General Programme - Microsoft



General ProgrammeIslands 5Mandatory Primary EducationFifth GradeThird Cycle__________________________________________________________________________________Modern Foreign LanguagesEnglishUnit WelcomeI. OBJECTIVESBLOCK 1- Oral communication: listening and speakingParticipate in oral interactions in real or pretended situations:Describing what people enjoy doing. Indicating what people are doing in a particular moment.Making suggestions about activities that can be done in the future.Expressing the past; moments of the day and days of the week.Be able to understand oral challenges of progressing difficulty: Recognizing what people enjoy doing.Recognizing what people are doing at the moment.Recognizing activities done in the past, in determined moments of a day or during the week.BLOCK 2- Written communication: reading and writing Read and understands different phrases and texts:Be able to read phrases about what people enjoy doing.Be able to read phrases and dialogues about what people are doing.Be able to read phrases about activities done in the past.Write their own phrases and texts:Be able to write about what people enjoy doing.Be able to write about what people are doing.Be able to write about what they or someone else did yesterday or a week ago.BLOCK 3 - Knowledge of the languageIdentify and use the key vocabulary of the unit: Skiing, snowboarding, rock climbing, watching, diving, running, bouncing, throwing.Listened, played, practised, studied, watched, went, fell, took.Two days ago, yesterday, now, today, tomorrow.Understand and apply grammar concepts correctly:Language structures: Present continuous: He likes (playing)/They like (running).How about (going to the cinema)?Past simple: I played (tennis) on (Monday morning). He/She (danced) at the (party) on (Friday evening). They (went to) the (cinema) on (Saturday afternoon).Recognize and reproduce sounds, rhythm, accentuation, and intonation: Developing useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Use logical thinking: getting information from images, guessing games.Learn to use critical thinking: identifying and comparing.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Greetings and farewells.Working in pairs or small groups.Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theatre, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listening and speakingListens and understands oral messages of increasing difficulty, like instructions and explanations, oral interactions directed or recorder with audiovisual support in order to get global and specific information.Real and pretended oral interactions giving verbal and non-verbal responses that require choosing from a limited selection of possible answers, in contexts gradually less directed.Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play.Develop basic strategies to support comprehension and oral expression: through the use of visual and non-visual contexts and previous knowledge about a topic or situation transferred from the language they know to a foreign language.Disposition to overcome difficulties that come up while communicating, using strategies of communication in the languages they know.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Read and understand different texts, on paper or digital, accepting the linguistic competence of the students, to use global and specific information in the development of a task or just to enjoy reading.Guided use of reading strategies (using visual context elements and previous knowledge of the topic or a situation transferred from the languages they know). Identifying relevant information, deducting meaning of words and unknown expressions, using dictionaries. Read and write their own texts about daily situations close to their own experiences, like invitations, greeting cards, notes, brochuresCompositions based on models, of a variety of texts, using expressions and common phrases, to communicate and give information, or in different types of communication.Use the new technologies of informations and communications to read, write and communicate information...Interest for the care and presentation of written texts. Value a foreign language as an instrument to communicate with others and showing curiosity and interest towards people that speak a foreign language and learning.BLOCK 3 - Knowledge of the language3.1 Linguistic competenceReview the sounds, rhythm, accentuation, and intonation:Identify and use the key vocabulary of the unitSkiing, snowboarding, rock climbing, watching, diving, running, bouncing, throwing.Listened, played, practised, studied, watched, went, fell, took.Two days ago, yesterday, now, today, tomorrow.Understand and apply grammar concepts correctly:Present continuous: He likes (playing)/They like (running).How about (going to the cinema)?Past simple: I played (tennis) on (Monday morning). He/She (danced) at the (party) on (Friday evening). They (went to) the (cinema) on (Saturday afternoon).Global association of the written, pronunciation and meaning based on written models.Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningDeveloping useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Use logical thinking: getting information from images, guessing games.Learn to use critical thinking: identifying and comparing.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Greetings and farewells.Working in pairs or small groups.Learn to share.Show a receptive attitude towards those who speak a different language than their own.Interdisciplinary contents:Maths: numbers and numeric sequencing.PAGE E: actions use in the classroom. Communication and linguistic abilities: ask and answer questions, following instructions, playing games, etc.III. BASIC COMPETENCESLinguistic communicationAll the sections and activities of the unit contribute to the development of linguistic competence in communication.Data processing and digital competenceUse means of information and a variety of situations of communication to appland the reading and communication skills:Stickers, cut-out, etc. (connect the visual information with the text).Get information from a table.Look! (PB page 8, 10) Tip! (PB page 9, 10)Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Reading and Writing booklet, Grammar Booklet.Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games Word, Interactive version of Board games, a downloadable PDF with worksheets, tests, etc.).Digital Activity Book (to use at home)Online Family Islands Audio CDsIslands’ web page . Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding. (Ask and answer, PB page 9, 11) and TG activities.Be able to communicate effectively the results of their own work.Artistic and cultural competenceThis competence is developing in the unit through activities such as: Develop and value initiative, imagination and creativity, completing all the activities proposed in the TG. Immerse in the language, traditions and culture of an English speaking country. (introductions, greetings, and commom courtesy).Learning to learn competenceThis competence is developing in the unit through activities such as: Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB). Get started in the use of a set of strategies, resources and working techniques for reasoning and critical thinking. Skills (PB page 10), Tip! (PB pages 9, 10)Develop their own capacities completing activities on their own (AB, Unit Welcome, pages 2 to 7) while familiarizing with reading and writing.Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet. Autonomy and personal initiative This competence is developing in the unit through activities such as: Be responsible with class activities and tasks proposed band the unit, organize personal work as a strategy for learning (AB, Unit Welcome pages 2 to 7). Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet. Develop social abilities like respect, cooperation and team work: (Ask and answer, PB pages 9 and 11). All games and Optional Activities suggested in the TG. Interaction with the physical world competenceThis competence is formed band the adequate perception of the physical space where they live and the ability to interact. Mathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc.)This competence is developing in the unit throughout: Relate numbers to images, comics, etc.Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all dialogues and language interactions (Ask and answer, PB page 9 and 11)Using language to express emotions: All the optional activities of the TG.IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Unit Welcome – pages 8 to 11)Reference bar at the bottom of each page.Activity Book (Unit Welcome- pages 2 to 7).Reading and writing activities. Digital Activity Book (All AB activities and additional exercises and interactive games). Active Book; activities and interactive games to practice the language.Flashcards, Word cards, story cards, Phonics and Spelling cards, posters, videos.Flashcards and Word cards.Online Islands (activities and exercises with the characters of the course following their adventure and communicating with them (“closed-chat”).Teacher’s Resource Materials: Teacher’s Book Games bank Extra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandsAudio CDsActive Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.Waldo PuppetV. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomCompleting the AB exercises (Unit Welcome) pages 2 to 7.Evaluation CriteriaBLOCK 1- Oral communication: listening and speakingParticipate in oral interactions directed to common topics easily predictable:Describing what people enjoy doing. Indicating what people are doing in a particular moment.Making suggestions about activities that can be done in the future.Expressing the past; moments of the day and days of the week.Understanding a global idea of specific information relevant oral texts with the help of linguistic elements, related to the content of the unit.Recognizing what people enjoy doing.Recognizing what people are doing at the moment.Recognizing activities done in the past, in determined moments of a day or during the week.BLOCK 2- Written communication: reading and writing Read and identify different texts: Phrases that indicate what people enjoy doing.Phrases and dialogues about what people are doingPhrases about activities done in the past.Write phrases and short texts: Phrases to express what we enjoy doing.Writing about what people are doing.Writing about what they or other did a week ago.BLOCK 3 - Knowledge of the language Recognize and use the vocabulary and language structures in common contexts of communication. Vocabulary Learn and develop vocabulary: Skiing, snowboarding, rock climbing, watching, diving, running, bouncing, throwing.Listened, played, practised, studied, watched, went, fell, took.Two days ago, yesterday, now, today, tomorrow.GrammarUnderstand and use the grammar structures of the unit correctly:Language structures: Present continuous: He likes (playing)/They like (running).How about (going to the cinema)?Past simple: I played (tennis) on (Monday morning). He/She (danced) at the (party) on (Friday evening). They (went to) the (cinema) on (Saturday afternoon).PhonicsRecognize and reproduce sounds, rhythm, accentuation, and intonation: Rhymes to practice songs and chants.Reflections on learningUse basic learning to learn strategies, asking for help page using gestures, use visual dictionaries and identifying some personal aspects that will help them learn. Evaluate if the basic strategies are supporting the learning progress (Self-evaluation). BLOCK 4- Socio-cultural aspects and intercultural awarenessTo show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life. BLOCK 5- Literacy Education Reproduction of oral texts with some autonomy: Dialogue reproductions. Unit 1: FriendsI. OBJECTIVESBLOCK 1- Oral communication: listening and speakingParticipate in oral interactions in real or pretended situations:Give information about personal physical paring people.Introducing themselves.Saying and acting out the song of the unit. (We’re friends).Acting out the story of the unit and learning values from it. (the importance about playing outdoors and playing safely).Paricipating in activities of interaction:Ask and answer questions about physical appearances and guess who are they describing.Ask and answer questions about other people’s families.A dialogue about physical appearance.Ask and answer real questions about people in a portrait.Listen and understand oral challenges of progressing difficulty:Talk about their own and others physical appearance.Questions about personal physical appearance.A description of a group of people.Understanding specific information about a friend’s personality in a song. A pronounciation rhyme.Understanding general and specific information in The story of the unit.BLOCK 2- Written communication: reading and writing Read and understands different phrases and texts:Information in phrases, paragraphs and texts about personal information; physical appearance.General and specific information in a comic strip. Text with real information about families from around the world. A paragraph with someone’s description.Write their own phrases and texts: Key vocabulary words of the Unit: Personal and physical appearance.Use comparatives and superlatives in phrases plete sentences about personal and physical appearance.Write questions about personal physical appearance.A text to describe the personal and physical appearance of someone.Phrases to describe nature. BLOCK 3 - Knowledge of the languageIdentify and use the key vocabulary of the unit: Physical descriptions: dark hair, spiky hair, handsome, good-looking, moustache, blonde, hair, beautiful, cute, beard, straight hair, curly hair, bald. Personal descriptions: bossy, kind, sporty, lazy, clever, shy, talkative, helpul, friendly, hard-working.CLIL: intelligent, bored, excited, important, lovely, little.Understand and apply grammar concepts correctly:Language structures: What does he/she look like?, She’s (bossy) but (hard-working). I like him because he’s (kind).…What’s he/she like? She is…/I like her because she is…She is taller than her brother. She is the tallest in her family.Conjunction : but/andRecognize and reproduce sounds, rhythm, accentuation, and intonation (Phonics and Spelling): Pronounce –er and –or finales correctly. Be able to combine sounds and letters individually to create words.Develop useful learning strategies. Use prior knowledge.Following instructions.Memorizes new words.Use logic thinking: observe and describe. Use critical thinking: compare and contrast. Cooperative learning: Working in pairs or small groups.Integrate contents: discuss and learn about new cultures. Reflect on their own learning, self-evaluation at the end of the unit.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Look for information and learn about peoples’ appearances.Look for information about other people’s family.Work in pairs.Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theatre, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listening and speakingListens and understands oral messages of increasing difficulty, like instructions and explanations, oral interactions directed or recorder with audiovisual support in order to get global and specific information.Real and pretended oral interactions giving verbal and non-verbal responses that require choosing from a limited selection of possible answers, in contexts gradually less directed.Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play.Develop basic strategies to support comprehension and oral expression: through the use of visual and non-visual contexts and previous knowledge about a topic or situation transferred from the language they know to a foreign language.Disposition to overcome difficulties that come up while communicating, using strategies of communication in the languages they know.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Read and understand different texts, on paper or digital, accepting the linguistic competence of the students, to use global and specific information in the development of a task or just to enjoy reading.Guided use of reading strategies (using visual context elements and previous knowledge of the topic or a situation transferred from the languages they know). Identifying relevant information, deducting meaning of words and unknown expressions, using dictionaries. Read and write their own texts about daily situations close to their own experiences, like invitations, greeting cards, notes, brochuresCompositions based on models, of a variety of texts, using expressions and common phrases, to communicate and give information, or in different types of communication.Use the new technologies of informations and communications to read, write and communicate information..Interest for the care and presentation of written texts. Value a foreign language as an instrument to communicate with others and showing curiosity and interest towards people that speak a foreign language and learning.BLOCK 3 - Knowledge of the language3.1 Linguistic competenceIdentify and use the key vocabulary of the unit: Physical descriptions: dark hair, spiky hair, handsome, good-looking, moustache, blonde, hair, beautiful, cute, beard, straight hair, curly hair, bald. Personal descriptions: bossy, kind, sporty, lazy, clever, shy, talkative, helpul, friendly, hard-working.CLIL: intelligent, bored, excited, important, lovely, little.Understand and apply grammar concepts correctly:Conjunction : but/andLanguage structures: What does he/she look like?, She’s (bossy) but (hard-working). I like him because he’s (kind).…What’s he/she like? She is…/I like her because she is…She is taller than her brother. She is the tallest in her family.Recognize and reproduce sounds, rhythm, accentuation, and intonation (Phonics and Spelling): Pronounce the suffixes: –er and –or correctly. Put together words with the ending sound: /?/Be able to combine sounds and letters individually to create words.Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningDevelop useful learning strategies. Use prior knowledge.Following instructions.Memorizes new words.Use logic thinking: observe and describe. Use critical thinking: compare and contrast. Cooperative learning: Working in pairs or small groups.Integrate contents: discuss and learn about new cultures. Reflect on their own learning, self-evaluation at the end of the unit.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Look for information and learn about peoples’ appearances.Look for information about other people’s family.Work in pairs.Show a receptive attitude towards those who speak a different language than their own.Interdisciplinary contents:Arts: describe characters in a picture.Social Sciences: families around the world. Help friends in the classroom.Music and arts: songs, rhyme and pronunciation.Linguistic abilities: read a story, acting out a story, tell a story.BLOCK 5- Literacy EducationLiteracy genders:Songs; (Song PB page 14)A rhyme (Sounds fun!, PB page 17)A story (PB page 16)Cross-cultural texts (PB page 19).Oral and written texts production: Dialogue reproductions. Songs (Song PB page 13)A rhyme (Sounds fun!, PB page 17)A story (PB page 16)A description of a painting the student likes. (Mini Project-PB page 18)An essay about the student’s family. (Portfolio, PB page 19).III. BASIC COMPETENCESLinguistic communicationAll the sections and activities of the unit contribute to the development of linguistic competence in communication..Data processing and digital competenceUse means of information and a variety of situations of communication to apply the reading and communication skills (connecting visual and textual information: Picture Dictionary and AB page 104).Observe photos as a mean to get information: (CLIL: Arts, PB page 18) (Wider World: Families of the world, PB page 19).Get information from a table.Look! (PB page 13-15), Tip! (PB page 13) Values (PB page 16), Think! (PB page 18).Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (for each unit) (PB).Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games Word, Interactive version of Board games, a downloadable PDF with worksheets, tests, etc.).Digital Activity Book (to use at home)Online Family Island Audio CDsIslands’ web page . Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding. (Ask and answer, PB pages 13, 14, 18)Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: Have Fun! (PB page 20). All games and Optional Activities suggested in the TG. Learning to participate and coloborate with peers through The story of the unit 1 (PB page 16) learning about the values it teaches (Values: the importance of helping friends in the classroom).This competence is develop through the knowledge of the interdisciplinary sections related to the theme of the unit. CLIL: Arts: describe characters in a picture (PB, page 18, AB page 14, Photocopiable Worksheet 1.6).Wider World (Families of the world): learn about families from around the world. (PB page 19, AB page 15)Be able to communicate the results of their own work: (Mini-Project, PB page 18).Artistic and cultural competenceThis competence is develop in the unit through activities such as: Sing songs (PB page 14) Read and act-out a story: (Story, PB page 16).Develop and value initiative, imagination, and creativity by completing: Completing the Mini-Projects: CLIL: a painting’s description (PB page 18) and Wider World (Portfolio-Think and talk): An essay about the student’s family. (PB page 19).Completing the optional activities (Drawing Activities) of the TG. Immerse in the language, traditions and culture of an English speaking country. (families from around the world. ).Learning to learn competenceThis competence is develop in the unit through activities such as: Learn and use good techniques and learning practices.Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: Tip! (PB, p 13)Skills (PB, PAGE 15)Mini-Projects CLIL: a painting’s description (PB page 18) Portfolio (Think and talk): An essay about the student’s family. (PB page 19), Develop their own capacities completing activities on their own (AB, page 8 to 17) while familiarizing with reading and writing.Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (PB, page 104).Reflect on their own learning:All the activities, evaluation and self evaluation an the end of Unit 1.Autonomy and personal initiative This competence is develop in the unit through activities such as: Be responsible with class activities and tasks proposed band the unit, organize personal work as a strategy for learning (AB, Unit 1 pages 8-17). Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (PB, page 104).Develop social abilities like respect, cooperation and team work playing games: Have Fun!, PB page 20 and all the optional TG activities. Getting use to complete work that include planification, brainstorm ideas, acting, and developing personal qualities like initiative, superation, and perseverance: etc. Acting out The story of the unit (PB page 16)Picture Dictionary (AB page 104).Mini-Projects CLIL: a painting’s description (PB page 18) Portfolio (Think and talk): An essay about the student’s family. (PB page 19), Exercices for Fast finishers (Extensive Reading PB) To assess their own capacities like the capacity to personalize and self evaulate in the following sections: AB: Self-evaluation activity at the end of each unit, page 17Picture Dictionary, AB page 104 Interaction with the physical world competencePart of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it. Cross-curricular material and cultural sections:CLIL: Arts: describe characters in a picture (PB, page 18, AB page 14, Photocopiable Worksheet 1.6).Wider World (Families of the world): conocer cómo son Other wordsMathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc.)This competence is develop in the unit throughout: Relate numbers to images, comics, etc. (PB and AB).Comparar (PB page 18)Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all dialogues and language interactions del PB, by acting out a story (PB page 16).Using plastic language to express feelings and emotions . Optional activities in the TG. Through corporal movements and expressions (Act out the story, PB page 16).Overcome inhibitions through songs and music (Singing songs, PB page 14) and rhymes for pronounciation. (PB page 17).IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Unit 1 – page 12 to 21)Reference bar at the bottom of each page .Grammar summary.Extensive reading and Fast finishers (PB).Activity Book (Unit 1- pages 8-17).Reading and writing activities. Unit Review activities (related to the Grammar summaries in the PB), Picture Dictionary (Unit 1, page 104).Digital Activity Book (All AB activities and additional exercises and interactive games). Active Book; activities and interactive games to practice the language.Flashcards, Wordcards, storycards, Phonics and Spelling cards, posters, videos.Flashcards and Wordcards.Phonics and Spelling cardsStorycards (story dialogues). Online Islands (activities and exercices with the characters of the course following their adventure and communicating with them (“closed-chat”).Reading and Writing Booklet (3 pages per unit for better development of reading comprehension and writing abilities). Grammar Booklet (3 pages per unit to extend and reinforce grammar). Teacher’s Resource Materials: Teacher’s Book Games bank: Printable worksheets Worksheets for the portfolio. Extra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandAudio CDsActive Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.V. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomCompleting the AB exercices (Unit 1).Grammar summary (PB)Unit 1 review (AB)Picture Dictionary (AB page 104).Photocopiable Unit 1 worksheet 7 (final consolidation).Summative evaluationProgress Check (page 21).Tests 1, (Test Booklet)Self-evaluationAB: Self-evaluation activity at the end of each unit (page 17) Evaluation CriteriaBLOCK 1- Oral communication: listenning and speakingParticipate in directed oral interactions dabout common topics in predictable situations, respecting the normal rules of interaction, like listenning and making eye contact (Test 1, Test Booklet).Give information about personal physical paring people.Introducing themselves.Ask and answer questions about physical appearances and guess who are they describing.Ask and answer questions about other people’s families.Capture a global sense, and identifying specific information in oral texts about familiar and topics of interest. (Test 1, Test Booklet).Talk about their own and others physical appearance.Questions about personal physical appearance.A description of a group of people.BLOCK 2- Written communication: reading and writing Read and capture some specific information from simple texts about familiar topics and with a purpose. (Test 1-Test Booklet): Be able to read and understand texts related to the theme of the unit.Write phrases and small texts of daily situations following an example with a purpose and a stablished format, on paper and digitally. (Test, 1-Test Booklet):Be able to write phrases and short texts related to the theme of the unit.BLOCK 3 - Knowledge of the language Use forms and structures of a forein language including phonological aspects of rhythm and entonation in different communication contexts in a significant way. Vocabulary Learn and develop vocabulary (Test 1-Test Booklet):Physical descriptions: dark hair, spiky hair, handsome, good-looking, moustache, blonde, hair, beautiful, cute, beard, straight hair, curly hair, bald. Personal descriptions: bossy, kind, sporty, lazy, clever, shy, talkative, helpul, friendly, hard-working.CLIL: intelligent, bored, excited, important, lovely, little.GrammarUnderstand and use the grammar structures of the unit correctly: (Test 1-Test Booklet):Conjunction : but/andLanguage structures: What does he/she look like?, She’s (bossy) but (hard-working). I like him because he’s (kind).…What’s he/she like? She is…/I like her because she is…She is taller than her brother. She is the tallest in her family.PhonicsRecognize and reproduce sounds, rhythm, accentuation, and entonation: of expressions (Phonics and Spelling):Pronounce the suffixes: –er and –or correctly. Put together words with the ending sound: /?/Rhythm and entonation.Reflections on learningUse learning to learn strategies, like asking for explanations, use gestures while communicating, use visual and bilingual dictionaries, search and collect information about familiar and unfamiliar topics identifying personal aspects that help them learn better.Evaluate if the basic strategies are supporting the learning progress (Self-evaluation). BLOCK 4- Socio-cultural aspects and intercultural awarenessValue a foreign language as an instrument to communicate with others and showing curiosity and interest towards people that speack a foreign language. Identify some aspects of daily live in countries where a foreign language is spoken and compare it with their own.BLOCK 5- Literacy Education Oral and written texts production: DialoguesSongs (Song PB page 13)A rhyme (Sounds fun!, PB page 17)A story (PB page 16)A description of a painting the student likes. (Mini Project-PB page 18)An essay about the student’s family. (Portfolio, PB page 19).Unit 2: My lifeI. OBJECTIVESBLOCK 1- Oral communication: listenning and speakingParticipate in oral interactions:Give personal information about daily routines.Expressing frequency. Giving orders and advices. Talk about food and th eprocess of digestion.Sing and act out the song of the unit: (Matt’s bedroom).Acting out the story of the unit and learning values from it. (Give the best of themselves).Participating in activities of interaction:Ask and answer questions about daily routines.Ask and answer questions about daily routines related to shopping and frequency.Ask and answer questions about a physical process.Understand simple oral texts within the classroom context:Talk about people routines and the freqiency in which they do them.Ask and answer questions about daily routines and frequency.A physical process.A song about a boy’s routine.A pronounciation rhyme.The story of the unit. BLOCK 2- Written communication: reading and writing Read and understans different phrases and texts:Information in phrases about routines and frequency.General and specific information in a comic strip. Information about the physical process of dygestion. Information about how people shop around thw rmation about a physical process.Write their own phrases and texts:The key vocabulary words of the unit: daily routines and frequency. Complete phrases with personal information about daily routines and frequency. Answering questions about daily routines and frequency. Describe someone’s daily routines and the frequency in which they do it.BLOCK 3 - Knowledge of the languageIdentify and use the key vocabulary of the unit: Daily routines: brush my teeth, make my bed, wash my face, tidy my room, do my homework, meet my friends, revise for a test, take notes in class, take out the rubbish, be on time.Adverbs of frequency: never, sometimes, usually, often, always.Eating: butter, chocolate, flour, sugar, salt, smell, taste, cooker, fridge, plate, sanck, pepper, pieceLanguage for reviewing: days of the week, food, first, then, next.Understand and apply grammar concepts correctly:Language structures: You must brush your teeth (order)/You should brush your teeth (advice).I never (brush my teeth), He sometimes, She usually, They often, We always, Should + not = Shouldn’t.Infinitive of purpose: Your tongue helps you to taste the food.Recognize and reproduce sounds, rhythm, accentuation, and entonation (Phonics and Spelling): Pronounce: Third person singular simple present /s/ /z/ /iz/.Be able to combine sounds and letters individually to create words.Develop useful learning strategies. Use prior knowledge.Classify words in categories to remember them better.Use a survey to find out information. Use a table to organize information.Learning to use critical thinking: classify informationBecome aware of the importance of cooperative learning: projects in small groups.Reflect on their own learning, self-evaluation at the end of the unit.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Discover information about daily routines in others and the frequency in which they do them.Give orders and advices to others.Find information about other places where people shop in other parts of the world.Learn to work in pairs.Buying food around the world.Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theater, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listenning and speakingListens and understands oral mesages of incresing difficulty, like instructions and explanations, oral interactions directed or recorder with audiovisual support in order to get global and specific information.Real and pretended oral interactions giving verbal and non-verbal responces that require choosing from a limited selection of posible answers, in contexts gradually less directed.Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Prepared previously with help and examples, showing interes in expressing themselves orally in individual or group activitiesDevelop basic strategies to support comprehension and oral expression: through the use of visual and non-visual contexts and previous knowledge about a topic or situation transfered from the language they know to a foreing language.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Read and understand different texts, on paper or digital, accepting the linguistic competence of the students, to use global and specufic information in the development of a task or just to enjoy e reading.Guided use of reading strategies (using visual context elements and previous knowledge of the topic or a situation trasfered ffrom the languages they know). identifying the most relevant information, infering the meaning of the words and unknown expressions.Read and write their own texts about daily situations close to their own experiences, like invitations, greeting cards, notes, brochures, .Compositions based on madels, of a variety of texts, using expressions and commom phrases, to communicate and give information, or in diferrent types of communication.Use the new thechnologies of informations and communications to read, write and communicate information.Interest for the care and presentation of written texts. BLOCK 3 - Knowledge of the language3.1 Linguistic competenceIdentify and use the key vocabulary of the unit: Daily routines: brush my teeth, make my bed, wash my face, tidy my room, do my homework, meet my friends, revise for a test, take notes in class, take out the rubbish, be on time.Adverbs of frequency: never, sometimes, usually, often, always.Eating: butter, chocolate, flour, sugar, salt, smell, taste, cooker, fridge, plate, sanck, pepper, pieceLanguage for reviewing: days of the week, food, first, then, next.Understand and apply grammar concepts correctly:Language structures: You must brush your teeth (order)/You should brush your teeth (advice).I never (brush my teeth), He sometimes, She usually, They often, We always, Should + not = Shouldn’t.Infinitive of purpose: Your tongue helps you to taste the food.Recognize and reproduce sounds, rhythm, accentuation, and entonation (Phonics and Spelling): Pronounce: Third person singular simple present /s/ /z/ /iz/.Be able to combine sounds and letters individually to create words.Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningUse prior knowledge.Classify words in categories to remember them better.Use a survey to find out information. Use a table to organize information.Learning to use critical thinking: classify informationBecome aware of the importance of cooperative learning: projects in small groups.Reflect on their own learning, self-evaluation at the end of the unit.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Discover information about daily routines in others and the frequency in which they do them.Give orders and advices to others.Find information about other places where people shop in other parts of the world.Learn to work in pairs.Buying food around the world.Show a receptive attitude towards those who speak a different language than their own.Interdisciplinary contents:Sciences: the digestive system. Arts: A song and a pronounciation rhyme.Artistic language: read and act out a story. Narrating a story. A munication and linguistic habilities: ask and answer questions, following instructions, read and understand information to reasearch and descover information on paintings, etc.BLOCK 5- Literacy EducationLiteracy genders:Songs; (song PB page 24)A survey (Quiz!, PB page 25)A rhyme (sounds fun!, PB page 27)A story (PB page 26)Cross-cultural texts (PB pages 28 and 29).Oral and written texts production: Dialogue reproductions. Songs (song PB page 24)A survey (Quiz!, PB page 25)A rhyme (Sounds fun!, PB page 27)A story (PB page 26)A survey about where other students shop. (Portfolio, PB page 29).III. BASIC COMPETENCESLinguistic communicationAll the sections and activities of the unit contribute to the development of linguistic competence in communication..Data processing and digital competenceUse means of information and a variety of situations of communication to apply the reading and communication skills (connecting visual and textual information: Picture Dictionarand AB page 105).Observe photos as a mean to get information: (CLIL: Sciences: Digestion, PB page 28 (Wider World: Shopping, PB page 29).Get information from a table.Look! (PB pages 23, 24, 28) Values (PB page 26), Tips! (PB page 25, 27)Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (for each unit) (PB).Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games Word, Interactive version of Board games, a downloadable PDF with worksheets, tests, etc.).Digital Activity Book (to use at home)Online Family Island Audio CDsIslands’ web page . Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding(Work in pairs, PB page 22, Quiz! PB page 25, Talk to your partner, PB page 28).Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: Have Fun! (PB page 30). All games and Optional Activities suggested in the TG. Learning to participate and coloborate with peers through The story of the unit 2 (PB page 26) learning about the values it teaches (Values: the importance of giving the best of themselves).This competence is develop through the knowledge of the interdisciplinary sections related to the theme of the unit. CLIL: Sciences: learn about the digestive system (PB, page 28, AB page 24, Photocopiable Worksheet 2.6).Wider World (Shooping for food): learn about others shopping habits. (PB page 29, AB page 25).Be able to communicate the results of their own work: (Mini-Project, PB page 28)Artistic and cultural competenceThis competence is develop in the unit through activities such as: Sing songs and rhymes for pronounciation. (PB page 24 and 27) Read and act-out a story: (Story, PB page 26).Develop and value initiative, imagination, and creativity by completing: Completing the Mini-Projects: Wider World (Portfolio-Think and talk): a survey/ research about people shopping habits, PB page 29- Photocopiable pleting the optional activities (Drawing Activities) of the TG. Immerse in the language, traditions and culture of an English speaking country. (Comprar food en diferentes Places del mundo, PB page 29-AB page 25)Learning to learn competenceThis competence is develop in the unit through activities such as: Learn and use good techniques and learning practices.Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: Tips! (PB pages 25 and 27)Completing the Mini-Projects: Wider World (Portfolio-Think and talk): a survey/ research about people shopping habits, PB page 29- Photocopiable 6.Develop their own capacities completing activities on their own (AB, page 18 to 27) while familiarizing with reading and writing.Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (PB, page 105).Reflect on their own learning:All the activities, evaluation and self evaluation an the end of Unit 2.Autonomy and personal initiative This competence is develop in the unit through activities such as: Be responsible with class activities and tasks proposed band the unit, organize personal work as a strategy for learning (AB, Unit 2 pages 18-27). Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (PB, page 105).Develop social abilities like respect, cooperation and team work playing games: Have Fun!, PB page 30 and all the optional TG activities. Getting use to complete work that include planification, brainstorm ideas, acting, and developing personal qualities like initiative, superation, and perseverance: etc. Acting out The story of the unit (PB page 26)Picture Dictionary (AB page 105).Completing the Mini-Projects: Wider World (Portfolio-Think and talk): a survey/ research about people shopping habits, PB page 29- Photocopiable 6.Exercices for Fast finishers (Extensive Reading PB, page 105) To assess their own capacities like the capacity to personalize and self evaulate in the following sections: AB: Self-evaluation activity at the end of each unit, page 27Picture Dictionary, AB page 105 Interaction with the physical world competencePart of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it. Cross-curricular material and cultural sections:CLIL: Sciences: learn about the digestive system (PB, page 28, AB page 24, Photocopiable Worksheet 2.6).Wider World (Shooping for food): learn about others shopping habits. (PB page 29, AB page 25).Mathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc.)This competence is develop in the unit throughout: Relate numbers to images, comics, etc. (PB and AB).Sequencing and saying numbers to play a game (Have Fun!, page 30).Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all dialogues and language interactions del PB, by acting out a story (PB page 26).Using plastic language to express feelings and emotions . Optional activities in the TG. Through corporal movements and expressions (Act out the story, PB page 26)Overcome inhibitions through songs and music (Sing songs and rhymes for pronounciation PB page 24, 27).IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Unit 2 – pages 22 to 31)Reference bar at the bottom of each page .Grammar summaryExtensive reading and Fast finishers (PB page 105)Activity Book (Unit 2- pages 18-27).Reading and writing activities. Unit 2 Review activities (linked with the Grammar Summary in the PB)Picture Dictionary (Unit 2, page 105)Digital Activity Book (All AB activities and additional exercises and interactive games). Active Book; activities and interactive games to practice the language.Flashcards, Wordcards, storycards, Phonics and Spelling cards, posters, videos.Flashcards and Wordcards.Phonics and Spelling cardsStorycards (story dialogues). Online Islands (activities and exercices with the characters of the course following their adventure and communicating with them (“closed-chat”).Reading and Writing Booklet (3 pages per unit for better development of reading comprehension and writing abilities). Grammar Booklet (3 pages per unit to extend and reinforce grammar). Teacher’s Resource Materials: Teacher’s Book Games bankPrintable worksheets Worksheets for the portfolio. Extra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandsAudio CDsActive Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.V. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomCompleting the AB exercices (Unit 2).Grammar summary (PB).Photocopiable Unit 2 worksheet 7 (final consolidation)Unit 2 review (AB)Picture Dictionary (AB page 105).Summative evaluationProgress Check (page 31).Tests 2, (Test Booklet)Self-evaluationAB: Self-evaluation activity at the end of each unit (page 27) Evaluation CriteriaBLOCK 1- Oral communication: listenning and speakingParticipate in oral interactions directed to common topics easily predictable:Give personal information about daily routines.Expressing frequency. Giving orders and advices. Talk about food and th eprocess of digestion.Understanding a global idea of specific information relevant oral texts with the help of linguistic elements, related to the content of the unit.Talk about people routines and the freqiency in which they do them.A physical process.BLOCK 2- Written communication: reading and writing Read and capture some specific information from simple texts about familiar topics and with a purpose. (Test 2-Test Booklet) Be able to read and understand texts related to the theme of the unit.Write phrases and small texts of daily situations following an example with a purpose and a stablished format, on paper and digitally. (Test, 2-Test Booklet):Be able to write phrases and short texts related to the theme of the unit.BLOCK 3 - Knowledge of the language Use forms and structures of a forein language including phonological aspects of rhythm and entonation in different communication contexts in a significant way. Vocabulary Learn and develop vocabulary (Test 2-Test Booklet):Daily routines: brush my teeth, make my bed, wash my face, tidy my room, do my homework, meet my friends, revise for a test, take notes in class, take out the rubbish, be on time.Adverbs of frequency: never, sometimes, usually, often, always.Eating: butter, chocolate, flour, sugar, salt, smell, taste, cooker, fridge, plate, sanck, pepper, pieceGrammarUnderstand and use the grammar structures of the unit correctly: (Test 2-Test Booklet):You must brush your teeth (order)/You should brush your teeth (advice).I never (brush my teeth), He sometimes, She usually, They often, We always, Should + not = Shouldn’t.Infinitive of purpose: Your tongue helps you to taste the food.PhonicsRecognize and reproduce sounds, rhythm, accentuation, and entonation: of expressions (Phonics and Spelling):Pronounce: Third person singular simple present /s/ /z/ /iz/.Rhythm and entonation.Reflections on learningUse learning to learn strategies, like asking for explanations, use gestures while communicating, use visual and bilingual dictionaries, search and collect information about familiar and unfamiliar topics identifying personal aspects that help them learn better.Evaluate if the basic strategies are supporting the learning progress (Self-evaluation). BLOCK 4- Socio-cultural aspects and intercultural awarenessValue a foreign language as an instrument to communicate with others and showing curiosity and interest towards people that speack a foreign language. Identify some aspects of daily live in countries where a foreign language is spoken and compare it with their own.BLOCK 5- Literacy Education Dialogue reproductions. Songs (song PB page 24)A survey (Quiz!, PB page 25)A rhyme (Sounds fun!, PB page 27)A story (PB page 26)A survey about where other students shop. (Portfolio, PB page 29).Unit 3: Free timeI. OBJECTIVESBLOCK 1- Oral communication: listenning and speakingParticipate in oral interactions:Give personal information about leisure activities and preferences.Describing abilities and expressing satisfaction.Express what they or others are doing at a given time.Express preferences.Talk about a personal desicion; try new things.Singuing and acting out the song of the unit: Song (Fun club).Acting out the story of the unit and learning values from it. (The importance of trying new things and of having leisure activities).Participating in activities of interaction:Asking and answering questions about leisure activities, abilities and preferences of their own and of other people.Asking and answering questions about what others at doing at a given time.Asking and answering questions about a lesisure activities graph.Understand simple oral texts within the classroom context:People talking about a lesisure activities and preferences.Questions and answers about a lesisure activities and preferences.Identfy what people are doing at a given time in the past.Undesratnd a graph. A song about habilities.A pronounciation rhyme.The story of the unit. BLOCK 2- Written communication: reading and writing Read and understans different phrases and texts:Persoanl information about leisure activities and rmation about what people are doing at a given time in the past.General and specific information in a comic strip. A textt about favourite leisure activities: (Our Favourites Leisure activities) Read and understand real information about interesting sports in the world.Write their own phrases and texts:The key vocabulary words of the unit: Leisure activities. . Complete phrases with personal information about leisure activities and preferences.Write and answer questions about leisure activities and preferences.Write phrases using the past continous to talk about what people are doing at a given time in the past.Create and describe a grapfh about leisure activities.A short text to describe leisure activities, abilities ans preferences of someone else.BLOCK 3 - Knowledge of the languageIdentify and use the key vocabulary of the unit: Leisure activities: hitting, kicking, throwing, catching, diving, going shopping, telling jokes, reading poetry, playing video games, trampolining, playing chess, playing the drums, acting, rollerblading, running races, Singing karaoke, skateboarding, reading magazines, drawing.Free time activities and sports: ski, score, team, player, bicycle, go out programme, swing, sledge, snowball, snowman.CLIL and Wider world language: mud racing, cheese rolling, reindeer racing, elephant polo.Understand and apply grammar concepts correctly:Language structures: What is she good at?, She’s good at … + ing. What are they good at?, They’re good at… + ing.Past continious: What were you doing yesterday at 7.00? I was (going to school).Were you going to school? Yes, I was. No, I wasn’t. Was he/she (going to school), Yes he/she was. No, he/she wasn’t. Were they (going to school?). Yes, they were. No, they weren’t.What would you prefer, dancing or singing? I’d rather sing than dance. I’d prefer Singing to dancing.Recognize and reproduce sounds, rhythm, accentuation, and entonation (Phonics and Spelling): Questions and answers entonation. Be able to combine sounds and letters individually to create words.Develop useful learning strategies. Use prior knowledge.Following instructions.Remember new words.Use a graph to organize information.Identify the grammar rules of the past continious. Use logic thinking: discriminate and classify. Learning to use critical thinking: making personal decisions.Become aware of the importance of cooperative learning: Dialogues and activities of interaction.Reflect on their own learning, self-evaluation at the end of the unit.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Look for information to learn about other people leisurte activities.Look for information to learn about interesting sports around the world.Work in pairs.Learn and try new things and enjoy new leisure activities.Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theater, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listenning and speakingListens and understands oral mesages of incresing difficulty, like instructions and explanations, oral interactions directed or recorder with audiovisual support in order to get global and specific information.Real and pretended oral interactions giving verbal and non-verbal responces that require choosing from a limited selection of posible answers, in contexts gradually less directed.Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Prepared previously with help and examples, showing interes in expressing themselves orally in individual or group activitiesDevelop basic strategies to support comprehension and oral expression: through the use of visual and non-visual contexts and previous knowledge about a topic or situation transfered from the language they know to a foreing language.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Read and understand different texts, on paper or digital, accepting the linguistic competence of the students, to use global and specufic information in the development of a task or just to enjoy e reading.Guided use of reading strategies (using visual context elements and previous knowledge of the topic or a situation trasfered ffrom the languages they know). identifying the most relevant information, infering the meaning of the words and unknown expressions.Read and write their own texts about daily situations close to their own experiences, like invitations, greeting cards, notes, brochures, .Compositions based on madels, of a variety of texts, using expressions and commom phrases, to communicate and give information, or in diferrent types of communication.Use the new thechnologies of informations and communications to read, write and communicate information.Interest for the care and presentation of written texts. BLOCK 3 - Knowledge of the language3.1 Linguistic competenceIdentify and use the key vocabulary of the unit: Leisure activities: hitting, kicking, throwing, catching, diving, going shopping, telling jokes, reading poetry, playing video games, trampolining, playing chess, playing the drums, acting, rollerblading, running races, Singing karaoke, skateboarding, reading magazines, drawing.Free time activities and sports: ski, score, team, player, bicycle, go out programme, swing, sledge, snowball, snowman.CLIL and Wider world language: mud racing, cheese rolling, reindeer racing, elephant polo.Understand and apply grammar concepts correctly:Language structures: What is she good at?, She’s good at … + ing. What are they good at?, They’re good at… + ing.Past continious: What were you doing yesterday at 7.00? I was (going to school).Were you going to school? Yes, I was. No, I wasn’t. Was he/she (going to school), Yes he/she was. No, he/she wasn’t. Were they (going to school?). Yes, they were. No, they weren’t.What would you prefer, dancing or singing? I’d rather sing than dance. I’d prefer Singing to dancing.Recognize and reproduce sounds, rhythm, accentuation, and entonation (Phonics and Spelling): Questions and answers entonation.Be able to combine sounds and letters individually to create words.Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningDevelop useful learning strategies. Use prior knowledge.Following instructions.Remember new words.Use a graph to organize information.Identify the grammar rules of the past continious. Use logic thinking: discriminate and classify. Learning to use critical thinking: making personal decisions.Become aware of the importance of cooperative learning: Dialogues and activities of interaction.Reflect on their own learning, self-evaluation at the end of the unit.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Look for information to learn about other people leisurte activities.Look for information to learn about interesting sports around the world.Work in pairs.Learn and try new things and enjoy new leisure activities.Show a receptive attitude towards those who speak a different language than their own.Interdisciplinary contents:Maths: gráficas de leisure activities. Music and arts: A song, a pronounciation rhyme.Artistic language: read and act out a story. Narrating a munication and linguistic habilities: read and understand information to follow a sequence of images.BLOCK 5- Literacy EducationLiteracy genders:Songs: (Song, PB page 34)A rhyme (Sounds fun!, PB page 37)A story (PB page 36)Cross-curricular and cultural texts (PB pages 38 and 39)Oral and written texts production: Dialogue reproductions. Songs (Song PB page 34)A rhyme (Sounds fun!, PB page 37)A story (PB page 36)An essay about personal desicions; new activities the student will like to try. (Portfolio, PB page 39).III. BASIC COMPETENCESLinguistic communicationAll the sections and activities of the unit contribute to the development of linguistic competence in communication., especialmente las Activities.Data processing and digital competenceUse means of information and a variety of situations of communication to apply the reading and communication skills (connecting visual and textual information: Picture Dictionarand AB page 106).Observe photos as a mean to get information: (CLIL: Maths , PB page 38) (Wider World: Funny sports, PB page 39).Get information from a table.Look! (PB pages 33, 35, 38), Values (PB page 36).Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (for each unit) (PB).Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games Word, Interactive version of Board games, a downloadable PDF with worksheets, tests, etc.).Digital Activity Book (to use at home)Online Family Island Audio CDsIslands’ web page . Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding. (Ask and answer, PB pages 33, 34, 35, 38) (Tell a friend PB page 39).Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: Have Fun! (PB page 40). All games and Optional Activities suggested in the TG. Learning to participate and coloborate with peers through The story of the unit 3 (PB page 36) learning about the values it teaches (Values: the importance of having leisure time activities and trying new things).This competence is develop through the knowledge of the interdisciplinary sections related to the theme of the unit. CLIL: Maths: gráficas (PB, page 38, AB page 34, Photocopiable Worksheet 3.6).Wider World (Funny sports?): learn about different and interesting sports around the world. (PB page 39, AB page 35).Be able to communicate effecctively the results of their own work.Artistic and cultural competenceThis competence is develop in the unit through activities such as: Sing songs (PB page 34) and rhymes for pronounciation. (PB page 37)Read and act-out a story: (Story, PB page 36).Develop and value initiative, imagination, and creativity by completing: Completing the Mini-Projects: Wider World (Portfolio-Think and write): An essay about new things the students will like to try and what they think is good, PB page 39).Completing the optional activities (Drawing Activities) of the TG. Immerse in the language, traditions and culture of an English speaking country. (deportes en el mundo, PB page 39-AB page 35)Learning to learn competenceThis competence is develop in the unit through activities such as: Learn and use good techniques and learning practices.Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: Look! (PB page 33, 35, 38), Values (PB page 36).Completing the Mini-Projects: and Wider World (Portfolio-Think and write): An essay about new things the students will like to try and what they think is good, PB page 39).Aprender a hacer e interpretar gráficas (PB page 38, AB page 34)Develop their own capacities completing activities on their own (AB, page 28 to 37) while familiarizing with reading and writing.Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (PB, page 105).Reflect on their own learning:All the activities, evaluation and self evaluation an the end of Unit 3.Autonomy and personal initiative This competence is develop in the unit through activities such as: Be responsible with class activities and tasks proposed band the unit, organize personal work as a strategy for learning (AB, Unit 3 page 28-37). Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (PB, page 106).Develop social abilities like respect, cooperation and team work playing games: Have Fun!, PB page 40 and all the optional TG activities. Getting use to complete work that include planification, brainstorm ideas, acting, and developing personal qualities like initiative, superation, and perseverance: etc. Acting out The story of the unit (PB page 36)Picture Dictionary (AB page 106).Completing the Mini-Projects: CLIL and Wider World (Portfolio-Think and write): An essay about new things the students will like to try and what they think is good, PB page 39).Exercices for Fast finishers (Extensive Reading PB, page 106). To assess their own capacities like the capacity to personalize and self evaulate in the following sections: AB: Self-evaluation activity at the end of each unit, page 37Picture Dictionary, AB page 106 Interaction with the physical world competencePart of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it. Cross-curricular material and cultural sections:CLIL: Maths: gráficas (PB, page 38, AB page 34, Photocopiable Worksheet 3.6).Wider World (Funny sports?): learn about different and interesting sports around the world. (PB page 39, AB page 35).Mathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc.)This competence is develop in the unit throughout: Relate numbers to images, comics, etc. (PB and AB).Sequencing and saying numbers to play a game (Have Fun!, page 40).Telling the time. (PB page 35).Create and read graphs. (PB page 38 and AB page 34)Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all dialogues and language interactions del PB, by acting out a story (PB page 36).Using plastic language to express feelings and emotions . Optional activities in the TG. Through corporal movements and expressions (Act out the story, PB page 36)Overcome inhibitions through songs and music (Sing songs and rhymes for pronounciation. (PB page 34 and 37)IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Unit 3 – pages 32 to 41)Reference bar at the bottom of each page .Grammar summaryExtensive reading and Fast finishers (PB page 106)Activity Book (Unit 3- pages 28-37).Reading and writing activities. Unit 3 Review activities (linked with the Grammar Summary in the PB)Picture Dictionary (Unit 3, page 106)Digital Activity Book (All AB activities and additional exercises and interactive games). Active Book; activities and interactive games to practice the language.Flashcards, Wordcards, storycards, Phonics and Spelling cards, posters, videos.Flashcards and Wordcards.Phonics and Spelling cardsStorycards (story dialogues). Online Islands (activities and exercices with the characters of the course following their adventure and communicating with them (“closed-chat”).Reading and Writing Booklet (3 pages per unit for better development of reading comprehension and writing abilities). Grammar Booklet (3 pages per unit to extend and reinforce grammar). Teacher’s Resource Materials: Teacher’s Book Games bankPrintable worksheets Worksheets for the portfolio. Extra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandsAudio CDsActive Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.V. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomCompleting the AB exercices (Unit 3).Grammar summary (PB).Photocopiable Unit 3 worksheet 7 (final consolidation)Unit 3 review (AB)Picture Dictionary (AB page 106).Summative evaluationProgress Check (page 41).Tests 3, (Test Booklet)Self-evaluationAB: Self-evaluation activity at the end of each unit (page 37) Evaluation CriteriaBLOCK 1- Oral communication: listenning and speakingParticipate in oral interactions directed to common topics easily predictable:Give personal information about leisure activities and preferences.Describing abilities and expressing satisfaction.Express what they or others are doing at a given timeExpress preferences.Understanding a global idea of specific information relevant oral texts with the help of linguistic elements, related to the content of the unit.People talking about a lesisure activities and preferences.Questions and answers about a lesisure activities and preferences.Identfy what people are doing at a given time in the past.Undesratnd a graph. BLOCK 2- Written communication: reading and writing Read and capture some specific information from simple texts about familiar topics and with a purpose. (Test 3-Test Booklet) Be able to read and understand texts related to the theme of the unit.Write phrases and small texts of daily situations following an example with a purpose and a stablished format, on paper and digitally. (Test, 3-Test Booklet):Be able to write phrases and short texts related to the theme of the unit.BLOCK 3 - Knowledge of the language Use forms and structures of a forein language including phonological aspects of rhythm and entonation in different communication contexts in a significant way. Vocabulary Learn and develop vocabulary (Test 3-Test Booklet):Leisure activities: hitting, kicking, throwing, catching, diving, going shopping, telling jokes, reading poetry, playing video games, trampolining, playing chess, playing the drums, acting, rollerblading, running races, Singing karaoke, skateboarding, reading magazines, drawing.Free time activities and sports: ski, score, team, player, bicycle, go out programme, swing, sledge, snowball, snowman.CLIL and Wider world language: mud racing, cheese rolling, reindeer racing, elephant polo.GrammarUnderstand and use the grammar structures of the unit correctly: (Test 3-Test Booklet):What is she good at?, She’s good at … + ing. What are they good at?, They’re good at… + ing.Past continious: What were you doing yesterday at 7.00? I was (going to school).Were you going to school? Yes, I was. No, I wasn’t. Was he/she (going to school), Yes he/she was. No, he/she wasn’t. Were they (going to school?). Yes, they were. No, they weren’t.What would you prefer, dancing or singing? I’d rather sing than dance. I’d prefer Singing to dancing.PhonicsRecognize and reproduce sounds, rhythm, accentuation, and entonation: of expressions (Phonics and Spelling):Questions and answers entonation.Rhythm and entonation.Reflections on learningUse learning to learn strategies, like asking for explanations, use gestures while communicating, use visual and bilingual dictionaries, search and collect information about familiar and unfamiliar topics identifying personal aspects that help them learn better.Evaluate if the basic strategies are supporting the learning progress (Self-evaluation). BLOCK 4- Socio-cultural aspects and intercultural awarenessValue a foreign language as an instrument to communicate with others and showing curiosity and interest towards people that speack a foreign language. Identify some aspects of daily live in countries where a foreign language is spoken and compare it with their own.BLOCK 5- Literacy Education Oral and written texts production: DialoguesSongs (Song PB page 34)A rhyme (Sounds fun!, PB page 37)A story (PB page 36)An essay about personal desicions; new activities the student will like to try. (Portfolio, PB page 39).Unit 4: Around the worldI. OBJECTIVESBLOCK 1- Oral communication: listenning and speakingParticipate in oral interactions:Giving information about countries, places and the weather.Describing countries, places and the weather.Expressing quantity.Singuing and acting out the song of the unit: Song (Mexico).Acting out the story of the unit and learning values from it. (The importance of working as a team).Participating in activities of interaction:Ask and answer questions using There is/There are about countries, places and expressing amounts. Ask and answer questions about the weather. Ask and answer questions about the solar system and weather conditions in other countries and places. Understand simple oral texts within the classroom context:People talking about weather conditions in other countries and places. Dialogues about weather conditions in other countries and places. Ask and answer questions about weather conditions in other countries and places. Describe other countries, places and weather conditions.Ask and answer questions about amounts.A song.A pronounciation rhyme.The story of the unit. BLOCK 2- Written communication: reading and writing Read and understand different texts:Information about other countries, places and weather conditions in parragraphs and short texts.General and specific information in a comic strip. Real information about weather conditions in other parts of the world.A text about the solar system. (The solar system).A blog about the weather in Greenland.Write their own phrases and texts:The name of other countries, places and weather conditions.Use indicators of amount correctly. Complete phrases, talk about countries, places and weather conditions.Deswcribe their own country, it’s places and weather conditions.A small text describing anusing your imaginationy planet.BLOCK 3 - Knowledge of the languageIdentify and use the key vocabulary of the unit: Countries: The United States, Mexico, Colombia, Brazil, Argentina, The United KinTGom, Spain, Italy, Egypt, China, Australia, Canada, Greece, Ireland, Poland, Thailand, Turkey, Korea.Places: forest, desert, pyramid, statue, city, cave, volcano, lakeCLIL: air, environment, future, hill, planet, sky, space.Language for reviewing: beautiful, crocodile, beach, mountain, river, rainforest, this, that, these, those.Understand and apply grammar concepts correctly:Language structures: There is/There isn’t – There are/aren’t…Is there…? Yes, there is/No, there isn’t. Are there…? Yes, there are some. No, there aren’t any.Plural nounsHow much/many…? Not much, a little, a lot/ Not many, a few, a lot.Recognize and reproduce sounds, rhythm, accentuation, and entonation (Phonics and Spelling): Form and identify negative contractions. (isn’t, aren’t, wasn’t, weren’t, hasn’t, haven’t, don’t, doesn’t, didn’t)Be able to combine sounds and letters individually to create words.Develop useful learning strategies. Use prior knowledge.Following instructions.Remember new words.Use a graph to organize information.Use logic thinking: to deduct. Use creative thinking:using your imagination.Use critical thinking: observe, describing and classifying.Learning to use critical thinking: express their opinion after reading a text.Using a diagram to organize information.Become aware of the importance of cooperative learning.Learn to integrate contents: discuss and get exposed to other cultures. Reflect on their own learning, self-evaluation at the end of the unit.