story. |Use the subject, general meaning and main |CL |
|Identify the parts of the illustrated story which have |information and ideas from the text in short, | |
|been studied previously. |simple texts with visual and audio support. | |
|Think about the meaning of the illustrated story which |Identify basic sociocultural and sociolinguistic |CL |
|you have seen before. |features such as the importance of asking for |CSC |
| |help when it is needed. | |
UNIT 8 AMUSEMENT PARK
1 Contents
Block 1. Comprehension of oral texts (Listening)
▪ Listen to and understand simple messages from different audiovisual media.
▪ Listen to and understand simple oral messages about what the various characters would like to do.
▪ Listen to and understand simple oral messages to revise the main grammar structures learned during the course.
▪ Listen to and recite a chant or song about activities at an attraction park.
▪ Listen and repeat grammatical structures for comprehension, learning and correct pronunciation.
▪ Listen to and understand a story using visual aids.
▪ Listen to and understand a sentence with repeated use of the initial sound /w/ connected to letters w and wh.
▪ Listen to the description of a drawing for the pupils to imagine and draw their own picture.
Block 2. Production of oral texts (Speaking)
▪ Spoken interaction with questions and answers about activities that we carry out at attraction parks
▪ Spoken interaction in which the pupils practise using I’d like to… to talk about what they would like to do.
▪ Take part in a game (question game) in which the pupils ask and answer classmates about what the game states.
▪ Acting out in groups a previously read illustrated story.
▪ Spoken interaction in which the pupils act out a dialogue about what the characters would like to do.
▪ Spoken interaction in which the pupils describe an imaginary attraction park which they have drawn.
Block 3. Comprehension of written texts (Reading)
▪ Recognising simple words which represent activities which we carry out at an attraction park.
▪ Read, listen and understand songs and chants about the attraction park.
▪ Read short, simple sentences con I’d like to… to talk about what they would like to do.
▪ Read sentences about different drawings for the pupils to say whether they are true or false.
▪ Read and understand a story with visual and audio aids.
▪ Read and understand a sentence which repeats initial sound /w/ connected to letters w and wh.
▪ Read and understand multiple choice questions which the pupils do at the end of the unit to revise what they have learned in the last three units.
Block 4. Production of written texts (Writing)
▪ Writing appropriate words to describe the activities we carry out an attraction parks.
▪ Write sentences with the structure I’d like to… in connection with attraction parks.
▪ Write the words missing in some sentences to complete the description of a picture.
The following points are studied indirectly in the four previous blocks:
Communicative functions:
▪ Spoken interaction in which the pupils talk about what they would like to do during the summer holidays.
▪ Take part in a game (question game) in which the pupils ask and answer classmates about what the game states.
▪ Spoken interaction in which the pupils talk about different objects in a picture.
▪ Spoken interaction in which the pupils talk about activities which are carried out in an attraction park.
▪ Spoken interaction in which the pupils talk about the revision project at the end of the unit.
Vocabulary:
▪ Activities: ride a rollercoaster, ride a horse, win a prize, buy chips, drink lemonade, throw a ball, eat a burger
▪ Illustrated story: apple, everyone, bad, idea, sweet, box, good, here you are.
▪ Expressions: touch the sky, everywhere, hold my hand.
▪ Other words: bad, sweet (adj), good, so have I, nice, well done, everybody smell that, , excited, fête, jam, tombola, skittles, coconut, shy
▪ Revision: numbers, meals and food, imperative, ball, chips, horse, apple food, worm
Syntactic-discursive contents:
▪ I’d like to...
Revision
▪ Present simple
▪ Present continuous
▪ Can
▪ Like
▪ Yours/mine
▪ Like –ing
▪ Let’s
▪ How many…?
▪ This/that
▪ Where are...?
Graphic patterns and sounds:
• Recognising and pronouncing initial /w/ connected to letters w and wh.
Classroom language:
▪ On holiday I like...
▪ I’d like to play with my computer game.
▪ I’d like to swim in the sea.
▪ He/ she’d like to go to Australia.
▪ Open your pencil case.
▪ Draw a picture of….
▪ It’s holiday time!
Learning strategies:
▪ Memorize and use the vocabulary in the unit..
▪ Understand words and use them to make short sentences following a model.
▪ Use information and communication technologies.
▪ Enjoying team work in pairs or groups.
▪ Respect and take an interest in other people’s tastes and preferences.
▪ Take a test at the end of the unit to revise what has been learned.
▪ 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.
▪ Respect and take an interest in the activities which classmates would like to carry out over the summer.
▪ Discuss the importance of being honest as a value to teach and make use of it in class.
▪ Assess the importance of taking part in group activities and games.
Sociocultural and sociolinguistic aspects:
1. Using skills to relate with others and start simple conversations about activities which they would like to carry out during the school summer holidays.
