Programación Explorers 5 5º Prim. English - OUPE
EXPLORERS 5
AREA OF FOREIGN LANGUAGES
ENGLISH
FIFTH YEAR
COMPULSORY PRIMARY EDUCATION
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1
INDEX
1. THEORETICAL JUSTIFICATION FOR THE PROJECT 1
2. METHODOLOGY 1
3. KEY COMPETENCES 3
4. ATTENTION TO DIVERSITY 17
5. CURRICULUM 19
5.1. OBJECTIVES 19
5.2. CONTRIBUTION OF THIS AREA TO THE ACQUISITION OF KEY COMPETENCES 24
5.3. CONTENTS 26
5.4. ASSESSMENT CRITERIA 29
6. PROGRAMME OF UNITS 30
7. TIMING EXPLORERS 5: YEAR 20--/20--* 77
Annex I. THE DEVELOPMENT OF KEY COMPETENCES USING EXPLORERS 5 132
Annex II. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT 140
1. THEORETICAL JUSTIFICATION FOR THE PROJECT
THE advantages and opportunities offered by the current educational legislation (LOE), the increasingly multicultural demands and needs of our society, along with the directives established by the Council of Europe in the Common European Framework of Reference for languages, are three key aspects which are reflected in the Explorers project.
With a marked vocation towards education and learning, where pupils learn English through motivating activities of a ludic nature which allow the foreign language to be acquired subconsciously and naturally, and which involve the challenge of boosting the ability of students to perceive the knowledge of a foreign language not only as one more subject but as the discovery of an outside world of which we all form a responsible part, the project promotes interaction in class in order to develop an attitude of awareness towards social norms and values, within the psychopedagogical principles upon which the curriculum design for the stage of Primary Education is based.
The aim of our project is to ensure that students acquire all the skills stipulated by the LOE, focussing, logically, on the competence of linguistic communication, and laying particular emphasis upon social and civic competence, learning-to-learn and autonomy and personal initiative.
In this project, teachers must create the necessary conditions for learning, with particular emphasis upon diversity. They will prepare and organise the work, helping to develop it; coordinate actions; encouraging positive attitudes towards English language and culture, attracting and developing pupils’ interest in the new and the creative, intervening in an active and reflexive manner, and treating mistakes as signs of progress.. Meanwhile, pupils must play an active role in in the learning process, being, as the LOE recommends, the cbetween of the process, and thus developing their autonomy and independence.
2. METHODOLOGY
Explorers is a six-level series which proposes fast grammatical progression combined with a methodology focused on the four skills (reading, writing, listening and speaking).
Explorers transcends classroom teaching, promoting the values of family and friendship, cooperation, help and gratitude.
Vocabulary and grammar
New language is introduced in connection with the topic of each unit. It appears in the students’ book via the flashcards and recordings and is practised with songs and games or activities designed to motivate students.
Skills
Every unit contains a five-page section devoted specifically to the development of the four skills: reading, writing, listening and speaking.
Stories
Each unit contains a story in which new words appear in a fun and motivating context. These stories also permit cyclical revision of previously studied linguistic structures and provide new opportunities to practise material already encountered. In Explorers 5 the unit story is about the main characters in the course.
The three extension stories complement the language and offer students the opportunity to respond. Every two units there is a three-episode comic story with which to revise language in an entertaining context
Exploration of the real world
Explorers is a flexible method, which also pays considerable attention to the real world, as is reflected in the contents of the DVD, coordinated with the Class Book. The theme of the unit is further explored in lesson 7. The DVD also includes material from the real world.
Songs and chants
In every unit there is a song in order for children to practise new language, new vocabulary and new sounds. Melody and rhythm are essential for the memorisation of new words. When they sing, children are able to shrug off their fears and shyness and practise language in a natural way with their peers whilst also enjoying themselves. Songs, then, provide a good opportunity to introduce movement and fun into the classsroom
Drama and Total Physical Response
Students of any age, especially those who move well, benefit from methods which associate language with actions. The more body language is connected to the learning process, the more likely it is that students will absorb and retain information. For this reason, children are taught actions which accompany the songs or stories. In Explorers, children have the opportunity to act out the stories and perform in simple plays. One of the main obstacles when learning a language at any age is self-perception. Theatre appeals to children’s imagination and is an excellent way of interesting them in the stories and improving their communication skills. In this way children will learn to communícate and make themselves understood and will develop skills which will enable them to express themselves with greater fluency in everyday situations by practising in class with a story before experiencing the same situation in a real context.