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Find information and learn about other countries and places in the world.Learn about climatology and the weather.Value the importance of working as a team.Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theater, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listenning and speakingListens and understands oral mesages of incresing difficulty, like instructions and explanations, oral interactions directed or recorder with audiovisual support in order to get global and specific information.Real and pretended oral interactions giving verbal and non-verbal responces that require choosing from a limited selection of posible answers, in contexts gradually less directed.Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Prepared previously with help and examples, showing interes in expressing themselves orally in individual or group activitiesDevelop basic strategies to support comprehension and oral expression: through the use of visual and non-visual contexts and previous knowledge about a topic or situation transfered from the language they know to a foreing language.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Read and understand different texts, on paper or digital, accepting the linguistic competence of the students, to use global and specufic information in the development of a task or just to enjoy e reading.Guided use of reading strategies (using visual context elements and previous knowledge of the topic or a situation trasfered ffrom the languages they know). identifying the most relevant information, infering the meaning of the words and unknown expressions.Read and write their own texts about daily situations close to their own experiences, like invitations, greeting cards, notes, brochures, .Compositions based on madels, of a variety of texts, using expressions and commom phrases, to communicate and give information, or in diferrent types of communication.Use the new thechnologies of informations and communications to read, write and communicate information.Interest for the care and presentation of written texts. BLOCK 3 - Knowledge of the language3.1 Linguistic competenceIdentify and use the key vocabulary of the unit: Countries: The United States, Mexico, Colombia, Brazil, Argentina, The United KinTGom, Spain, Italy, Egypt, China, Australia, Canada, Greece, Ireland, Poland, Thailand, Turkey, Korea.Places: forest, desert, pyramid, statue, city, cave, volcano, lakeCLIL: air, environment, future, hill, planet, sky, space.Language for reviewing: beautiful, crocodile, beach, mountain, river, rainforest, this, that, these, those.Understand and apply grammar concepts correctly:Language structures: There is/There isn’t – There are/aren’t…Is there…? Yes, there is/No, there isn’t. Are there…? Yes, there are some. No, there aren’t any.Plural nounsHow much/many…? Not much, a little, a lot/ Not many, a few, a lot.Recognize and reproduce sounds, rhythm, accentuation, and entonation (Phonics and Spelling): Form and identify negative contractions. (isn’t, aren’t, wasn’t, weren’t, hasn’t, haven’t, don’t, doesn’t, didn’t)Be able to combine sounds and letters individually to create words.Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningDevelop useful learning strategies. Use prior knowledge.Following instructions.Remember new words.Use a graph to organize information.Use logic thinking: to deduct. Use creative thinking:using your imagination.Use critical thinking: observe, describing and classifying.Learning to use critical thinking: express their opinion after reading a text.Using a diagram to organize information.Become aware of the importance of cooperative learning.Learn to integrate contents: discuss and get exposed to other cultures. Reflect on their own learning, self-evaluation at the end of the unit.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Find information and learn about other countries and places in the world.Learn about climatology and the weather.Value the importance of working as a team.Show a receptive attitude towards those who speak a different language than their own.Interdisciplinary contents:Geography: countries, geography, places, weatheretc.Sciences: describe planetsSocial Sciences: living in different weather conditions in different places around the world. Value the importance of team work.Music and arts: A song, a pronounciation rhyme.Artistic language: read and act out a story. Narrating a story.BLOCK 5- Literacy EducationLiteracy genders:Songs: (Song, PB page 44)A rhyme (Sounds fun!, PB page 47)A story (PB page 46)Cross-curricular and cultural texts (PB pages 48 and 49)Oral and written texts production: Dialogue reproductions. Songs (Song PB page 44)A rhyme (Sounds fun!, PB page 47)A story (PB page 46)Complete a table with information about the weather around them and talk about it. (Think and talk-Portfolio, PB page 49)III. BASIC COMPETENCESLinguistic communicationAll the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities: (lessons 1 -10)Data processing and digital competenceUse means of information and a variety of situations of communication to apply the reading and communication skills (connecting visual and textual information: Picture Dictionarand AB page 107).Observe photos as a mean to get information: (PB page 45, CLIL: Sciences: El sistema solar PB page 48 (Wider World: The weather, PB page 49).Get information from a table.Look! (PB pages 43, 45 and 48), Tip! (PB page 45) Values (PB page 46).Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (for each unit) (PB).Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games Word, Interactive version of Board games, a downloadable PDF with worksheets, tests, etc.).Digital Activity Book (to use at home)Online Family Island Audio CDsIslands’ web page . Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding. (Ask and answer, PB paged 43, 45, 48).Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: Have Fun! (PB page 50). Plaand the game (PB page 43). All games and Optional Activities suggested in the TG. Learning to participate and coloborate with peers through The story of the unit 4 (PB page 46) learning about the values it teaches (Values: The importance of working as a team).This competence is develop through the knowledge of the interdisciplinary sections related to the theme of the unit. CLIL: Sciences: learn about the solar system. (PB, page 48, AB page 44, Photocopiable Worksheet 4.6).Wider World (The weather): learn about different climates around the world. (PB page 49, AB page 45).Be able to communicate the results of their own work: (Mini-Project, PB page 48)Artistic and cultural competenceThis competence is develop in the unit through activities such as: Sing songs (PB page 44) and rhymes for pronounciation. (PB page 47)Read and act-out a story: (Story, PB page 46).Develop and value initiative, imagination, and creativity by completing: Completing the Mini-Projects: CLIL and Wider World (Portfolio-Think and talk): Look and complete a table about the climate around them: Summer and Winterand talk about it. PB page 49).Completing the optional activities (Drawing Activities) of the TG. Immerse in the language, traditions and culture of an English speaking country. (Climas en el mundo, PB page 49-AB page 45)Learning to learn competenceThis competence is develop in the unit through activities such as: Learn and use good techniques and learning practices.Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: Get information from a table:Look! (PB pages 43, 45 and 48), Tip! (PB page 45) Values (PB page 46).Completing the Mini-Projects: CLIL and Wider World (Portfolio-Think and talk): Look and complete a table about the climate around them: Summer and Winterand talk about it. PB page 49).Develop their own capacities completing activities on their own (AB, pages 38 to 47) while familiarizing with reading and writing.Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (PB, page 107).Reflect on their own learning:All the activities, evaluation and self evaluation an the end of Unit 4.Autonomy and personal initiative This competence is develop in the unit through activities such as: Be responsible with class activities and tasks proposed band the unit, organize personal work as a strategy for learning (AB, Unit 4 pages 38-47). Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (PB, page 107).Develop social abilities like respect, cooperation and team work playing games: Have Fun!, PB page 40 and all the optional TG activities. Getting use to complete work that include planification, brainstorm ideas, acting, and developing personal qualities like initiative, superation, and perseverance: etc. Acting out The story of the unit (PB page 46)Picture Dictionary (AB page 107).Completing the Mini-Projects: CLIL and Wider World (Portfolio-Think and talk): Look and complete a table about the climate around them: Summer and Winterand talk about it. PB page 49).Exercices for Fast finishers (Extensive Reading PB, page 107) To assess their own capacities like the capacity to personalize and self evaulate in the following sections: AB: Self-evaluation activity at the end of each unit, page 47Picture Dictionary, AB page 107 Interaction with the physical world competencePart of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it. Cross-curricular material and cultural sections:CLIL: Sciences: learn about the solar system. (PB, page 48, AB page 44, Photocopiable Worksheet 4.6).Wider World (The weather): learn about different climates around the world. (PB page 49, AB page 45).Mathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc.)This competence is develop in the unit throughout: Relate numbers to images, comics, etc. (PB and AB).Expresar cantidades (PB pages 42 and 43)Sequencing and saying numbers to play a game (Have Fun!, page 50).Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all dialogues and language interactions del PB, by acting out a story (PB page 46).Using plastic language to express feelings and emotions . Optional activities in the TG. Through corporal movements and expressions (Act out the story, PB page 46)Overcome inhibitions through songs and music (Sing songs and rhymes for pronounciation. (PB pages 44 and 47)IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Unit 4 – page 42 to 51)Reference bar at the bottom of each page .Grammar summaryExtensive reading and Fast finishers (PB page 107)Activity Book (Unit 4- pages 38-47).Reading and writing activities. Unit 4 Review activities (linked with the Grammar Summary in the PB)Picture Dictionary (Unit 4, page 107)Digital Activity Book (All AB activities and additional exercises and interactive games). Active Book; activities and interactive games to practice the language.Flashcards, Wordcards, storycards, Phonics and Spelling cards, posters, videos.Flashcards and Wordcards.Phonics and Spelling cardsStorycards (story dialogues). Online Islands (activities and exercices with the characters of the course following their adventure and communicating with them (“closed-chat”).Reading and Writing Booklet (3 pages per unit for better development of reading comprehension and writing abilities). Grammar Booklet (3 pages per unit to extend and reinforce grammar). Teacher’s Resource Materials: Teacher’s Book Games bankPrintable worksheets Worksheets for the portfolio. Extra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandsAudio CDsActive Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.V. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomCompleting the AB exercices (Unit 4).Grammar summary (PB).Photocopiable Unit 4 worksheet 7 (final consolidation)Unit 4 review (AB)Picture Dictionary (AB page 105).Summative evaluationProgress Check (page 51).Tests 4, (Test Booklet)Self-evaluationAB: Self-evaluation activity at the end of each unit (page 47) Evaluation CriteriaBLOCK 1- Oral communication: listenning and speakingParticipate in oral interactions directed to common topics easily predictable:Giving information about countries, places and the weather.Describing countries, places and the weather.Ask and answer questions using There is/There are about countries, places and expressing amounts. Ask and answer questions about the weather. Understanding a global idea of specific information relevant oral texts with the help of linguistic elements, related to the content of the unit.People talking about weather conditions in other countries and places. Ask and answer questions about weather conditions in other countries and places. Ask and answer questions about amounts.BLOCK 2- Written communication: reading and writing Read and capture some specific information from simple texts about familiar topics and with a purpose. (Test 4-Test Booklet) Be able to read and understand texts related to the theme of the unit.Write phrases and small texts of daily situations following an example with a purpose and a stablished format, on paper and digitally. (Test, 4-Test Booklet):Be able to write phrases and short texts related to the theme of the unit.BLOCK 3 - Knowledge of the language Use forms and structures of a forein language including phonological aspects of rhythm and entonation in different communication contexts in a significant way. Vocabulary Learn and develop vocabulary (Test 4-Test Booklet):Countries: The United States, Mexico, Colombia, Brazil, Argentina, The United KinTGom, Spain, Italy, Egypt, China, Australia, Canada, Greece, Ireland, Poland, Thailand, Turkey, Korea.Places: forest, desert, pyramid, statue, city, cave, volcano, lakeCLIL: air, environment, future, hill, planet, sky, space.GrammarUnderstand and use the grammar structures of the unit correctly: (Test 4-Test Booklet):There is/There isn’t – There are/aren’t…Is there…? Yes, there is/No, there isn’t. Are there…? Yes, there are some. No, there aren’t any.Plural nounsHow much/many…? Not much, a little, a lot/ Not many, a few, a lot.PhonicsRecognize and reproduce sounds, rhythm, accentuation, and entonation: of expressions (Phonics and Spelling):Form and identify negative contractions. (isn’t, aren’t, wasn’t, weren’t, hasn’t, haven’t, don’t, doesn’t, didn’t)Rhythm and entonation.Reflections on learningUse learning to learn strategies, like asking for explanations, use gestures while communicating, use visual and bilingual dictionaries, search and collect information about familiar and unfamiliar topics identifying personal aspects that help them learn better.Evaluate if the basic strategies are supporting the learning progress (Self-evaluation). BLOCK 4- Socio-cultural aspects and intercultural awarenessValue a foreign language as an instrument to communicate with others and showing curiosity and interest towards people that speack a foreign language. Identify some aspects of daily live in countries where a foreign language is spoken and compare it with their own.BLOCK 5- Literacy Education Oral and written texts production: DialoguesA song (PB page 44)A story (PB page 46)A pronounciation rhyme (Sounds fun! PB page 47)Complete a table with information about the weather around them and talk about it. (Think and talk-Portfolio, PB page 49)Unit 5: ClothesI. OBJECTIVESBLOCK 1- Oral communication: listenning and speakingParticipate in oral interactions:Giving information about shopping; Clothes and accesories.Dialogues about possessions; to whom things belong.Telling the prices.Using cardinal numbers from 100 to 1000.Talk about responsible shopping habits. Express future plans making promises.Sharing their opinion about shopping; habits and charity shops.Singing and acting out the song of the unit: Song (Baggy trousers). Acting out the story of the unit and learning values from it. (The importance of wearing the right attire based on the occasion).Participating in activities of interaction:Asking and answering questions about prices: (How much…?), using the official currency of the UK.Asking and answering questions about belongings.Asking and answering questions about other shopping habits.Asking and answering real questions about shopping.Understand simple oral texts within the classroom context:About people talking about shopping.Dialogues about personal belongings.Ask about shopping and prices.Responsible habits related to shopping.Describe what other people are wearing.A songA pronounciation rhymeThe story of the unit. BLOCK 2- Written communication: reading and writing Read and understand different texts:Information in phrases and texts about shopping and prices.A text about belongings.General and specific information in a comic strip. Information about shopping and charity shops. A text about responsible shopping.Write their own phrases and texts:The key vocabulary words of the unit: Clothes and accesories. Cardinal numbers from 100 to 1000.Use possesive pronouns in phrases.A text about future plans and promises. Complete phrases about shopping.Phrases that describe each others clothes and sharing tastes on clothes.Ask and answer questions about prices and UK’s currency.A text about a charity shop.BLOCK 3 - Knowledge of the languageIdentify and use the key vocabulary of the unit: Clothing and accessories: swimsuit, watch, bracelet, wallet, umbrella, gloves, belt, pocket, tracksuit, label.Adjectives: tight, baggy, cheapage old-fashioned, modern, a gold/silver.Numbers: 01, 102…999, 1000.Shopping: advertisement, assistant, bill, receipt, change, cash, change, penny/pound/euro/pence, cost, customer, department store, shelf.CLIL and Wider world language: charity shops, second-hand, low prices, donate, bargain.Language for reviewing: jacket, scarf, sunglasses, sandals, colours, demonstratives, backpack, hiking boots, tights, uniform, trainers, shorts, cardinal numbers 1-100.Understand and apply grammar concepts correctly:Language structures: How much is/are?, It’s/They’re… It is/they are too expensive. Possesives: Whose… is this/are these? It’s/They’re William’s/Louis’s/ mine/yours/his/hers/its/ours/theirrs.Future tenses.Recognize and reproduce sounds, rhythm, accentuation, and entonation (Phonics and Spelling): Intonation of exclamations.Be able to combine sounds and letters individually to create words.Develop useful learning strategies. Use prior knowledge.Following instructions.Remember new words.Reflect about shopping habits.Use the ICT resources to researsh, get information, process and communicate information.Learning to study individually. Use a table to organize personal information.Use logic thinking: calculate, to deduct, analize and solve problems. Learning to use critical thinking: discriminate and classify.Learn to integrate contents: discuss and get exposed to other cultures. Become aware of the importance of cooperative learning: projects in small groups.Self-evaluation at the end of the unit.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Find out how much something costs.Talk about tastes on clothes and accesories.Find out about others tastes on clothes and accesories.Work in pairs.Show responsability in shopping habits.Buying in charity and second hand shops.Dress according the occasion.Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theater, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listenning and speakingListens and understands oral mesages of incresing difficulty, like instructions and explanations, oral interactions directed or recorder with audiovisual support in order to get global and specific information.Real and pretended oral interactions giving verbal and non-verbal responces that require choosing from a limited selection of posible answers, in contexts gradually less directed.Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Prepared previously with help and examples, showing interes in expressing themselves orally in individual or group activitiesDevelop basic strategies to support comprehension and oral expression: through the use of visual and non-visual contexts and previous knowledge about a topic or situation transfered from the language they know to a foreing language.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Read and understand different texts, on paper or digital, accepting the linguistic competence of the students, to use global and specufic information in the development of a task or just to enjoy e reading.Guided use of reading strategies (using visual context elements and previous knowledge of the topic or a situation trasfered ffrom the languages they know). identifying the most relevant information, infering the meaning of the words and unknown expressions.Read and write their own texts about daily situations close to their own experiences, like invitations, greeting cards, notes, brochures, .Compositions based on madels, of a variety of texts, using expressions and commom phrases, to communicate and give information, or in diferrent types of communication.Use the new thechnologies of informations and communications to read, write and communicate information.Interest for the care and presentation of written texts. BLOCK 3 - Knowledge of the language3.1 Linguistic competenceIdentify and use the key vocabulary of the unit: Clothing and accessories: swimsuit, watch, bracelet, wallet, umbrella, gloves, belt, pocket, tracksuit, label.Adjectives: tight, baggy, cheapage old-fashioned, modern, a gold/silver.Numbers: 01, 102…999, 1000.Shopping: advertisement, assistant, bill, receipt, change, cash, change, penny/pound/euro/pence, cost, customer, department store, shelf.CLIL and Wider world language: charity shops, second-hand, low prices, donate, bargain.Understand and apply grammar concepts correctly:How much is/are?, It’s/They’re… It is/they are too expensive. Possesives: Whose… is this/are these? It’s/They’re William’s/Louis’s/ mine/yours/his/hers/its/ours/theirrs.Future tenses.Recognize and reproduce sounds, rhythm, accentuation, and entonation (Phonics and Spelling): Entonación en las exclamaciones.Be able to combine sounds and letters individually to create words.Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningDevelop useful learning strategies. Use prior knowledge.Following instructions.Remember new words.Reflect about shopping habits.Use the ICT resources to researsh, get information, process and communicate information.Learning to study individually. Use a table to organize personal information.Use logic thinking: calculate, to deduct, analize and solve problems. Learning to use critical thinking: discriminate and classify.Learn to integrate contents: discuss and get exposed to other cultures. Become aware of the importance of cooperative learning: projects in small groups.Self-evaluation at the end of the unit.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Find out how much something costs.Talk about tastes on clothes and accesories.Find out about others tastes on clothes and accesories.Work in pairs.Show responsability in shopping habits.Buying in charity and second hand shops.Dress according the occasion.Show a receptive attitude towards those who speak a different language than their own.Interdisciplinary contents:Social Sciences: smart customers, charity and second hand shops.Arts and Music: songs and chants de pronunciación.Artistic language: read and act out a story. Narrating a story.BLOCK 5- Literacy EducationLiteracy genders:Songs: (Song, PB page 54)A rhyme (Sounds fun!, PB page 57)A story (PB page 56)Cross-curricular and cultural texts (PB pages 58 and 59)Oral and written texts production: Dialogue reproductions. Songs (Song PB page 54)A rhyme (Sounds fun!, PB page 57)A story (PB page 56)A research projects in the Internet about charity shops. (Think and write-Portfolio, PB page 59)III. BASIC COMPETENCESLinguistic communicationAll the sections and activities of the unit contribute to the development of linguistic competence in communication., especialmente las Activities.Data processing and digital competenceUse means of information and a variety of situations of communication to apply the reading and communication skills (connecting visual and textual information: Picture Dictionarand AB page 108).Observe photos as a mean to get information: (CLIL: Sciences , Sociales PB (shopping) page 58 (Wider World: Charity shops, PB page 59).Get information from a table.Look! (PB pages 53, 55 and 58), Tip! (PB pages 53, 54) Values (PB page 56), Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (for each unit) (PB).Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games Word, Interactive version of Board games, a downloadable PDF with worksheets, tests, etc.).Digital Activity Book (to use at home)Online Family Island Audio CDsIslands’ web page . Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding. (Ask and answer, PB pages 53, 55, 58). (Talk to your partner, PB page 58)Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: Have Fun! (PB page 60). Role play (PB page 53, 54). Play a memory game (PB page 55). All games and Optional Activities suggested in the TG. Learning to participate and coloborate with peers through the story of the unit 5 (PB page 56) learning about the values it teaches (Values: the importance of dressing according to the ocassion).This competence is develop through the knowledge of the interdisciplinary sections related to the theme of the unit. CLIL: Social Sciences: learn everything related to shopping: habits, money and smart customers. (PB, page 58, AB page 54, Photocopiable Worksheet 5.6).Wider World (Chariy shops): learn about charity and second hand shops in other parts of the world. (PB page 59, AB page 55).Be able to communicate the results of their own work: (Mini-Project, PB page 58)Artistic and cultural competenceThis competence is develop in the unit through activities such as: Sing songs (PB page 54) and rhymes for pronounciation. (PB page 57)Read and act-out a story: (Story, PB page 56).Learn about consuming habits in the world.Develop and value initiative, imagination, and creativity by completing: Completing the Mini-Projects: Wider World (Portfolio-Think and write): A research work in the internet to find information on carity and second hand shops following a model, PB page 59).Completing the optional activities (Drawing Activities) of the TG. Immerse in the language, traditions and culture of an English speaking country. (Charity and second hand shops, PB page 59-AB page 55)Learning to learn competenceThis competence is develop in the unit through activities such as: Learn and use good techniques and learning practices.Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: Tip! (PB pages 53 and 54) Look! (PB pages 53,55 and 58)Picture Dictionary (AB page 108).Mini-Project: Wider World (Portfolio-Think and write): A research work in the internet to find information on carity and second hand shops following a model, PB page 59).Develop their own capacities completing activities on their own (AB, pages 48 to 57) while familiarizing with reading and writing.Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (PB, page 108).Reflect on their own learning:All the activities, evaluation and self evaluation an the end of Unit 5.Autonomy and personal initiative This competence is develop in the unit through activities such as: Be responsible with class activities and tasks proposed band the unit, organize personal work as a strategy for learning (AB, Unit 5 pages 48-57). Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (PB, page 108).Develop social abilities like respect, cooperation and team work playing games: Have Fun!, PB page 60 and all the optional TG activities. Getting use to complete work that include planification, brainstorm ideas, acting, and developing personal qualities like initiative, superation, and perseverance: etc. Act out The story of the unit (PB page 56)Picture Dictionary (AB page 108).Completing the Mini-Projects: Wider World (Portfolio-Think and write): A research work in the internet to find information on carity and second hand shops following a model, PB page 59).Exercices for Fast finishers (Extensive Reading PB, page 108) To assess their own capacities like the capacity to personalize and self evaulate in the following sections: AB: Self-evaluation activity at the end of each unit, page 57Picture Dictionary, AB page 108 Interaction with the physical world competencePart of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it. Cross-curricular material and cultural sections:CLIL: Social Sciences: learn everything related to shopping; habits, money and smart customers. (PB, page 58, AB page 54, Photocopiable Worksheet 5.6).Wider World (Chariy shops): learn about charity and second hand shops in other parts of the world. (PB page 59, AB page 55).Mathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc.)This competence is develop in the unit throughout: Relate numbers to images, comics, etc. (PB and AB).Sequencing and saying numbers to play a game (Have Fun!, page 60).Talk about money when going shopping with UK currency(In all the unit of the PB and AB).Play games to practice numbers. (Bingo, Number dictation, etc.).Cardinal numbers from 100 to 1000 (PB Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all dialogues and language interactions del PB, by acting out a story (PB page 56).Using plastic language to express feelings and emotions . Optional activities in the TG. Through corporal movements and expressions (Act out the story, PB page 56)Overcome inhibitions through songs and music (Sing songs and rhymes for pronounciation , PB pages 54 and 57).IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Unit 5 – pages 52 to 61)Reference bar at the bottom of each page .Grammar summaryExtensive reading and Fast finishers (PB page 105)Activity Book (Unit 5- pages 48-57).Reading and writing activities. Unit 5 Review activities (linked with the Grammar Summary in the PB)Picture Dictionary (Unit 5, page 108)Digital Activity Book (All AB activities and additional exercises and interactive games). Active Book; activities and interactive games to practice the language.Flashcards, Wordcards, storycards, Phonics and Spelling cards, posters, videos.Flashcards and Wordcards.Phonics and Spelling cardsStorycards (story dialogues). Online Islands (activities and exercices with the characters of the course following their adventure and communicating with them (“closed-chat”).Reading and Writing Booklet (3 pages per unit for better development of reading comprehension and writing abilities). Extra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandsAudio CDsActive Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.V. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomCompleting the AB exercices (Unit 5).Grammar summary (PB).Photocopiable Unit 5 worksheet 7 (final consolidation)Unit 5 review (AB)Picture Dictionary (AB page 108).Summative evaluationProgress Check (page 61).Tests 5, (Test Booklet)Self-evaluationAB: Self-evaluation activity at the end of each unit (page 57) Evaluation CriteriaBLOCK 1- Oral communication: listenning and speakingParticipate in oral interactions directed to common topics easily predictable:Giving information about shopping; Clothes and accesories.Dialogues about possessions; to whom things belong.Telling the prices.Using cardinal numbers from 100 to 1000.Talk about responsible shopping habits. Asking and answering questions about prices: (How much…?), using the official currency of the UK.Asking and answering questions about belongings.Asking and answering questions about other shopping habits.Understanding a global idea of specific information relevant oral texts with the help of linguistic elements, related to the content of the unit.About people talking about shopping.Dialogues about personal belongings.Ask about shopping and prices.Responsible habits related to shopping.Describe what other people are wearing.BLOCK 2- Written communication: reading and writing Read and capture some specific information from simple texts about familiar topics and with a purpose. (Test 5-Test Booklet) Be able to read and understand texts related to the theme of the unit.Write phrases and small texts of daily situations following an example with a purpose and a stablished format, on paper and digitally. (Test,5-Test Booklet):Be able to write phrases and short texts related to the theme of the unit.BLOCK 3 - Knowledge of the language Use forms and structures of a forein language including phonological aspects of rhythm and entonation in different communication contexts in a significant way. Vocabulary Learn and develop vocabulary (Test 5-Test Booklet):Clothing and accessories: swimsuit, watch, bracelet, wallet, umbrella, gloves, belt, pocket, tracksuit, label.Adjectives: tight, baggy, cheapage old-fashioned, modern, a gold/silver.Numbers: 01, 102…999, 1000.Shopping: advertisement, assistant, bill, receipt, change, cash, change, penny/pound/euro/pence, cost, customer, department store, shelf.GrammarUnderstand and use the grammar structures of the unit correctly: (Test 5-Test Booklet):Language structures: How much is/are?, It’s/They’re… It is/they are too expensive. Possesives: Whose… is this/are these? It’s/They’re William’s/Louis’s/ mine/yours/his/hers/its/ours/theirrs.Future tenses.PhonicsRecognize and reproduce sounds, rhythm, accentuation, and entonation: of expressions (Phonics and Spelling):Intonation of exclamations. Rhythm and entonation.Reflections on learningUse learning to learn strategies, like asking for explanations, use gestures while communicating, use visual and bilingual dictionaries, search and collect information about familiar and unfamiliar topics identifying personal aspects that help them learn better.Evaluate if the basic strategies are supporting the learning progress (Self-evaluation). BLOCK 4- Socio-cultural aspects and intercultural awarenessValue a foreign language as an instrument to communicate with others and showing curiosity and interest towards people that speack a foreign language. Identify some aspects of daily live in countries where a foreign language is spoken and compare it with their own.BLOCK 5- Literacy Education Oral and written texts production: Dialogue reproductions. Songs (Song PB page 54)A rhyme (Sounds fun!, PB page 57)A story (PB page 56)A research projects in the Internet about charity shops. (Think and write-Portfolio, PB page 59)Unit 6: Party timeI. OBJECTIVESBLOCK 1- Oral communication: listenning and speakingParticipate in oral interactions:Give information about the past; give information.Describing how people was in the past.Talk about the origin of traditions and celebrations.Expressing past possibilities.Expressing obligations.Using ordinal numbers from 1st to 31st Singing and acting out the song of the unit: Song (Happy New Year!).Acting out the story of the unit and learning values from it. (The importance of been pro active when solving problems).Participating in activities of interaction:Asking and answering questions about the past. Asking and answering questions about the origin of a tradition.Understand simple oral texts within the classroom context:People talking about the past.Dialogues about the past.Questions about the past.A songA pronounciation rhyme.The story of the unit. BLOCK 2- Written communication: reading and writing Read and understand different texts:Information in phrases, short texts and paragraphs about the pastA text about traditions and celebrations.A journal with information about past events.General and specific information in a comic strip. Read and understand a text with specific information about Thanksgiving.Read and understand a text with specific information about New Year’s Eve celebrations around the world.Writing phrases and texts about daily live situations following an example:The key vocabulary words of the unit: simple past and irregular verbs. Ordinal numbers from 1st to 31st Write plete phrases with information about the past.Write questions and answers about the past.A text about past events.An essay about a traditional celebration.BLOCK 3 - Knowledge of the languageIdentify and use the key vocabulary of the unit: Regular and irregular past tense verbs: make/made, have/had, come/came, give/gave, get/got, sing/sang, bring/brought, meet/met, eat/ate, see/saw.Ordinal numbers 1st-31st CLIL: month, diary, native American, settler, voyageLanguage for reviewing: uncle, aunt, cousins, parents, grandparents, winter, autumn, spring, summer. Ordinal numbers (1st-20st)Understand and apply grammar concepts correctly:Language structures: I (brought) a (present)/They didn’t (bring) any (presents)They could come to the party/They couldn’t eat everything.Where/When/What/Who did you…? I must…/I have to…(Obligation)Recognize and reproduce sounds, rhythm, accentuation, and entonation (Phonics and Spelling): Asking sentences entonation (Yes/No) and informative asking sentences (Wh-).Be able to combine sounds and letters individually to create words.Develop useful learning strategies. Use prior knowledge.Following instructions.Remember new words.Look for information about the past. Reflect on how things change and people as time goes by. Learning to study individually.Use tables to organize information.Use creative thinking: invent.Use logic thinking: deductive reasoning to solve problems. Learning to use critical thinking: discriminate and classify.Learn to integrate contents: discuss and get exposed to other cultures. Become aware of the importance of cooperative learning: projects in small groups.Self-evaluation at the end of the unit.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Research information about the past and their ancestors.Learn about the origin of some traditional celebrations.Learn about the importance of celebrationg and sharing.Work in pairs and small groups.Use creativity to solvde problems. Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theater, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listenning and speakingListens and understands oral mesages of incresing difficulty, like instructions and explanations, oral interactions directed or recorder with audiovisual support in order to get global and specific information.Real and pretended oral interactions giving verbal and non-verbal responces that require choosing from a limited selection of posible answers, in contexts gradually less directed.Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Prepared previously with help and examples, showing interes in expressing themselves orally in individual or group activitiesDevelop basic strategies to support comprehension and oral expression: through the use of visual and non-visual contexts and previous knowledge about a topic or situation transfered from the language they know to a foreing language.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Read and understand different texts, on paper or digital, accepting the linguistic competence of the students, to use global and specufic information in the development of a task or just to enjoy e reading.Guided use of reading strategies (using visual context elements and previous knowledge of the topic or a situation trasfered ffrom the languages they know). identifying the most relevant information, infering the meaning of the words and unknown expressions.Read and write their own texts about daily situations close to their own experiences, like invitations, greeting cards, notes, brochures, .Compositions based on madels, of a variety of texts, using expressions and commom phrases, to communicate and give information, or in diferrent types of communication.Use the new thechnologies of informations and communications to read, write and communicate information.Interest for the care and presentation of written texts. BLOCK 3 - Knowledge of the language3.1 Linguistic competenceIdentify and use the key vocabulary of the unit: Regular and irregular past tense verbs: make/made, have/had, come/came, give/gave, get/got, sing/sang, bring/brought, meet/met, eat/ate, see/saw.Ordinal numbers 1st-31st CLIL: month, diary, native American, settler, voyageLanguage for reviewing: uncle, aunt, cousins, parents, grandparents, winter, autumn, spring, summer. Ordinal numbers (1st-20st)Understand and apply grammar concepts correctly:Language structures: I (brought) a (present)/They didn’t (bring) any (presents)They could come to the party/They couldn’t eat everything.Where/When/What/Who did you…? I must…/I have to… (obligation)Recognize and reproduce sounds, rhythm, accentuation, and entonation (Phonics and Spelling): Asking sentences entonation (Yes/No) and informative asking sentences (Wh-).Be able to combine sounds and letters individually to create words.Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningDevelop useful learning strategies. Use prior knowledge.Following instructions.Remember new words.Look for information about the past. Reflect on how things change and people as time goes by. Learning to study individually.Use tables to organize information.Use creative thinking: invent.Use logic thinking: deductive reasoning to solve problems. Learning to use critical thinking: discriminate and classify.Learn to integrate contents: discuss and get exposed to other cultures. Become aware of the importance of cooperative learning: projects in small groups.Self-evaluation at the end of the unit.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Research information about the past and their ancestors.Learn about the origin of some traditional celebrations.Learn about the importance of celebrationg and sharing.Work in pairs and small groups.Use creativity to solvde problems. Show a receptive attitude towards those who speak a different language than their own.Interdisciplinary contents:Hystory: learn the story of the first Thanksgiving Day. (Thanksgiving Day).Social Sciences: learn about celebrations around the world.Music and arts: A song, a pronounciation rhyme.Artistic language: read and act out a story. Narrating a story. BLOCK 5- Literacy EducationLiteracy genders:Songs: (Song, PB page 64)A story (PB page 66)Cross-curricular and cultural texts (PB page 68 and 69)Oral and written texts production: Dialogue reproductions. Songs (Song PB page 64)A story (PB page 66)A poster and an essay about different ways to celebrate New Year’s Eve. (Think and write-Portfolio, PB page 69)III. BASIC COMPETENCESLinguistic communicationAll the sections and activities of the unit contribute to the development of linguistic competence in communication., especialmente las Activities.Data processing and digital competenceUse means of information and a variety of situations of communication to apply the reading and communication skills (connecting visual and textual information: Picture Dictionarand AB page 109).Observe photos as a mean to get information: (CLIL: Hystory: The first Thanksgiving, PB page 68), (Wider World: New Year’s Eve around the world, PB page 69).Get information from a table.Look! (PB page 63 and 65), Values (PB page 66).Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (for each unit) (PB).Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games Word, Interactive version of Board games, a downloadable PDF with worksheets, tests, etc.).Digital Activity Book (to use at home)Online Family Island Audio CDsIslands’ web page . Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding. (Ask and answer, PB pages 63, 67) (Talk to your partner, PB page 68). (Discuss, PB page 69)Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: Have Fun! (PB page 70). Play True or False (PB page 63). All games and Optional Activities suggested in the TG. Learning to participate and coloborate with peers through The story of the unit 6 (PB page 66) learning about the values it teaches (Values: importance of been creative when solving problems).This competence is develop through the knowledge of the interdisciplinary sections related to the theme of the unit. CLIL: Hystory: aprender sobre como fue la primera celebración de la fiesta de Acción de Gracias (Thanksgiving Day) (PB, page 68, AB page 64, Photocopiable Worksheet 6.6).Wider World (New Year’s Eve around the world): Learn about how New Year’s Eve is celebrated in other parts of the world. (PB page 69, AB page 65).Be able to communicate the results of their own work: (Mini-Project, PB page 68)Artistic and cultural competenceThis competence is develop in the unit through activities such as: Sing songs and rhymes for pronounciation. (PB pages 64 and 67). Read and act-out a story: (Story, PB page 66).Learn about hystory: Learn about the discovery of America and the first europeans and the first Thanksgiving. (Thanksgiving Day) (PB, page 68, AB page 64, Photocopiable Worksheet 6.6).Wider World (New Year’s Eve around the world): Learn about how New Year’s Eve is celebrated in other parts of the world. (PB page 69, AB page 65).Develop and value initiative, imagination, and creativity by completing: Completing the Mini-Projects: A poster and an essay about different ways to celebrate New Year’s Eve. (Think and write-Portfolio, PB page 69)Completing the optional activities (Drawing Activities) of the TG. Immerse in the language, traditions and culture of an English speaking country. (New Year’s Eve celebrations around the world, PB page 69-AB page 65)Learning to learn competenceThis competence is develop in the unit through activities such as: Learn and use good techniques and learning practices.Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: Look! (PB pages 63 and 65)Mini-Projects: Portfolio (Think and write) A poster and an essay about different ways to celebrate New Year’s Eve around the world.Develop their own capacities completing activities on their own (AB, pages 58 to 67) while familiarizing with reading and writing.Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (PB, page 109).Reflect on their own learning:All the activities, evaluation and self evaluation an the end of Unit 6.Autonomy and personal initiative This competence is develop in the unit through activities such as: Be responsible with class activities and tasks proposed band the unit, organize personal work as a strategy for learning (AB, Unit 6 page 58-67). Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (PB, page 109).Develop social abilities like respect, cooperation and team work playing games: Have Fun!, PB page 70. Play True or False (PB page 63) and all the optional TG activities. Getting use to complete work that include planification, brainstorm ideas, acting, and developing personal qualities like initiative, superation, and perseverance: etc. Acting out The story of the unit (PB page 66)Look! (PB page 63, 65)Picture Dictionary (AB page 109).Mini-Projects: Portfolio (Think and write) A poster and an essay about different ways to celebrate New Year’s Eve around the world.Exercices for Fast finishers (Extensive Reading PB, page 109) To assess their own capacities like the capacity to personalize and self evaulate in the following sections: AB: Self-evaluation activity at the end of each unit, page 67Picture Dictionary, AB page 109 Interaction with the physical world competencePart of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it. Cross-curricular material and cultural sections:CLIL: Hystory: Learn about the discovery of America and the first europeans and the first Thanksgiving. (Thanksgiving Day) (PB, page 68, AB page 64, Photocopiable Worksheet 6.6).Wider World (New Year’s Eve around the world): Learn about how New Year’s Eve is celebrated in other parts of the world. (PB page 69, AB page 65).Mathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc.)This competence is develop in the unit throughout: Relate numbers to images, comics, etc. (PB and AB).Sequencing and saying numbers to play a game (Have Fun!, page 70).Say dates and using ordinal numbers from 1st to 31st. (All the unit.)Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all dialogues and language interactions del PB, by acting out a story (PB page 66).Using plastic language to express feelings and emotions . Optional activities in the TG. Through corporal movements and expressions (Act out the story, PB page 66)Overcome inhibitions through songs and music (Sing songs and rhymes for pronounciation , PB page 64 and 67).IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Unit 6 – pages 62 to 71)Reference bar at the bottom of each page .Grammar summaryExtensive reading and Fast finishers (PB page 109)Activity Book (Unit 6- pages 58-67).Reading and writing activities. Unit 6 Review activities (linked with the Grammar Summary in the PB)Picture Dictionary (Unit 6, page 109)Digital Activity Book (All AB activities and additional exercises and interactive games). Active Book; activities and interactive games to practice the language.Flashcards, Wordcards, storycards, Phonics and Spelling cards, posters, videos.Flashcards and Wordcards.Phonics and Spelling cardsStorycards (story dialogues). Online Islands (activities and exercices with the characters of the course following their adventure and communicating with them (“closed-chat”).Reading and Writing Booklet (3 pages per unit for better development of reading comprehension and writing abilities). Grammar Booklet (3 pages per unit to extend and reinforce grammar). Teacher’s Resource Materials: Teacher’s Book Games bankPrintable worksheets Worksheets for the portfolio. Extra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandsAudio CDsActive Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.V. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomCompleting the AB exercices (Unit 6).Grammar summary (PB).Photocopiable Unit 6 worksheet 7 (final consolidation)Unit 6 review (AB)Picture Dictionary (AB page 109).Summative evaluationProgress Check (page 71).Tests 6, (Test Booklet)Self-evaluationActivity Book: Self-evaluation activity at the end of each unit (page 67) Evaluation CriteriaBLOCK 1- Oral communication: listenning and speakingParticipate in oral interactions directed to common topics easily predictable:Give information about the past; give information.Describing how people was in the past.Talk about the origin of traditions and celebrations.Expressing past possibilities.Expressing obligations.Asking and answering questions about the past. Asking and answering questions about the origin of a tradition.Understanding a global idea of specific information relevant oral texts with the help of linguistic elements, related to the content of the unit.People talking about the past.Dialogues about the past.Questions about the past.BLOCK 2- Written communication: reading and writing Read and capture some specific information from simple texts about familiar topics and with a purpose. (Test 6-Test Booklet) Be able to read and understand texts related to the theme of the unit.Write phrases and small texts of daily situations following an example with a purpose and a stablished format, on paper and digitally. (Test 6-Test Booklet):Be able to write phrases and short texts related to the theme of the unit.BLOCK 3 - Knowledge of the language Use forms and structures of a forein language including phonological aspects of rhythm and entonation in different communication contexts in a significant way. Vocabulary Learn and develop vocabulary (Test 6-Test Booklet):Regular and irregular past tense verbs: make/made, have/had, come/came, give/gave, get/got, sing/sang, bring/brought, meet/met, eat/ate, see/saw.Ordinal numbers 1st-31st GrammarUnderstand and use the grammar structures of the unit correctly: (Test 6-Test Booklet):I (brought) a (present)/They didn’t (bring) any (presents)They could come to the party/They couldn’t eat everything.Where/When/What/Who did you…? I must…/I have to…(Obligation)PhonicsRecognize and reproduce sounds, rhythm, accentuation, and entonation: of expressions (Phonics and Spelling):Asking sentences entonation (Yes/No) and informative asking sentences (Wh-).Rhythm and entonation.Reflections on learningUse learning to learn strategies, like asking for explanations, use gestures while communicating, use visual and bilingual dictionaries, search and collect information about familiar and unfamiliar topics identifying personal aspects that help them learn better.Evaluate if the basic strategies are supporting the learning progress (Self-evaluation). BLOCK 4- Socio-cultural aspects and intercultural awarenessValue a foreign language as an instrument to communicate with others and showing curiosity and interest towards people that speack a foreign language. Identify some aspects of daily live in countries where a foreign language is spoken and compare it with their own.BLOCK 5- Literacy Education Oral and written texts production: Dialogue reproductions. Songs (Song PB page 64)A story (PB page 66)A poster and an essay about different ways to celebrate New Year’s Eve. (Think and write-Portfolio, PB page 69)Unit 7: SchoolI. OBJECTIVESBLOCK 1- Oral communication: listenning and speakingParticipate in oral interactions:Sharing personal opinions about movies, school, books, etc. Talk about past events.Talk about past events conected to the present.Describing movies, books, etc.Singing and acting out the song of the unit: Song (School subjects).Acting out the story of the unit and learning values from it. (Learn information about the youth of the older members in a family).Participating in activities of interaction:Ask and answer questions about school. Ask and answer questions about the youth of the older members in a family.Ask and answer questions about past events. Ask and answer questions about past events connected to the present.Understand simple oral texts within the classroom context:Dialogues, questions and answers about school.Questions about past events.A description about a book and a movie.A song.A pronounciation rhyme.The story of the unit. BLOCK 2- Written communication: reading and writing Read and understand different texts:Information in phrases, short texts and paragraphs rmation about past events.General and specific information in a comic strip. Information about how to make a script for a movie. Real information about schools around the world.Write their own phrases and texts:The key vocabulary words of the unit: adjectives, opinions and school.Use present simple correctly in asking plete phrases to describe past events.Share opinions.Wrie a script.An essay about the ideal school.BLOCK 3 - Knowledge of the languageIdentify and use the key vocabulary of the unit: Adjectives: interesting, boring, exciting, scary, funny, difficult, easy, romantic.School subjects: computer studies, Maths, Geography, Science, History, Art, Music, Sport, Design, Drama.CLIL: glue, scissors, storyboard, character, scene.Review vocabulary: school objects, family members, grandparent, granddaughter, grandson, parent, aunt, uncle.Understand and apply grammar concepts correctly:Language structures: Was it interesting? Yes, it was/No, it wasn’t. Was there an alien in it? Yes, there was/No, there wasn’t. Were there any exciting stories? Yes, there were/No, there weren’t.Did you have maths on Tuesday?, Yes, I did/No, I didn’t.I have finished/I haven’t finished. He has drawn the pictures/He hasn’t drawn the pictures.Present perfect (just, yet, already).Recognize and reproduce sounds, rhythm, accentuation, and entonation (Phonics and Spelling): Identify short and long vowels.Be able to combine sounds and letters individually to create words.Develop useful learning strategies. Use prior knowledge.Following instructions.Remember new words.Learning to study individually.Use tables to organize information.Use creative thinking: create an event.Use logic thinking: compare, contrast and classify. Learning to use critical thinking: observe, to deduct, describe, sare opinions.Learn to integrate contents: discuss and get exposed to other cultures. Become aware of the importance of cooperative learning: projects in small groups.Self-evaluation at the end of the unit.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Respect the opinion of others.Look for information about the past events of other people.Look for information about the youth of older family members.Work in pairs and small groups.Different schools around the world.Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theater, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listenning and speakingListens and understands oral mesages of incresing difficulty, like instructions and explanations, oral interactions directed or recorder with audiovisual support in order to get global and specific information.Real and pretended oral interactions giving verbal and non-verbal responces that require choosing from a limited selection of posible answers, in contexts gradually less directed.Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Prepared previously with help and examples, showing interes in expressing themselves orally in individual or group activitiesDevelop basic strategies to support comprehension and oral expression: through the use of visual and non-visual contexts and previous knowledge about a topic or situation transfered from the language they know to a foreing language.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Read and understand different texts, on paper or digital, accepting the linguistic competence of the students, to use global and specufic information in the development of a task or just to enjoy e reading.Guided use of reading strategies (using visual context elements and previous knowledge of the topic or a situation trasfered ffrom the languages they know). identifying the most relevant information, infering the meaning of the words and unknown expressions.Read and write their own texts about daily situations close to their own experiences, like invitations, greeting cards, notes, brochures, .Compositions based on madels, of a variety of texts, using expressions and commom phrases, to communicate and give information, or in diferrent types of communication.Use the new thechnologies of informations and communications to read, write and communicate information.Interest for the care and presentation of written texts. BLOCK 3 - Knowledge of the language3.1 Linguistic competenceIdentify and use the key vocabulary of the unit: Adjectives: interesting, boring, exciting, scary, funny, difficult, easy, romantic.School subjects: computer studies, Maths, Geography, Science, History, Art, Music, Sport, Design, Drama.CLIL: glue, scissors, storyboard, character, scene.Review vocabulary: school objects, family members, grandparent, granddaughter, grandson, parent, aunt, uncle.Understand and apply grammar concepts correctly:Language structures: Was it interesting? Yes, it was/No, it wasn’t. Was there an alien in it? Yes, there was/No, there wasn’t. Were there any exciting stories? Yes, there were/No, there weren’t.Did you have maths on Tuesday?, Yes, I did/No, I didn’t.I have finished/I haven’t finished. He has drawn the pictures/He hasn’t drawn the pictures.Present perfect (just, yet, already).Recognize and reproduce sounds, rhythm, accentuation, and entonation (Phonics and Spelling): Identify short and long vowels. Be able to combine sounds and letters individually to create words.Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningDevelop useful learning strategies. Use prior knowledge.Following instructions.Remember new words.Learning to study individually.Use tables to organize information.Use creative thinking: create an event.Use logic thinking: compare, contrast and classify. Learning to use critical thinking: observe, to deduct, describe, sare opinions.Learn to integrate contents: discuss and get exposed to other cultures. Become aware of the importance of cooperative learning: projects in small groups.Self-evaluation at the end of the unit.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Respect the opinion of others.Look for information about the past events of other people.Look for information about the youth of older family members.Work in pairs and small groups.Different schools around the world.Show a receptive attitude towards those who speak a different language than their own.Interdisciplinary contents:Arts: write a script.Social Sciences: Learn about school systems in schools around the world. Learn about school the youth of older family members.Music and arts: A song, a pronounciation rhyme.Artistic language: read and act out a story. Narrating a story.BLOCK 5- Literacy EducationLiteracy genders:Songs: (Song, PB page 74)A story (PB page 76)Cross-curricular and cultural texts (PB pages 78 and 79)Oral and written texts production: Dialogue reproductions. Songs (Song PB page 74)A story (PB page 76)A research essay bout a different school sharing their opinions. (Think and write-Portfolio, PB page 79)III. BASIC COMPETENCESLinguistic communicationAll the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities: (lessons 1 -10)Data processing and digital competenceUse means of information and a variety of situations of communication to apply the reading and communication skills (connecting visual and textual information: Picture Dictionarand AB page 110).Observe photos as a mean to get information: (CLIL: Arts: A script, PB page 78 (Wider World: Unusual Schools, PB page 79).Get information from a table.Look! (PB pages 73, 75, 78), Values (PB page 76), Tip! (PB page 74).Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (for each unit) (PB).Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games Word, Interactive version of Board games, a downloadable PDF with worksheets, tests, etc.).Digital Activity Book (to use at home)Online Family Island Audio CDsIslands’ web page . Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding. (Ask and answer, PB pages 73, 75, 78 ).Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: Have Fun! (PB page 80). Plaand the guessing game (PB page 73). All games and Optional Activities suggested in the TG. Learning to participate and coloborate with peers through The story of the unit 7 (PB page 76) learning about the values it teaches (Values: Learning about the importance od learning about the youth of older family members).This competence is develop through the knowledge of the interdisciplinary sections related to the theme of the unit. CLIL: Arts: learn to write a movie script) (PB, page 78, AB page 74, Photocopiable Worksheet 7.6).Wider World (Unusual schools): conocer sobre Different schools around the world and cultures (PB page 79, AB page 75).Be able to communicate the results of their own work: (Portfolio, PB page 79)Artistic and cultural competenceThis competence is develop in the unit through activities such as: Sing songs and rhymes for pronounciation. (PB pages 74 and 77) Read and act-out a story: (Story, PB page 76).Learn sbout different subjects: CLIL; Arts: learn to write a movie script) (PB, page 78, AB page 74, Photocopiable Worksheet 7.6).Learn about different schools around the world Wider World (Unusual schools (PB page 79, AB page 75).Develop and value initiative, imagination, and creativity by completing: Completing the Mini-Projects: Wider World (Portfolio-Think and write): A research essay bout a different school sharing their opinions. (PB page 79).Completing the optional activities (Drawing Activities) of the TG. Immerse in the language, traditions and culture of an English speaking country. (colegios diferentes, PB page 79-AB page 75)Learning to learn competenceThis competence is develop in the unit through activities such as: Learn and use good techniques and learning practices.Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: Look! (PB page 73, 75, 78), Values (PB page 76), Tip! (PB page 74).Completing the Mini-Projects: Wider World (Portfolio-Think and write): A research essay bout a different school sharing their opinions. (PB page 79).Develop their own capacities completing activities on their own (AB, page 68 a 77) while familiarizing with reading and writing.Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (PB, page 110).Reflect on their own learning:All the activities, evaluation and self evaluation an the end of Unit 7.Autonomy and personal initiative This competence is develop in the unit through activities such as: Be responsible with class activities and tasks proposed band the unit, organize personal work as a strategy for learning (AB, Unit 7 pages 68-77). Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (PB, page 110).Develop social abilities like respect, cooperation and team work playing games: Have Fun!, PB page 80. Plaand the guessing game (PB page 73). Todas las Optional games activities (TG)Getting use to complete work that include planification, brainstorm ideas, acting, and developing personal qualities like initiative, superation, and perseverance: etc. Acting out The story of the unit (PB page 76)Picture Dictionary (AB page 110).Look! (PB pages 73, 75, 78), Values (PB page 76), Tip! (PB page 74).Mini-Projects: Wider World (Portfolio-Think and write): A research essay bout a different school sharing their opinions. (PB page 79).Exercices for Fast finishers (Extensive Reading PB, page 110) To assess their own capacities like the capacity to personalize and self evaulate in the following sections: AB: Self-evaluation activity at the end of each unit, page 77Picture Dictionary, AB page 110 Interaction with the physical world competencePart of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it. Cross-curricular material and cultural sections:CLIL: Arts: learn to write a movie script) (PB, page 78, AB page 74, Photocopiable Worksheet 7.6).Wider World (Unusual schools): conocer sobre Different schools around the world and cultures. (PB page 79, AB page 75).Mathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc.)This competence is develop in the unit throughout: Relate numbers to images, comics, etc. (PB and AB).Sequencing and saying numbers to play a game (Have Fun!, page 80).Clasificar asignaturas (PB 74).Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all dialogues and language interactions del PB, by acting out a story (PB page 76).Using plastic language to express feelings and emotions . Optional activities in the TG. Through corporal movements and expressions (Act out the story, PB page 76)Overcome inhibitions through songs and music (Sing songs and rhymes for pronounciation , PB pages 74 and 77). IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Unit 7– pages 72 to 81)Reference bar at the bottom of each page .Grammar summaryExtensive reading and Fast finishers (PB page 110)Activity Book (Unit 7- pages 68-77).Reading and writing activities. Unit 7 Review activities (linked with the Grammar Summary in the PB)Picture Dictionary (Unit 7, page 110)Digital Activity Book (All AB activities and additional exercises and interactive games). Active Book; activities and interactive games to practice the language.Flashcards, Wordcards, storycards, Phonics and Spelling cards, posters, videos.Flashcards and Wordcards.Phonics and Spelling cardsStorycards (story dialogues). Online Islands (activities and exercices with the characters of the course following their adventure and communicating with them (“closed-chat”).Reading and Writing Booklet (3 pages per unit for better development of reading comprehension and writing abilities). Grammar Booklet (3 pages per unit to extend and reinforce grammar). Teacher’s Resource Materials: Teacher’s Book Games bankPrintable worksheets Worksheets for the portfolio. Extra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandsAudio CDsActive Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.V. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomCompleting the AB exercices (Unit 7).Grammar summary (PB).Photocopiable Unit 7 worksheet 7 (final consolidation)Unit 7 review (AB)Picture Dictionary (AB page 110).Summative evaluationProgress Check (page 81).Tests 7, (Test Booklet)Self-evaluationActivity Book: Self-evaluation activity at the end of each unit (page 77) Pupil’s Book: I can (page 81)Evaluation CriteriaBLOCK 1- Oral communication: listenning and speakingParticipate in oral interactions directed to common topics easily predictable:Sharing personal opinions about movies, school, books, etc. Talk about past events.Talk about past events conected to the present.Describing movies, books, etc.Asking and answering questions about schools, other people youth and past events.Understanding a global idea of specific information relevant oral texts with the help of linguistic elements, related to the content of the unit.Dialogue about schools.Questions about past events.A description about a book and a movie.BLOCK 2- Written communication: reading and writing Read and capture some specific information from simple texts about familiar topics and with a purpose. (Test 7-Test Booklet) Be able to read and understand texts related to the theme of the unit.Write phrases and small texts of daily situations following an example with a purpose and a stablished format, on paper and digitally. (Test, 7-Test Booklet):Be able to write phrases and short texts related to the theme of the unit.BLOCK 3 - Knowledge of the language Use forms and structures of a forein language including phonological aspects of rhythm and entonation in different communication contexts in a significant way. Vocabulary Learn and develop vocabulary (Test 7-Test Booklet):Adjectives: interesting, boring, exciting, scary, funny, difficult, easy, romantic.School subjects: computer studies, Maths, Geography, Science, History, Art, Music, Sport, Design, Drama.GrammarUnderstand and use the grammar structures of the unit correctly: (Test 7-Test Booklet):Was it interesting? Yes, it was/No, it wasn’t. Was there an alien in it? Yes, there was/No, there wasn’t. Were there any exciting stories? Yes, there were/No, there weren’t.Did you have maths on Tuesday?, Yes, I did/No, I didn’t.I have finished/I haven’t finished. He has drawn the pictures/He hasn’t drawn the pictures.Present perfect (just, yet, already).PhonicsRecognize and reproduce sounds, rhythm, accentuation, and entonation: of expressions (Phonics and Spelling):Identify long and short vowels. Rhythm and entonation.Reflections on learningUse learning to learn strategies, like asking for explanations, use gestures while communicating, use visual and bilingual dictionaries, search and collect information about familiar and unfamiliar topics identifying personal aspects that help them learn better.Evaluate if the basic strategies are supporting the learning progress (Self-evaluation). BLOCK 4- Socio-cultural aspects and intercultural awarenessValue a foreign language as an instrument to communicate with others and showing curiosity and interest towards people that speack a foreign language. Identify some aspects of daily live in countries where a foreign language is spoken and compare it with their own.BLOCK 5- Literacy Education Oral and written texts production: Dialogue reproductions. Songs (Song PB page 74)A story (PB page 76)A research essay bout a different school sharing their opinions. (Think and write-Portfolio, PB page 79)Unit 8: All about usI. OBJECTIVESBLOCK 1- Oral communication: listenning and speakingParticipate in oral interactions:Talking about nationalities, careers and jobs.Using sentences of relative.Using prepositions of time.Talk about inventions and inventors.Talk about video games.Singing and acting out the song of the unit: Song (Jobs).Acting out the story of the unit and learning values from it. (The importance of been a good example to others).Participating in activities of interaction:Asking and answering questions about nationalities, careers, jobs, inventions and video games.Asking and answering real questions about inventions and video games. Understand simple oral texts within the classroom context:Dialogues, questions and answers about nationalities, careers, jobs, inventions and video games.A song.A pronounciation rhyme.The story of the unit. BLOCK 2- Written communication: reading and writing Read and understand different texts:Information in phrases, short texts and paragraphs about nationalities, careers , jobs, inventions and video games.A text about inventions and video games.General and specific information in a comic strip. Understand general and specific information about inventions and video games. Write their own phrases and texts:The key vocabulary words of the unit: nationalities, careers and expressions of plete phrases about nationalities, careers jobs, inventions and video games.Answering questions about nationalities, careers, jobs, inventions and video games.Using sentences of relative in phrases, paragraphs and short texts.Write about inventions.A short text to prepare a presentation about a video game.BLOCK 3 - Knowledge of the languageIdentify and use the key vocabulary of the unit: Nationalities: American, Colombian, Brazilian, Argentinean, British, Spanish, Italian, Egyptian, Chinese, Australian, Canadian, Irish, Greek, Polish, Turkish, Japanese.Jobs: artist, photographer, painter, astronaut, businessman, cook, firefighter, dentist, waiter, actor, engineer, mechanic, footballer, journalist.CLIL: time, a.m., page m., midday, midnight, hour, minute, date, year.Review vocabulary: months of the year, seasons, telling the time. Was/wereUnderstand and apply grammar concepts correctly:Language structures: Is he from the United States?, Yes, he is/No, he isn’t. Where’s she from?, She’s from Argentina. She’s Argentinean. Where are they from?, They’re from Australia. They’re Australian.He’s and artist who likes playing the guitar. It’s an American film that is very famous.This is the gym where I go twice a week. Those oranges, which I bought yesterday, are delicious.In-the morning, June, spring 2008On-Thursday, January 16th.At- five o’clock, night.Recognize and reproduce sounds, rhythm, accentuation, and entonation (Phonics and Spelling): Simple past and regular verbs–ed: /t/ /d/ /id/Be able to combine sounds and letters individually to create words.Develop useful learning strategies. Use prior knowledge.Following instructions.Remember new words.Use creative thinking: invent.Use logic thinking: deductive reasoning. Learning to use critical thinking: discriminate and classify.Use the resources of ICT to process and communicate information.Learn to integrate contents: discuss and get exposed to other cultures. Become aware of the importance of cooperative learning: projects in small groups.Self-evaluation at the end of the unit.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Find information about jobs and careers.Talk about nationalities.Look for information on inventions and inventors.Work in pairs and small groups.Trying to be a good example to others. Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theater, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listenning and speakingListens and understands oral mesages of incresing difficulty, like instructions and explanations, oral interactions directed or recorder with audiovisual support in order to get global and specific information.Real and pretended oral interactions giving verbal and non-verbal responces that require choosing from a limited selection of posible answers, in contexts gradually less directed.Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Prepared previously with help and examples, showing interes in expressing themselves orally in individual or group activitiesDevelop basic strategies to support comprehension and oral expression: through the use of visual and non-visual contexts and previous knowledge about a topic or situation transfered from the language they know to a foreing language.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Read and understand different texts, on paper or digital, accepting the linguistic competence of the students, to use global and specufic information in the development of a task or just to enjoy e reading.Guided use of reading strategies (using visual context elements and previous knowledge of the topic or a situation trasfered ffrom the languages they know). identifying the most relevant information, infering the meaning of the words and unknown expressions.Read and write their own texts about daily situations close to their own experiences, like invitations, greeting cards, notes, brochures, .Compositions based on madels, of a variety of texts, using expressions and commom phrases, to communicate and give information, or in diferrent types of communication.Use the new thechnologies of informations and communications to read, write and communicate information.Interest for the care and presentation of written texts. BLOCK 3 - Knowledge of the language3.1 Linguistic competenceIdentify and use the key vocabulary of the unit: Nationalities: American, Colombian, Brazilian, Argentinean, British, Spanish, Italian, Egyptian, Chinese, Australian, Canadian, Irish, Greek, Polish, Turkish, Japanese.Jobs: artist, photographer, painter, astronaut, businessman, cook, firefighter, dentist, waiter, actor, engineer, mechanic, footballer, journalist.CLIL: time, a.m., page m., midday, midnight, hour, minute, date, year.Review vocabulary: months of the year, seasons, telling the time. Was/wereUnderstand and apply grammar concepts correctly:Language structures: Is he from the United States?, Yes, he is/No, he isn’t. Where’s she from?, She’s from Argentina. She’s Argentinean. Where are they from?, They’re from Australia. They’re Australian.He’s and artist who likes playing the guitar. It’s an American film that is very famous.This is the gym where I go twice a week. Those oranges, which I bought yesterday, are delicious.In-the morning, June, spring 2008On-Thursday, January 16th.At- five o’clock, night.Recognize and reproduce sounds, rhythm, accentuation, and entonation (Phonics and Spelling): Simple past and regular verbs–ed: /t/ /d/ /id/Be able to combine sounds and letters individually to create words.Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningDevelop useful learning strategies. Use prior knowledge.Following instructions.Remember new words.Use creative thinking: invent.Use logic thinking: deductive reasoning. Learning to use critical thinking: discriminate and classify.Use the resources of ICT to process and communicate information.Learn to integrate contents: discuss and get exposed to other cultures. Become aware of the importance of cooperative learning: projects in small groups.Self-evaluation at the end of the unit.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Find information about jobs and careers.Talk about nationalities.Look for information on inventions and inventors.Work in pairs and small groups.Trying to be a good example to others. Interdisciplinary contents:Social Sciences: inventos e inventores.Music and arts: songs, rimas de pronunciación.Artistic language: read and act out a story. Narrating a story.BLOCK 5- Literacy EducationLiteracy genders:Songs: (Song, PB page 84)A story (PB page 86)Cross-curricular and cultural texts (PB pages 88 and 89)Oral and written texts production: Dialogue reproductions. Songs (Song PB page 84)A story (PB page 86)Find out information about the favourite games family members had when they were young. (Mini-Project, PB page 89)III. BASIC COMPETENCESLinguistic communicationAll the sections and activities of the unit contribute to the development of linguistic competence in communication., especialmente las Activities.Data processing and digital competenceUse means of information and a variety of situations of communication to apply the reading and communication skills (connecting visual and textual information: Picture Dictionarand AB page 111).Observe photos as a mean to get information: (CLIL: Social Sciences: The weather, PB page 88 (Wider World: Video games, PB page 89).Get information from a table.Look! (PB pages 83, 85, 88), Values (PB page 86), Tip! (PB page 88).Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (for each unit) (PB).Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games Word, Interactive version of Board games, a downloadable PDF with worksheets, tests, etc.).Digital Activity Book (to use at home)Online Family Island Audio CDsIslands’ web page . Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding. (Ask and answer, PB page 83) (Talk about famous people. PB page 82), (Talk to your partner, PB page 88), (Discuss, PB page 89).Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: Have Fun! (PB page 90). Plaand the game (PB page 83, 85) All games and Optional Activities suggested in the TG. Learning to participate and coloborate with peers through The story of the unit 8 (PB page 86) learning about the values it teaches (Values: The importance of been a good example to others).This competence is develop through the knowledge of the interdisciplinary sections related to the theme of the unit. CLIL: Social Sciences: The weather (PB, page 88, AB page 84, Photocopiable Worksheet 8.6).Wider World (Video games): the hystory of video games (PB page 89, AB page 85).Be able to communicate the results of their own work: (Mini-Project, PB page 89)Artistic and cultural competenceThis competence is develop in the unit through activities such as: Sing songs and rhymes for pronounciation. (PB pages 84 and 87) Read and act-out a story: (Story, PB page 86).Learn information about inventions; CLIL: Social Sciences: The weather (PB, page 88, AB page 84).Develop and value initiative, imagination, and creativity by completing: Completing the Mini-Projects: Wider World: Find out information about the favourite games family members had when they were young. (PB page 89, Unit 8 Photocopiable 6 (CLIL/Wider world).Completing the optional activities (Drawing Activities) of the TG. Immerse in the language, traditions and culture of an English speaking country. (video juegos PB page 89-AB page 85)Learning to learn competenceThis competence is develop in the unit through activities such as: Learn and use good techniques and learning practices.Get started in managing a set of strategies, resources and working skills of reasoning and critical thinking: Tip! (PB page 88)Completing the Mini-Projects: Wider World: Find out information about the favourite games family members had when they were young. (PB page 89, Unit 8 Photocopiable 6 (CLIL/Wider world).Develop their own capacities completing activities on their own (AB, pages 78 to 87) while familiarizing with reading and writing.Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (PB, page 111).Reflect on their own learning:All the activities, evaluation and self evaluation an the end of Unit 8.Autonomy and personal initiative This competence is develop in the unit through activities such as: Be responsible with class activities and tasks proposed band the unit, organize personal work as a strategy for learning (AB, Unit 8 pages 78-87). Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet, Speaking reference for oral practices (PB) Extensive reading (PB, page 111).Develop social abilities like respect, cooperation and team work playing games: Have Fun!, PB page 90. Plaand the game (PB page 83, 85) and all the optional TG activities. Getting use to complete work that include planification, brainstorm ideas, acting, and developing personal qualities like initiative, superation, and perseverance: etc. Acting out The story of the unit (PB page 86)Picture Dictionary (AB page 111).Completing the Mini-Projects: Wider World: sFind out information about the favourite games family members had when they were young. (PB page 89, Unit 8 Photocopiable 6 (CLIL/Wider world).Exercices for Fast finishers (Extensive Reading PB, page 111) To assess their own capacities like the capacity to personalize and self evaulate in the following sections: AB: Self-evaluation activity at the end of each unit, page 87Picture Dictionary, AB page 111 Interaction with the physical world competencePart of this competence is the adequate perception of the physical space in their lives and human activity, and the ability to interact in it. Cross-curricular material and cultural sections:CLIL: Social Sciences: The weather (PB, page 88, AB page 84, Photocopiable Worksheet 8.6).Wider World (Video games): the hystory of video games (PB page 89, AB page 85).Mathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc.)This competence is develop in the unit throughout: Relate numbers to images, comics, etc. (PB and AB).Sequencing and saying numbers to play a game (Have Fun!, page 90).The weather (CLIL: PB page 88)Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all dialogues and language interactions del PB, by acting out a story (PB page 86).Using plastic language to express feelings and emotions . Optional activities in the TG. Through corporal movements and expressions (Act out the story, PB page 86)Overcome inhibitions throughs songs and music (Sing songs and rhymes for pronounciation , PB pages 84 and 87)IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Unit 8 – pages 82 to 91)Reference bar at the bottom of each page .Grammar summaryExtensive reading and Fast finishers (PB page 111)Activity Book (Unit 8- pages 78-87).Reading and writing activities. Unit 8 Review activities (linked with the Grammar Summary in the PB)Picture Dictionary (Unit 8, page 111)Digital Activity Book (All AB activities and additional exercises and interactive games). Active Book; activities and interactive games to practice the language.Flashcards, Wordcards, storycards, Phonics and Spelling cards, posters, videos.Flashcards and Wordcards.Phonics and Spelling cardsStorycards (story dialogues). Online Islands (activities and exercices with the characters of the course following their adventure and communicating with them (“closed-chat”).Reading and Writing Booklet (3 pages per unit for better development of reading comprehension and writing abilities). Grammar Booklet (3 pages per unit to extend and reinforce grammar). Teacher’s Resource Materials: Teacher’s Book Games bankPrintable worksheets Worksheets for the portfolio. Extra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandsAudio CDsActive Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.V. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomCompleting the AB exercices (Unit 8).Grammar summary (PB).Photocopiable Unit 8 worksheet 7 (final consolidation)Unit 8 review (AB)Picture Dictionary (AB page 111).Summative evaluationProgress Check (page 91).Tests 8, (Test Booklet)Self-evaluationActivity Book: Self-evaluation activity at the end of each unit (page 87) Evaluation CriteriaBLOCK 1- Oral communication: listenning and speakingParticipate in oral interactions directed to common topics easily predictable:Talking about nationalities, careers and jobs.Using sentences of relative.Using prepositions of time.Talk about inventions and inventors.Talk about video games.Understanding a global idea of specific information relevant oral texts with the help of linguistic elements, related to the content of the unit.Dialogues, questions and answers about nationalities, careers , jobs, inventions and video games.A song.BLOCK 2- Written communication: reading and writing Read and capture some specific information from simple texts about familiar topics and with a purpose. (Test 8-Test Booklet) Be able to read and understand texts related to the theme of the unit.Write phrases and small texts of daily situations following an example with a purpose and a stablished format, on paper and digitally. (Test, 8-Test Booklet):Be able to write phrases and short texts related to the theme of the unit.BLOCK 3 - Knowledge of the language Use forms and structures of a forein language including phonological aspects of rhythm and entonation in different communication contexts in a significant way. Vocabulary Learn and develop vocabulary (Test 8-Test Booklet):Nationalities: American, Colombian, Brazilian, Argentinean, British, Spanish, Italian, Egyptian, Chinese, Australian, Canadian, Irish, Greek, Polish, Turkish, Japanese.Jobs: artist, photographer, painter, astronaut, businessman, cook, firefighter, dentist, waiter, actor, engineer, mechanic, footballer, journalist.GrammarUnderstand and use the grammar structures of the unit correctly: (Test 8-Test Booklet):Is he from the United States?, Yes, he is/No, he isn’t. Where’s she from?, She’s from Argentina. She’s Argentinean. Where are they from?, They’re from Australia. They’re Australian.He’s and artist who likes playing the guitar. It’s an American film that is very famous.This is the gym where I go twice a week. Those oranges, which I bought yesterday, are delicious.In-the morning, June, spring 2008On-Thursday, January 16th.At- five o’clock, night.PhonicsRecognize and reproduce sounds, rhythm, accentuation, and entonation: of expressions (Phonics and Spelling):Simple past and regular verbs–ed: /t/ /d/ /id/Rhythm and entonation.Reflections on learningUse learning to learn strategies, like asking for explanations, use gestures while communicating, use visual and bilingual dictionaries, search and collect information about familiar and unfamiliar topics identifying personal aspects that help them learn better.Evaluate if the basic strategies are supporting the learning progress (Self-evaluation). BLOCK 4- Socio-cultural aspects and intercultural awarenessValue a foreign language as an instrument to communicate with others and showing curiosity and interest towards people that speack a foreign language. Identify some aspects of daily live in countries where a foreign language is spoken and compare it with their own.BLOCK 5- Literacy Education Oral and written texts production: Dialogue reproductions. Songs (Song PB page 84)A story (PB page 86)Find out information about the favourite games family members had when they were young. (Mini-Project, PB page 89)Unit GoodbyeI. OBJECTIVESBLOCK 1- Oral communication: listenning and speakingParticipate in oral interactions:Using the key vocabulary of the course.Activities for interaction: asking and answering questions about themes worked in the course.Understand simple oral texts within the classroom context:The vocabulary and the language of the course.Dialogues and conversations about the activities of the course.BLOCK 2- Written communication: reading and writing Reading simple words and phrases.Be able to read phrases, short texts and paragraphs to review the language of the course.Write words and simple phrases.Be able to write phrases, short texts and paragraphs to review the language of the course.BLOCK 3 - Knowledge of the languageIdentify and use the key vocabulary of the unit: Review the vocabulary of the course.Understand and apply grammar concepts correctly:Review the structures of the course.Recognize and reproduce sounds, rhythm, accentuation, and entonation:Sounds of the course.Develop useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Remember the words of the couse.Use logic thinking: getting information from images, getting words from a group of words.Learning to use critical thinking: observe, describe, identify, comparing and sharing opinionsPersonalize the language learned.Review the vocabulary using a Picture Dictionary (Picture dictionary).Reflecting in their own work, selfevaluate at the end of the unit.