2. Recognising and following instructions about normal classroom activities.
3. Assessing the importance of talking about how you enjoy yourself during the summer to reflect the type of person you are.
4. Respect and interest in classmates' interests and preferences.
2 Key Competences
|Descriptors |Activities |
|Communication competence |
|LISTEN | |
| | |
|Understand simple oral messages and instructions and recognise |Listen to simple oral messages about the activities which are |
|familiar words. |carried out in attraction parks. |
| |. |
|Identify the main theme of an oral text and some specific |Listen to an illustrated story about the book’s characters. |
|details with visual aid. | |
|Recognise aural items such as accent, rhythm and correct |Listen to a song about the activities which are carried out in |
|intonation in familiar contexts. |attraction parks. |
| |. |
|TALK AND CONVERSE | |
| | |
|Recite or sing a very simple song with correct pronunciation and|Recite in a group the unit chant and/or song. |
|intonation. | |
|Answer the questions orally using simple vocabulary and |Answer the teacher’s questions with short answers. |
|structures. | |
|Take part as a group conversations and spoken interaction which |Ask classmates what they would like to do over the holidays. |
|arises spontaneously. | |
| |Act out the previously read illustrated story. |
|READ | |
| | |
|Understand very simple sentences about familiar subjects with |Recognise simple words about the activities which are carried |
|previously taught words. |out in attraction parks. |
|Understand the main ideas on very simple signs, posters and |Recognise simple sentences in the picture story. |
|written texts. | |
|WRITING | |
| | |
|Reproduce very simple words and structures using previously |Write words connected with the activities carried out during |
|taught models. |the summer. |
| |Write sentences following the structure: Let’s…. |
|Mathematical competence and basic competences in science and technology |
|Identify and differentiate objects and resources in the |Describe the pupil's surroundings using words connected with |
|immediate surroundings. |activities carried out in attraction parks. |
|Move comfortably in space and time. |Become aware of the passing of time, moments of free time during|
| |the year, the seasons and their characteristics. |
|Respect nature and animals in the surroundings. |Value taking care of nature in order to enjoy certain activities|
| |in the open air. |
|Digital competence |
|Use ICT to reinforce and support learning English. |Carry out the pupil activities explained in Online Interactive |
| |Activities for this unit. |
|Social and civic competences |
|Take part in class games in a collaborative, friendly way. |In groups, recite or sing the unit chant or song. |
|Understand and value the use of English for communicating with |Ask classmates what they would like to do over the holidays. |
|other people. | |
|Cultural awareness and expression |
|Take an active part in the games, dances, songs and artistic |Recite a chant and repeat the unit song. |
|activities in the classroom. | |
|Show interest in and respect for the culture of English-speaking|Learn about attraction parks en other countries. |
|countries. | |
|Make simple artwork following a model or spontaneously. | |
| |Make a drawing which shows a scene at an attraction park. |
|Learning to learn |
|Show interest in carrying out the individual activities which |Do the exercises for the unit in the Activity Book by yourself. |
|the teacher supervises. | |
|Use basic comprehension and expression strategies to help carry |Do the unit test and the revision game in the unit. |
|out tasks. | |
|Sense of initiative and entrepreneurship |
|Participate using your own criteria and take part in group |Recite in a group the unit chant and/or song. |
|activities without forgetting your own interests. | |
| |Learn about the importance of being honest. |
3 Social awareness
Moral and civic education
▪ Show interest by participating actively in class.
▪ Accept other people's choices when they say what they would like to do.
▪ Assess the importance of being honest.
Working together in class
▪ Be able to work in pairs or groups effectively, respecting other people and being cooperative.
▪ Be responsible for keeping the classroom tidy and putting everything where it should be.
Education for sexual equality
▪ Show respect for other people’s opinions regardless of their sex.
4 Cross-curricular links
▪ In this level, topics tend to transcend the curricular areas and there is a constant crossover between subjects.
▪ This unit is specifically related to arts education as the pupils make a drawing connected with a scene in an attraction park.
5 Assessment Criteria
▪ Recognise and use frequently used oral vocabulary orally and in writing about attraction parks.
▪ Talk about what the pupils would like to do.
▪ Use the main grammar structures learned during the course correctly.
▪ Recognise and correctly produce orally and in writing the initial sound /w/ connected to letters w and wh.
▪ Sing a song with correct pronunciation and intonation.
▪ Identify basic sociocultural and sociolinguistic features such as the importance of being honest.
▪ Make yourself understood with short, simple oral contributions about an attraction park.
▪ Revise the vocabulary and structures learned throughout the unit.
▪ Take a test and make a poster to revise what has been learned in the last three units.