Values
Values or civic education are a fundamental part of Explorers. It is essential to focus upon children as people beyond their linguistic skills and improve their behaviour and development of correct attitudes; as well as teaching them how their behaviour impacts upon their environment and peers.
3. KEY COMPETENCES
In the Ley Orgánica de Educación (LOE) definition of the curriculum, we find both the traditional components (objectives, contents, teaching methods and assessment criteria) as well as key competences. This is one of the guiding elements of the curriculum as a whole and, consequently, a guide in the processes of teaching and learning. In fourth grade of primary school pupils have to participate in the so-called diagnostic assessment, in which they have to demonstrate the acquirement of certain skills. This assessment does not have academic consequences for students, but the fact that the results help guide centres to take decisions regarding students’ learning gives us some idea as to how educational processes are conditioned by this element in the sense of being much more functional. In sixth grade of primary school the decision as to whether pupils are promoted to the subsequent level is partly based on whether or not they have acquired the key competences, as a result of which they become a reference for student assessment.
As opposed to an educational model focused upon the the acquirement of more or less theoretical knowledge, often unrelated, an educational process based upon the acquirement of skills emphasises, above all, the acquirement of some vital know-how, practical and integrated, know-how which students will have to demonstrate (this is rather more than functional training). In brief, a skill is the putting into practice and demonstration of the capacity to integrate knowledge, abilities and attitudes to resolve problems and situations in different contexts. In a very graphic and succinct manner, there is a definition of the putting into practice of acquired knnowledge, knowledge in action, in other words, mobilising knowledge and skills in a specific situation (real and different from the one in which these were learned), activating existing resources or knowledge (although one thinks they are absent because they have been forgotten).
There is one aspect which should be highlighted, regarding what might be called the combined character of the skill: the pupil, via what he knows, must demonstrate what he can apply, but also what he can be. In this way we see how a skill integrates the different contents which are worked on in the classroom (concepts, procedures and attitudes), an example of integral training of the pupil. To summarise, we are acknowledging that the academic instiitution wil not only prepare students in the knowledge of technical and scientific know-how, but also as citizens, so they should evince a series of civic and intellectual attitudes which imply respect towards others, being responsible, team-work...
Another aspect is also important: acquiring competences allows one to tackle the constant renewal of knowledge which occurs in any area of learning. The student’s academic training takes place in school over a limited number of years, but the need for personal and/or professional preparation never ends, so that a competence in the use, for example, of information and communication technology, will enable access to this tool to obtain the information necessary at any given moment (obviously, after analysing its quality). If we also bear in mind that it is often impossible to consider in depth all the contents of the curriculum, it is clear that the student must acquire this competence, that of learning to learn.
In our educational system, the key competences regarded as those which students should possess when they finish their obligatory education in order to deal with the demands of their personal and working lives are as follows:
▪ Competence in linguistic communication
▪ Mathematical competence.
▪ Competence in knowledge of and interaction with the physical world.
▪ Data processing and digital competence.
▪ Social and civic competence.
▪ Cultural and artistic competence.
▪ Learning-to-learn.
▪ Autonomy and personal initiative.
But, what do we understand by each of these competences? In essence, and concentrating on the most important aspect of the school curriculum, each of them contributes the following to the student’s personal and intellectual preparation:
▪ COMPETENCE IN LINGUISTIC COMMUNICATION
This competence involves using the language as a spoken and written communication tool, and as a means of learning and self regulation of thought, emotions and behaviour. It contributes to the creation of a positive self-image and encourages constructive relationships with others and with the environment. Learning to communicate meaning establishing links with other people and cultures. It is fundamental in resolving conflict and for peaceful coexistence. Acquiring this competence involves a command of oral and written language in a variety of contexts and the functional use of at least one foreign language.
▪ MATHEMATICAL COMPETENCE
This competence consists, above all, of the ability to use numbers and basic mathematical operations, symbols and mathematical reasoning to produce and express information. Students learn about quantitative and spatial features and resolve everyday problems. The acquisition of this competence means applying skills and attitudes which allow for mathematical reasoning, understanding of mathematical arguments, and the ability to express oneself and communicate in mathematical language integrating mathematical concepts with other types of knowledge.