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Greetings and farewells.Work in pairs and small groups.Respecting opinions.Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theater, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listenning and speakingListens and understands oral mesages of incresing difficulty, like instructions and explanations, oral interactions directed or recorder with audiovisual support in order to get global and specific information.Real and pretended oral interactions giving verbal and non-verbal responces that require choosing from a limited selection of posible answers, in contexts gradually less directed.Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Prepared previously with help and examples, showing interes in expressing themselves orally in individual or group activitiesDevelop basic strategies to support comprehension and oral expression: through the use of visual and non-visual contexts and previous knowledge about a topic or situation transfered from the language they know to a foreing language.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Read and understand different texts, on paper or digital, accepting the linguistic competence of the students, to use global and specufic information in the development of a task or just to enjoy e reading.Guided use of reading strategies (using visual context elements and previous knowledge of the topic or a situation trasfered ffrom the languages they know). identifying the most relevant information, infering the meaning of the words and unknown expressions.Read and write their own texts about daily situations close to their own experiences, like invitations, greeting cards, notes, brochures, .Compositions based on madels, of a variety of texts, using expressions and commom phrases, to communicate and give information, or in diferrent types of communication.Use the new thechnologies of informations and communications to read, write and communicate information.Interest for the care and presentation of written texts. BLOCK 3 - Knowledge of the language3.1 Linguistic competenceReview sounds, rhythm, accentuation, and entonation. Review the vocabulary of the course.Review the grammar structures of the course.Global asociation of the written, pronounciation and meaning based on written models.Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningDevelop useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Remember the words of the couse .Use logic thinking: getting information from images, getting words from a group of words.Learning to use critical thinking: observe, describe, identify, comparing and sharing opinionsPersonalize the language learned.Review the vocabulary using a Picture Dictionary (Picture dictionary).Reflecting in their own work, selfevaluate at the end of the unit.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Working in pairs or small groups.Learn to share. Work in pairs and small groups.Respecting opinionsShow a receptive attitude towards those who speak a different language than their own.Interdisciplinary contents:Maths: numbers and numeric sequencing. Create a goodbye postcard in the shape of a penguin following instructions. Communication and linguistic habilities: ask and answer questions, following instructions, acting out a story, playing games, etc.BLOCK 5- Literacy EducationDialogue reproductions. III. BASIC COMPETENCESLinguistic communicationAll the sections and activities of the unit contribute to the development of linguistic competence in communication, especially in the activities: (lessons 1 -10)Data processing and digital competenceUse different sources of information and situation to review the language learn and develop communication skills. Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet. Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games Word, Interactive version of Board games, a downloadable PDF with worksheets, tests, etc.).Digital Activity Book (to use at home)Online Family Islands Audio CDsIslands’ web page . Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding. (Ask and answer, PB page 92), Quiz (PB page 93), (Grammar and the rules. PB page 95)Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: All the games and Optional Activities suggested in the TG. Artistic and cultural competenceThis competence is develop in the unit through activities such as: Creating crafts: Create a goodbye postcard in the shape of a penguin following instructions. (PB page 95), todas las Activities indicadas en la TG.Immerse in the language, traditions and culture of an English speaking country. Learning to learn competenceThis competence is develop in the unit through activities such as: Understand and use good practices and learning techniques in class: create a portfolio with the vocabulary of the unit (PB). Develop their own capacities completing activities on their own (AB, pages 88 to 91) while familiarizing with reading and writing.Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Reading and Writing booklet, Grammar Booklet.Reflect on what they have learned and how they have learned it.Autonomy and personal initiative This competence is develop in the unit through activities such as: Be responsible with class activities and tasks proposed band the unit, organize personal work as a strategy for learning (AB, Unit Goodbye pages 88 to 91). Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Reading and Writing booklet, Grammar Booklet.Develop social abilities like respect, cooperation and team work: Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: All games and Optional Activities suggested in the TG. Be able to assess their own learning and self evaluation.Mathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc.)This competence is develop in the unit throughout: Relate numbers to images, comics, etc. Create a goodbye postcard in the shape of a penguin following instructions. (PB page 95)Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all the dialogues of the course.IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Unit goodbye – pages 92 to 95)Activity Book (Unit goodbye - pages 88 to 91).Digital Activity Book (All AB activities and additional exercises and interactive games). Active Book; activities and interactive games to practice the language.Flashcards, Wordcards, storycards, Phonics and Spelling cards, posters, videos.Flashcards, Wordcards, Phonics and Spelling cards of the entire course. Online Islands (activities and exercices with the characters of the course following their adventure and communicating with them (“closed-chat”).Teacher’s Resource Materials: Teacher’s Book Games bankPrintable worksheets Extra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandsAudio CDsActive Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.V. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomCompleting the AB exercices (Unit Goodbye, pages 88 to 91).Summative evaluationEnd of year test (Test Booklet)Evaluation CriteriaBLOCK 1- Oral communication: listenning and speakingParticipate in oral interactions directed to common topics easily predictable:Use the vocabulary and language of the course.Understanding a global idea of specific information relevant oral texts with the help of linguistic elements, related to the content of the unit.Identifying the vocabulary and language of the course.BLOCK 2- Written communication: reading and writing Understand simple written texts previously learned through real oral interactions. (End of year Test-Test Booklet) Be able to read and recognize the vocabulary and the language from the course. Writing word and phrases, previously learned through oral interactions and reading in order to transmit and share information. (End of year Test-Test Booklet)BLOCK 3 - Knowledge of the language Recognize and use the vocabulary and language structures in common contexts of communication. Vocabulary Learn the language of the course (End of year-Test-Test Booklet)GrammarUnderstand and use correctland the grammar structures of the course (End of year Test-Test Booklet)PhonicsRecognize and reproduce sounds, rhythm, accentuation, and entonation: of expressions de todo el curso (Phonics and Spelling):Reflections on learningUse basic learning to learn strategies, asking for helpage using gestures, use visual dictionaries and identifying some personal aspects that will help them learn. Evaluate if the basic strategies are supporting the learning progress (Self-evaluation). BLOCK 4- Socio-cultural aspects and intercultural awarenessTo show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their life. BLOCK 5- Literacy Education Reproduction of oral texts with some autonomy: A song: Final version of the Quest song (PB page 93)FESTIVALSI. OBJECTIVESBLOCK 1- Oral communication: listenning and speakingParticipate in oral interactions:HalloweenIdentify and mention objects of Halloween.Talk about Halloween; british traditions and culture.Christmas Identify and mention Christmas objects.Talk about Christmas; british traditions and culture and the rest of the world. Pancake DayIdentify and mention objects of Pancake Day.Explaining a recipe.Talk about Pancake Day, celebrations around the world.April Fool’s DayIdentify and mention objects of April Fool’s Day.Telling a joke.Talk about April Fool’s Day, british traditions and culture and the rest of the world. Be able to understand oral messages with incresing difficulty: HalloweenRecognizing the language of vocabulary of: Halloween.Christmas Recognizing the language of vocabulary of: Christmas.Pancake DayRecognizing the language of vocabulary of: Pancake Day.April Fool’s DayRecognizing the language of vocabulary of: April Fool’s Day.BLOCK 2- Written communication: reading and writing Reading words, phrases and short texts with the language of the festivals: Halloween, Christmas, Pancake Day, April Fool’s Day.Write words, phrases and short texts with the language of the festivals: Halloween, Christmas, Pancake Day, April Fool’s DayBLOCK 3 - Knowledge of the languageIdentify and use the vocabulary: Halloween: dress upage apple bobbing, pumpkin bread, caramel corn, devils, ghost story, gravestone, spooky food.Christmas: Christmas tree, Father Christmas, mistletoe, Christmas cards, stockings, turkey, Brussels sprouts, Christmas pudding.Pancake Day: Shrove Tuesday, recipe, por, beat, heat, toss, batter, syrupage topping, mashed.April Fool’s Day: prize, contest, prank. Understand and apply grammar concepts correctlyLanguage structures: Language related to: Halloween, Christmas, Pancake Day, April Fool’s Day.Recognize and reproduce sounds, rhythm, accentuation, and entonation: Develop useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Logical thinking: getting information from images.Critical thinking: infering and comparing.Pensamiento creativo: making crafts.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language through class participation:Entender las tradiciones culturales de: Halloween, Christmas, Pancake Day, April Fool’s Day.Work in groups.Show a receptive attitude towards those who speak a different language than their own. Identify customs and daily live aspects of another culture and foreign language speaking countries. BLOCK 5- Literacy EducationEnjoy literacy through reading texts of reference or of their own selection and immerse in other aspects of the arts as theater, radio, TV, movies in order to understand the world around them and understand human nature, to develop linguistic abilities.II. CONTENTSBLOCK 1- Oral communication: listenning and speakingListens and understands oral mesages of incresing difficulty, like instructions and explanations, oral interactions directed or recorder with audiovisual support in order to get global and specific information.Real and pretended oral interactions giving verbal and non-verbal responces that require choosing from a limited selection of posible answers, in contexts gradually less directed.Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Produce prior learned oral texts through active participation in class routines, representations, songs, chants and role play. Prepared previously with help and examples, showing interes in expressing themselves orally in individual or group activitiesDevelop basic strategies to support comprehension and oral expression: through the use of visual and non-visual contexts and previous knowledge about a topic or situation transfered from the language they know to a foreing language.Value a foreign language as a mean of communication. BLOCK 2- Written communication: reading and writing Read and understand different texts, on paper or digital, accepting the linguistic competence of the students, to use global and specufic information in the development of a task or just to enjoy e reading.Guided use of reading strategies (using visual context elements and previous knowledge of the topic or a situation trasfered ffrom the languages they know). identifying the most relevant information, infering the meaning of the words and unknown expressions.Read and write their own texts about daily situations close to their own experiences, like invitations, greeting cards, notes, brochures, .Compositions based on madels, of a variety of texts, using expressions and commom phrases, to communicate and give information, or in diferrent types of communication.Use the new thechnologies of informations and communications to read, write and communicate information.Interest for the care and presentation of written texts. BLOCK 3 - Knowledge of the language3.1 Linguistic competenceReview the sounds, rhythm, accentuation, and entonation.Identify and use the proper language of the Festivals: Halloween, Christmas, Pancake Day, April Fool’s Day.Understanding and applying grammar structures proper of the Festivals: Halloween, Christmas, Pancake Day, April Fool’s Day.Global asociation of the written, pronounciation and meaning based on written models.Familiarize with the use of basic strategies for the production of texts based in a model: choose the recipient, purpose and content. Interest in the use of a foreign language in a variety of situations. 3.2 Reflexions about learningDevelop useful learning strategies. Use prior knowledge.Ask and answer questions.Following instructions.Logical thinking: getting information from images.Critical thinking: infering and comparing.Pensamiento creativo: making crafts.BLOCK 4- Socio-cultural aspects and intercultural awarenessRecognize and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language than their own.Interdisciplinary contents:Maths: using numeric sequence.Social Sciences: learn about how festivals are celebrated around the world: Halloween (PB pages 96 and 97), Christmas (PB, pages 98 and 99), Pancake Day (PB pages 100 and 101), April Fool’s Day (PB pages 102 and 103).Music and Arts: drawings, songs, arts and crafts.Linguistic abilities: ask and give information, ask and answer questions, following instructions, playing different games, singing songs, etc.BLOCK 5- Literacy EducationOral and written texts production: Dialogue reproductions. III. BASIC COMPETENCESLinguistic communicationAll the sections, lessons and activities of Festivals help with language development through communication.Data processing and digital competenceUse different sources of information and situation to review the language learn and develop communication skills. Use the reference materials of the unit: reference bar at the bottom of each page (PB), Grammar summary (PB), Picture Dictionary (AB), Reading and Writing booklet, Grammar Booklet. Get started and practice the use of digital competences and information through the use of the components of the method. Active Teach for Interactive Whiteboards (interactive PB and AB, audio material, digital flashcards, word cards, and story cards, extra activities, digital interdisciplinary posters, animated stories, Song, Story, The last Word, interactive board games Word, Board games en versión interactive, a downloadable version of photocopiables, tests, etc).Digital Activity Book (to use at home)Online Family Islands Audio CDsIslands’ web page . Civic and social competenceThis competence is develop through exercising the abilities and essential skills of communication such as:Participating in classroom dialogues with full understanding (PB, pages 96 to 103).Socialize and participate in classroom activities, playing, building and accepting classroom rules, working in pairs and in groups: all the games and activities included in the TG.Be able to communicate the results of their own work.Artistic and cultural competenceThis competence is develop in the unit through activities such as: Develop creativity: in all the activities of the Festivals Unit: Halloween: A Halloween party invitation. (AB page 92). Optional activities in the TG pages 266 and 267 (Power Point Presentation, Guessing game, Halloween design contest, Roleplay).Christmas Day: A Christmas postcard for a friend. (AB page 93) Optional activities in the TG pages 268 and 269 (Pair work, Guessing game, Poster, TPR game)Pancake Day: A recipe (AB page 94). Optional activities in the TG pages 270 and 271 (Crazy food, Cooking, Whose is this récipe?).April Fool’s Day: Un chiste (AB page 95). Optional activities in the TG pages 272 and 273 (Reading contest, The best joke!, Reoleplaand the jokes).Immerse in the language, traditions and culture of an English speaking country. Understanding cultural traditions of Halloween (PB pages 96 and 97), Christmas (PB, pages 98 and 99), Pancake Day (PB pages 100 and 101), April Fool’s Day (PB pages 102 and 103).Learning to learn competenceThis competence is develop in the unit through activities such as: Understand and use good practices and learning techniques in class: make a portfolio with the vocabulary.Develop their own capacities completing activities on their own (AB, pages 92 to 96).Use the reference material: reference bars in the PB, pages 96 to 103)Familiarize with reading and writing. (AB, pages 92 to 95).Autonomy and personal initiative This competence is develop in the unit through activities such as: Be responsible with class activities and tasks proposed band the unit, organize personal work as a strategy for learning (AB, pages 92 to 95). Use the reference material propose band the unit: reference bars at the bottom of each page . Develop social abilities like respect, cooperation and team work: (Games bank, TPR activities , TG activities, etc.Choose on their own the activities an projects they are going to do next:Halloween: A Halloween party invitation. (AB page 92). Optional activities in the TG pages 266 and 267 (Power Point Presentation, Guessing game, Halloween design contest, Roleplay).Christmas Day: A Christmas postcard for a friend. (AB page 93) Optional activities in the TG pages 268 and 269 (Pair work, Guessing game, Poster, TPR game)Pancake Day: A recipe (AB page 94). Optional activities in the TG pages 270 and 271 (Crazy food, Cooking, Whose is this récipe?).April Fool’s Day: Un chiste (AB page 95). Optional activities in the TG pages 272 and 273 (Reading contest, The best joke!, Reoleplaand the jokes).Interaction with the physical world competenceThis competence is formed band the adequate perception of the physical space where they live and the ability to interact. Recognize places where other cultures are taking place, developed critical thinking observing reality: culture and traditions in English speaking countries : Halloween (PB pages 96 and 97), Christmas (PB, pages 98 and 99), Pancake Day (PB pages 100 and 101), April Fool’s Day (PB pages 102 and 103).Show respect toward self and others (Dialogues and games)Mathematical competenceConsists in the ability to use and relate numbers, basic operations, form of expressions and mathematical thinking. At the same time this competence implies the knowledge and use of basic maths elements (different numbers, measurements, basic geometry, etc.)This competence is develop in the unit throughout: Count and express numbers, number sequences, etc.Emotional competenceThis competence is about the abilities to recognize and control emotions, to read other people different states of mind and feelings, in order to establish positive relations with others and to be a happy human being that responds adequately to personal, academic and social challenges. This competence is reached when the pupil is able to approach any activity taking risks and assuming responsibility establishing positive relations with others. This implies the development of self esteem and trusting owns possibilities. Expressing feelings and emotions: in all dialogues and language interactions (PB pages 96 to 103).Use language to express emotions: AB’s drawings and crafts (pages 92 to 96) and TG activities.IV. ATTENTION TO DIVERSITY Extra-practice and extension activitiesPupils Book (Festivals – pages 96 to 103)Activity Book (Festivals- pages 92 to 95).Digital Activity Book (All AB activities and additional exercises and interactive games). Active Book; activities and interactive games to practice the language.Flashcards, Wordcards, storycards, Phonics and Spelling cards, posters, videos.Online Islands (activities and exercices with the characters of the course following their adventure and communicating with them (“closed-chat”).Teacher’s Resource Materials: Teacher’s Book Games bankFichas fotocopiablesExtra-practice and extension activities (for early finishers)Test Booklet (Test to assess knowledge, progress test, and practice test). Online IslandsAudio CDsActive Teach, activities and interactive games to practice the language in any Whiteboard (IWB) Interactive.V. EVALUATIONFormative evaluationConstant supervision of the progress in the classroomCompleting the AB exercices (Festivals, pages 92 to 96). ................
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