6 Contents - Assessment criteria - Key Competences
|Contents |Evaluation criteria |Competences |
|Recognising and presenting different activities |Recognise and use frequently used oral vocabulary |CL |
|connected with attraction parks. |orally and in writing about attraction parks. | |
|Practise the use and forms of the structure I'd like to.|Recognise and use the functions and meanings |CL |
| |associated with basic syntactical structures. | |
| | | |
| |Distinguish and comply with habitual communication| |
| |functions: expressing what they would like to do. | |
|Revise the main grammar structures learned during the |Use the main grammar structures learned during the|CL |
|course. |course correctly. | |
|Practice the pronunciation of the initial sound /w/ |Recognise and correctly produce orally and in |CL |
|connected to letters w and wh. |writing the initial sound /w/ connected to | |
| |letters w and wh. | |
|Recite a chant and a song about attraction parks and |Use correct pronunciation and intonation. |CL |
|the activities that can be carried out there. | |CEC |
| | |SIEE |
|Make a drawing about an attractions park and show it to |Make yourself understood with short, simple oral |CL |
|their classmates. |contributions |CEC |
| | |SIEE |
|Listen to and read an illustrated story. |Use the subject, general meaning and main |CL |
|Identify the parts of the illustrated story which have |information and ideas from the text in short, | |
|been studied previously. |simple texts with visual and audio support. | |
|Think about the meaning of the illustrated story which |Identify basic sociocultural and sociolinguistic |CL |
|you have seen before. |features such as the importance of being honest. |CSC |
|Revise the vocabulary learned in the last three units. |Learn and use basic learning strategies. |SIEE |
| |
|ANNEX - KEY COMPETENCES ASSESSMENT RUBRIC |
| |Excell|Very |Good |Fair |Poor |
| |ent |Good | | | |
|Communication competence | | | | | |
|Listen | | | | | |
| | | | | | |
|Understand simple oral messages and instructions and recognise familiar words. | | | | | |
| | | | | | |
|Identify the main theme of an oral text and some specific details with visual aid. | | | | | |
| | | | | | |
|Recognise aural items such as accent, rhythm and correct intonation in familiar contexts. | | | | | |
|Talk and Converse | | | | | |
| | | | | | |
|Recite or sing a very simple song with correct pronunciation and intonation. | | | | | |
| | | | | | |
|Answer the questions orally using simple vocabulary and structures. | | | | | |
| | | | | | |
|Take part as a group conversations and spoken interaction which arises spontaneously. | | | | | |
|Read | | | | | |
| | | | | | |
|Understand the gist of simple signs and posters. | | | | | |
| | | | | | |
|Understand very simple sentences about familiar subjects with previously taught words. | | | | | |
|Write | | | | | |
| | | | | | |
|Reproduce very simple words and structures using previously taught models. | | | | | |
|Mathematical competence and basic competences in science and technology | | | | | |
|Recognise and use numbers 1-10. | | | | | |
| | | | | | |
|Interpret and recognise different spatial dimensions. | | | | | |
| | | | | | |
|Follow rhythmic sequences and simple series. | | | | | |
| | | | | | |
|Solve puzzles and crosswords. | | | | | |
|Assemble objects and take them apart planning each action. | | | | | |
| | | | | | |
|Identify and differentiate objects and resources in the immediate surroundings. | | | | | |
| | | | | | |
|Move comfortably in space and time. | | | | | |
| | | | | | |
|Respect nature and animals in the surroundings. | | | | | |
| | | | | | |
|Be familiar with a follow healthy living practices. | | | | | |
| |Excell|Very |Good |Fair |Poor |
| |ent |Good | | | |
|Digital competence | | | | | |
|Use ICT to reinforce and support learning English. | | | | | |
| | | | | | |
|Give short presentations in English using various formats and digital tools. | | | | | |
| | | | | | |
|Locate basic information on digital sources and formats. | | | | | |
|Social and civic competences | | | | | |
|Take part in class games in a collaborative, friendly way. | | | | | |
| | | | | | |
|Use basic polite language: please, thank you. | | | | | |
| | | | | | |
|Understand and value the use of English for communicating with other people. | | | | | |
|Cultural awareness and expression | | | | | |
|Make simple artwork following a model or spontaneously. | | | | | |
| | | | | | |
|Take an active part in the games, dances, songs and artistic activities in the classroom. | | | | | |
| | | | | | |
|Show interest in and respect for the culture of English-speaking countries. | | | | | |
|Learning to learn | | | | | |
|Show interest in carrying out the individual activities which the teacher supervises. | | | | | |
| | | | | | |
|Accept the teacher's instructions and express doubts. | | | | | |
| | | | | | |
|Use basic comprehension and expression strategies to help carry out tasks. | | | | | |
|Sense of initiative and entrepreneurship | | | | | |
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[1] Royal Decree 126/2014, 28th February, State Bulletin 52, 1st March 2014.
[2] European Parliament and Council recommendations for key competences for lifelong learning, 18th December 2006 (2006/962/CE)
[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).
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|CONTENTS |
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