▪ COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD
This involves the ability to interact with the physical world in it’s natural state and see how it has been affected by human intervention. It helps to understand events and the consequences of different activities designed to improve and preserve conditions for life, of other people, and other living things. This competence implies the acquisition of scientific rational thought which enables the student to interpret information and make decisions with autonomy and personal initiative, and to use ethical values in personal and social decisions.
▪ DATA PROCESSING AND DIGITAL COMPETENCE
Searching, finding, and processing skills are developed in this competence, as are the communication of information and its transformation into knowledge. Aspects such as the access to, and selection of information are included, and the transmission of this information in different formats. Students learn to use ITC as an essential media for information and communication. The acquisition of this competence involves use of technology to solve problems efficiently and having a critical attitude towards the information available.
▪ SOCIAL AND CIVIC COMPETENCE
This competence involves understanding the social reality of the world in which we live and being a democratic citizen in the today’s plural society. It incorporates individual behaviour patterns that allow us to function and coexist in society, have contact with others, cooperate, assume commitments and deal with conflict. Acquiring this competence means knowing how put oneself in the place of others, accept differences, be tolerant and respect their values, beliefs, cultures and the culture and personal history. To summarise, it implies an understanding of the social reality we live in, the ability to deal with conflict applying ethical values and understanding of the rights and obligations we have as citizens, showing solidarity and responsibility.
▪ CULTURAL AND ARTISTIC COMPETENCE
This competence involves learning about, appreciating, understanding and evaluating a variety of cultural and artistic statements, and treating them as a source of pleasure and personal enrichment and as part of the cultural patrimony of different societies. Appreciation and enjoyment of art and other cultural statements and an open and receptive attitude to the variety of art forms lead to the conservation of a common cultural legacy and encourages the student’s own creative capacity.
▪ LEARNING-TO-LEARN
This competence involves on the one hand starting the learning process, and on the other hand being capable of continuing the process in an autonomous fashion. It implies the acceptance of a variety of possible answers to the same problem, and motivation to search for these answers using different means. To sum up, it implies an organisation of the student’s own capacity to efficiently manage resources and intellectual processes.
▪ AUTONOMY AND PERSONAL INITIATIVE
This competence refers to the ability to decide using one’s own criteria and to successfully take the necessary initiatives to develop and take responsibility for the chosen option, both at a personal and social level and in the workplace or school.
The acquisition of this competence implies creativity, innovation, responsibility and a critical approach to the development of individual or group projects.
How is each key competence attained by using this material?
We are going to explain in brief the most relevant aspects of our project, subject to the denands of daily teaching practice at any given time.:
In essence and reflecting the most significant elements of the school currículum, each competence contributes the following to the student’s personal and intellectual preparation:
A. KEY COMPETENCES DIRECTLY RELATED TO THE LEARNING OF THE FOREIGN LANGUAGE
▪ COMPETENCE IN LINGUISTIC COMMUNICATION
This competence involves using the language as a spoken and written communication tool, and as a means of learning and self regulation of thought, emotions and behaviour. It contributes to the creation of a positive self-image and encourages constructive relationships with others and with the environment. Learning to communicate meaning establishing links with other people and cultures. It is fundamental in resolving conflict and for peaceful coexistence. Acquiring this competence involves a command of oral and written language in a variety of contexts and the functional use of at least one foreign language.
Foreign language learning contributes directly to the development of this competence, completing, enriching and adding new aspects of comprehension and expression to the general communicative competence of the student. All textbooks published by Oxford University Press offer a wide range of activities which encourage authentic communication in the classroom, with a systematic development of written and oral skills and opportunities for personalisation
The first two lessons of each unit incluye comunicative activities for the structures introduced in the unit SB P.. 50-59,.,. In the fourth lesson of each unit is a dramatisation of the story. SB P.. 3,9, 17, 22-23,27, 35,40-41,45, 53, 58-59. The first lesson of each unit contain activities which help to mprove pronunciation. SB P.. 7,17,29,39,51, 61
▪ DATA PROCESSING AND DIGITAL COMPETENCE
Searching, finding, and processing skills are developed in this competence, as are the communication of information and it’s transformation into knowledge. Aspects such as the access to, and selection of information are included, and the transmission of this information in different formats. Students learn to use ITC as an essential medium for information and communication. The acquisition of this competence involves use of technology to solve problems efficiently and having a critical attitude towards the information available.
Information and communication technology offers the possibility to comunícate in real time with any part of the world, as well as simple and immediate access to a constant flow of information which increases every day. Knowledge of a foreign language offers the possibility to communicate using new technology real, functional contexts for communication.. This competence consists of having the ability to obtain, process and communícate information and turn it into knowledge.
The students can practise and play interactive games as well as practise pronunciation via songs in the Explorers section on the Oxford Online Learning zone. It also offers the teachers the possibility of connecting to internet and features a teachers’ CD-ROM which contains a wide variety of material that facilitates teachers’ work and helps them to reinforce the work covered. TB P. 52-54, 74-75, 98-99, 119-120, 143-144, 164-165.
▪ SOCIAL AND CIVIC COMPETENCE
This competence involves understanding the social reality of the world in which we live and being a democratic citizen in today’s plural society. It incorporates individual behaviour patterns that allow us to function and coexist in society, have contact with others, cooperate, assume commitments and deal with conflict. Acquiring this competence means knowing how put oneself in the place of others, accept differences, be tolerant and respect their values, beliefs, culture and personal history. To summarise, it implies an understanding of the social reality we live in, the ability to deal with conflict applying ethical values and understanding of the rights and obligations we have as citizens, showing solidarity and responsibility.
Languages are used for social communication, but also as a vehicle for cultural communication and transmission. Learning a foreign language involves an understanding of cultural features and information related to the communities which speak the language. This favours an understanding of the society we live in through respect and acceptance of different cultures. Tolerance and integration are developed and an appreciation of features of, and differences in, cultural identity.
Each of the units includes activities which promote good behaviour and respect for others as well as correct ways of behaving in different places. SB P. 6-10, 14-17. 24-27, 32-35, 42-45, 50-53 At the end of the book the festivals sections help students to be aware of the different material worked on in each unit, as well as the different stories at the end of Units 2, 4 and 6 Trotter´s tours.
▪ CULTURAL AND ARTISTIC COMPETENCE
This competence involves learning about, appreciating, understanding and evaluating a variety of cultural and artistic statements, and treating them as a source of pleasure and personal enrichment and as part of the cultural patrimony of different societies. Appreciation and enjoyment of art and other cultural statements and an open and receptive attitude to the variety of art forms lead to the conservation of a common cultural legacy and encourages the student’s own creative capacity.
Learning a foreign language helps to develop this competence if the linguistic models contain, even in the limited way possible at this level, cultural information. This competence, then, encourages expression and communication in order to perceive and understand different realities and products of the artistic and cultural world.
Artistic competence involves a basic understanding of techniques, resources and conventions related to the different artistic idioms, music, literature, visual and stage arts or different aspects of so-called popular culture.
All the units provide the option of expressing oneself via sketches, songs, plays and written work in both the student’s book and the workbook. SB P. 11-13, 18-21, 28-31, 36-39, 45-49, 54-57… WB P. 8, 10, 14,15…,
▪ LEARNING-TO-LEARN
This competence involves on the one hand starting the learning process, and on the other hand being capable of continuing the process in an autonomous fashion. It implies the acceptance of a variety of possible answers to the same problem, and motivation to search for these answers using different means. To sum up, it implies an organisation of the student’s own capacity to efficiently manage resources and intellectual processes.
Learning a foreign language is far more effective if it includes contents directly related to reflection upon one’s own learning, so that each child identifies how to learn better and which strategies to use to improve.
This involves the awareness of those capacities which form a part of learning, such as attention, concentration, memory, comprehension, linguistic expression and motivation, for example.
Every activity in Explorers helps to develop this competence.
▪ AUTONOMY AND PERSONAL INITIATIVE
This competence refers to the ability to decide using ones own criteria and to successfully take the necessary initiatives to develop and take responsibility for the chosen option, both at a personal and social level and in the workplace or school.
The acquisition of this competence implies creativity, innovation, responsibility and a critical approach to the development of individual or group projects.
Decisions which result from reflection on the learning process favour autonomy. As autonomy and personal initiative often involve others, this competence necessitates social skills such as cooperation, flexibility, negotiation, teamwork, seeing others’ points of view, dialogue, and the assertiveness to explain one’s own decisions. Autonomy and personal initiative involve being able to imagine, begin, develop and evaluate one’s actions or individual or group projects with creativity, confidence, responsibility and a critical attitude. In this sense it requires the ability to revise previous ideas or create new ones, finding solutions and putting them into practice.
The stories encourage cooperation and respect for others, teamwork, valuing the opinions of others, etc.
Personal initiative is another competence to bear in mind within the different levels of Explorers, as it increases students’ self-confidence and the initiative necessary to carry out different activities and put them into practice in real life (examples: SB pp 2-68; WB pp. 3-82.
B. KEY COMPETENCES NOT DIRECTLY RELATED TO FOREIGN LANGUAGE LEARNING
▪ MATHEMATICAL COMPETENCE
This competence consists, above all, of the ability to use numbers and basic mathematical operations, symbols and mathematical reasoning to produce and express information. Students learn about quantitative and spatial features and resolve everyday problems. The acquisition of this competence means applying skills and attitudes which allow for mathematical reasoning, understanding of mathematical arguments, and the ability to express oneself and communicate in mathematical language integrating mathematical concepts with other types of knowledge.
Using numbers and basic operations,symbols and forms of expression and mathematical reasoning to produce and interpret information, to know more about quantitative and spatial aspects of reality and to resolve problems related to daily life. Part of mathematical competence is the ability to interpret and express with clarity and precision information, data and arguments.
Different lessons of the Students’ Book (SB) and the Workbook (WB) include activities related to mathematics which interrelate two different subjects SB. pp. 2, 5, 6,7,14,15… ; WB pp, 3, 6, 9, 13...
▪ COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD
This involves the ability to interact with the physical world in it’s natural state and see how it has been affected by human intervention. It helps to understand events and the consequences of different activities designed to improve and preserve conditions for life, of other people, and other living things. This competence implies the acquisition of scientific rational thought which enables the student to interpret information and make decisions with autonomy and personal initiative, and to use ethical values in personal and social decisions.
Interacting with the physical world, both in its natural aspects and those generated by human action, in such a way that facilitates the understanding of events, the prediction of consequences and activity directed towards the improvement and preservation of the conditions of one’s own life, that of other people and of all other living creatures.
Taking as a starting point knowledge of the human body, nature, and the interaction of mankind with nature, this competence allows students to discuss rationally the consequences of different lifestyles and take decisions about a healthy physical and mental way of life in a healthy and safe environment. The responsible use of natural resources, environmental conservation, and preservation of individual and collective health are recognised as key to quality of life.
Different activities worked upon throughout the various students’ books improve pupils’ knowledge of themselves and of the physical world which surrounds them, as a consequence of performing the activities included in the books (examples: SB pp. p11-13, 18-21, 28-31, 36-39, 45-49, 54-57… WB pp. 8, 1014,15…,
Continuous learning
In a competence there iis no knowledge which is only acquired in and valid for a particular subject (especially in and for this one). Everything students learn in different subjects (and not only at school) forms a background of culture and information which should serve them throughout their lives, which they should be able to use at specific moments and in differerent situations (language is, in this sense, paradigmatic) . For this reason, any of these competences may be achieved if not in all, certainly in most curriculum subjects and for that reason too these competences can be used and applied in all these subjects, regardless of in which one they have been acquired (transversality). Being competent should guarantee the completion of determined learnings, but also permit the attainment of others, both at school itself and beyond, a guarantee of continuous learning (or, in this case, the capacity to communicate in very diverse situations, some of which pupils themselves may not yet even perceive as likely in the future).
Nevertheless, clearly there is an obvious interrelation between the different elements of the curriculum, one which we must highlight in order to make suitable use of all the curriculum subjects employed in the teaching-learning process. When in a didactic programme like this one the objectives of a unit are indicated formulated ( like the assessment criteria, in terms of abilities), we know that these determine the choice of contents, in the same way that we should employ assessment criteria which demonstrate whether or not pupils attain them. Thus, assessment criteria allow for a double interpretation: on the one hand, those related to the pupils’ learning as a whole, in other words, there will be some assessment criteria specifically linked to concepts, others to procedures and others to attitudes, as all of these contents need to be assessed because they were worked on in class and are those which are assesssed at different stages during application of continuous assessment; and on the other, there will be assessment criteria which have been formulated more with regard to their relationship with key competences.
The assessment of key competences is an assessment model which differs from that of assessment criteria, both because it is applied at different stages of other assessments, and because its purpose, though complementary, is different. If we assume that key competences involve a real and practical application of knowledge, abilities and attitudes, the way of checking or assessing whether the pupil has acquired them is to reproduce application situations which are as real as possible, and in these situations it is customary for the pupil to use this accumulated background (all kinds of contents) but to respond, above all, to practical situations. In this way, when we assess competences we are essentially, though not exclusively, assessing procedures and attitudes, which is why we relate them to assessment criteria that are more procedural and attitudinal.
SUBCOMPETENCES
The competences by their very nature are generic. To use them as a reference for pedagogical actions and to really demonstrate the competences acquired by the students, they need to be broken down into more specific objectives related to other elements of the curriculum. We have called these objective subcompetences, and without covering all the possibilities, they do include those most closely related to the subject curriculum and most prominent in all subjects on account of their interdisciplinary nature.
In foreign language learning, these subcompetences are as follows (there are other competences/subcompetences which are also acquired in the area of Foreign Language–English, though not in this grade):
Competence in linguistic communication
▪ Express thoughts, emotions, experiences and opinions orally and simply.
▪ Adapt spoken style to a variety of communicative contexts, taking into account non-verbal features and respecting norms of communicative exchanges.
▪ Understand social and cultural conventions when producing texts
▪ Understand a variety of texts types typical of the academic setting and understanding the communicative intention and formal features.
▪ Take pleasure in reading and use reading to discover other places, languages and cultures.
▪ Be conscious of the need to respect spelling rules in the production of written texts
▪ Understand principles of word formation as a means of extending vocabulary
▪ Use a sufficient range of vocabulary to be able to express oneself orally and in writing in specific situations.
▪ Compose texts typical of the academic environment, appropriate to the communicative objective.
▪ Write texts to express ideas, feelings and experiences
Data processing and digital competence
▪ Search for, obtain, process and communicate information in the foreign language, transforming it into knowledge, using the computer or the internet.
▪ Analyse critically the information obtained
Social and civic competence
▪ Use dialogue as a basic tool for interpersonal communication and in the resolution of conflict.
▪ Understand the values which characterise a democratic society: freedom, solidarity, participation, citizenship, tolerance.
▪ Value linguistic diversity as a cultural advantage.
Cultural and artistic competence
▪ Appreciate cultural diversity as seen though artistic statements.
Learning-to-learn
▪ Understand and habitually use the main techniques and strategies which favour the intellectual process (summary, note taking, concept maps...).
▪ Use a variety of sources for finding and processing information
Autonomy and personal initiative
▪ Show initiative and personal creativity
▪ Develop social skills.
Mathematical competence
▪ Apply logical reasoning to chains of argument, identifying the fundamental ideas.
Competence in knowledge of and interaction with the physical world
▪ Recognise geographical spaces and conditions where other cultures are located or come from and which may determine and influence the development of these cultures.
▪ Identify questions or problems and obtain conclusions based on evidence.
All these competentes and subcompetences bring into play different strategies and different linguistic and discursive skills are employed in a contextualised manner. Therefore, the activities in which the foreign language is used are set within fields which may be public (everything related to daily social interaction), personal family relationships and individual social habits), professional or educational. Students will use communication strategies in a natural and systematic manner in order to make effective the communication activities performed by means of communicative skills. The skills developed will be: productive (speaking and writing), receptive (listening and reading) and based on interraction or mediation.
Learning tasks or activities will constitute the core of didactic planning, and will integrate objectives, contents and assessment, making up units of programming. Amongst other criteria, the design of activities and tasks has taken into account the stages to be followed in their development, prior knowledge, integrated treatment of linguistic components, skills and strategies, proposed final objectives and the classroom’s potential for adaptation and diversity.
Learning English will not only provide students with competences in order to communicate, but also with cultural and social knowledge of the culture whose language they are studying, which will help them develop a personality which is open and tolerant towards what is different.. In this way one achieves the integral prepararation of the individual
As we have noted, one of the characteristics of the key competences is that they allow for and encourage transversality in the learning with which they are associated, in other words, that which can and should be achieved, though from a different but complementary perspective, via the development of the curriculum of the various areas of the same educational stage. In this grade, these areas are Conocimiento del Medio, Art, P:E., Spanish Language, Foreign Language, Mathematics, Music and, optionally, Religion.
For the overall work required of teachers in this grade, we indicate in the table below the key competences which, as a minimum, should also be attained in other areas, in some with more interrelation and in others with less:
| |KEY COMPETENCES* |
|ÁREA | |
| |1 |2 |3 |
|Meet the explorers! |1 |45 min* | |
|Hello! |4 |3hours | |
|1 In the trees |12 |9hours | |
|2 Let´s do sport |14 |10hours 30 min | |
|3 Cillections |12 |9hours | |
|4 Animals all around |14 |10hours 30 min | |
|5 Places and people |12 |9hours | |
|6 A day out |14 |10hours 30 min | |
|Culture ,Festivals and Extensive Reading |10 |7 hours and 30min* | |
|TOTAL |e.g approx 93 |72hours 15 min | |
|Extra activities programmed by the school | | | |
*Each centre will have to adapt this programme to its own situation and timetable.
THE SESSIONS ARE APPROXIMATELY 45’ LONG. TEACHERS WILL ADAPT THIS TO THEIR TIMETABLE AND CLASS LEVEL
The terms used in the classroom programme tables are as follows:
|Skills |Interaction |Material |
|RC |
|SESSION |OBJECTIVES/ACTIVITIES |DESCRIPTION |SKILLS |INTERACTION |MATERIAL |
|1 |Warm up. TB, P. 23 |- Practise greetings. |CO,EO |P-A, TI |TRP |
|45’ | | | | |cB |
| |Sing a rap | | | |CD |
| |. |Learn the rap. |CE, CO, EO |P-A | |
| |Revise the vocabulary and structures from previous |Introduction of unit contents and planning of objectives and | | | |
| |levels . |activities. | | | |
| |Spell words |, Listen, repeat and find words | | | |
| |Seek information in a picture |- Listen to guess the word. | | | |
| |SB |- Do questions and answers in pairs | | | |
| | |- Read some sentences and indicate whether they are true or | | | |
| | |false |CE, CO, EO |TI, TG, TP | |
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| |Reinforcement activities |Do suggested activity |CE, EE |TI |WB |
| |-Exercises in the TB, P. 24 | | | |TRP |
| |-Wordlist, TB 23 | | | | |
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| |Extension activities: |Do exercises to recycle and extend vocabulary | | | |
| |Optional activity: TB P.24 | |CE, EO |TI, TG |TB |
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|HELLO |
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|SESSION |OBJECTIVES/ACTIVITIES |DESCRIPTION |SKILLS |INTERACTION |MATERIAL |
|1 |Warm up. TB, P. 25 |-With Hello and the Explorers Song |CO,EO |P-A, TI |TRP |
|45’ | | | | |SB |
| |Introduce the course characters. |Read about the children , listen and say their names | | |CD |
| |Revise questions and answers about age, the family and|Introduction of unit contents and planning of objectives and |CE, CO, EO |P-A | |
| |our favourite things. |activities. | | | |
| |Practise the vocabulary in the context of a dialogue |Match questions and answers. | | | |
| | |- Do questions and answers in pairs | | | |
| |SB, P. 2 | | | | |
| |WB P.3 |- Following a code match names and pictures . Then Listen to | | | |
| | |check if correct | | | |
| |Say goodbye |-Write a text about oneself |CE, CO, EO |TI, TG, TP | |
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| |Reinforcement activities |Completion of suggested exercises to reinforce and Consolidate |CE, EE |TI |WB |
| |-Do suggested activity TB P.26 |studies. | | |TRP |
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| |Extension activities: |Do exercises to recycle and extend vocabulary | | | |
| |Optional activity for all and for fast finishers TB | | | | |
| |P.26 | | | | |
| | | |CE, EO |TI, TG |TB |
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|2 |Warm-up activity. | |CO, EO, |P-A |SB |
|45’ |TB P.27 | | | |CD |
| |Read and understand a story |Listen and Read a story | | |TB |
| |Act out a scene from the story |Do questions about the story.: |CE, CO, |TI, TP, TG | |
| |Goodbye |Leer the story again and match sentence halves | | | |
| | |Write a questions . | | | |
| |TB, P. 27 |Completar Listen and check answers | | | |
| |SB P.3 WB P. 4 |Performance of the story | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | |CO, EO |TP, TG | |
| |Reinforcement activities |Do exercises in WB to consolidate studies |CE, EE |TI |WB |
| |Do recommended activities in TB P.28 | | | | |
| |Extension activities: |Do exercises to improve oral and written skills. | | | |
| |Do recommended activities in TB P.28 | |CE, EE |TI |WB |
| | | | | |TB |
|3 |Warm-up activity: | |CE, EO |P-A, TI |SB |
|45’ |TB P. 29 | | | |TRP |
| | | |. | |CD |
| |Listen for gist of story |Read questions , Listen and match with the pictures |CE, CO,EO, EE |TP, TG | |
| |Introduce a new grammar structure: the possessive ´s |Observe picture frames, Listen and repeat sentences | | | |
| |Practise the new structure via an oral expression |Read and say whether true or false | | | |
| |activity |Read and number the pictures | | | |
| |SB, P. 4 WB P. 5 TB P. 30 |Write sentences using the possessive case. | | | |
| |Goodbye |Play a game | | | |
| |Reinforcement activities |Completion of suggested exercises to reinforce and Consolidate |CE, EE |TI |WB |
| |Exercises in the TB, P. 30 |studies. | | |TRP |
| |Extension activities: | | | | |
| |Optional activity TB P. 30 |Do exercises to extend grammatical knowledge | | | |
| | | |CE, EE |TI |TRP |
|4 |Warm-up activity. |- |CO, EO |P-A |SB |
|45’ |TB P.31 | | | |CD |
| | | | | |WB |
| | | |CE, EE., CO |TI, TG | |
| |Ask and answer questions about birthdays |Listen , and repeat dates | | | |
| |Introduce a new linguistic feature: how to say and |Listen , indicate on a calendar and repeat. | | | |
| |write dates and ordinal numbers from 1 to 31 |Write a answers | | | |
| |Goodbye |Listen and write the dates | | | |
| |SB, P. 5 WB p. 6 |Do questions and answers | | | |
| | |Complete a crossword. | | | |
| |Reinforcement activities |Completion of suggested exercises to reinforce and Consolidate | CE, EE | TI |TRP |
| |-Exercises in the TB, P. 32 |studies. | | | |
| | | | | | |
| |Extension activities: | | | |TB |
| |-Optional activity: Vocabulary (TB P.32) |Do exercises to recycle and extend vocabulary . |CE, EE |TI | |
| |-Picture Dictionary | | | | |
| |
|UNIT 1: IN THE TREES |
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|SESSION |OBJECTIVES/ACTIVITIES |DESCRIPTION |SKILLS |INTERACTION |
|Linguistic competence |All the activities |All the activities |All the activities |All the activities |
|Mathematical competence |P. 2: match the questions and answers |P. 6: Listen and qrite the dates; |Lesson 1: Listen, point and repeat| |
| |; P 5 ,Listen and read | | | |
| |P. 5 Listen andpoint | |Lesson 1-4Optional activities; | |
| | | |Write the answers | |
|Competence in knowledge of and interaction with the | |P. 2: Follow the colour then write | | |
|physical world | | | | |
|Data processing and digital competence | | | |All the activities |
|Social and civic competence |P.2Read about the children |P4. Write the questions |Lesson 1: Warmer: Comienza la | |
| |P 3. Act |P 5 Play thr gamr |lección | |
| |4. Look listen and repeat | |Lesson 3: Ask and answer about you| |
|Cultural and artistic competence |P 4 Look listen and repeat |P 3 Look at the code and write |Lesson 1: Warmer |Songs |
| |P.5: Listen and read |P. 4 Complete listen and check |Lesson 2 Song | |
| | |P 5 Play the game |Lesson 4: Warmer | |
|Learning-to-learn |All the activities |All the activities |All the activities |All the activities |
|Autonomy and personal initiative |Pag. 2: Read about the children |P. 4: Write |Lesson 1: Warmer + Optional |Games |
| |. |P. 5: Complete the months. Then Write |activity; Optional activity | |
| |P. 4 Read and say True or False: Listen | |; Read and write the ages; Listen | |
| |and match | |and check | |
| |P. 5: Look at the explorers and read the | |Lesson 2:-4 Warmer; Optional | |
| |questions… | |activity; | |
|Unit 1: IN THE TREES | | | | |
| |Class Book |Workbook |Teacher’s book |Teacher’s Resource CD-ROM |
|Linguistic competence |All the activities |All the activities |All the activities |All the activities |
|Mathematical competence |P. 6-7 Listen , and say the number |P.9 Order the questions | |Reinforcement and extension |
| | |P. 13 Complete the sentences | |activities. Tests |
|Competence in knowledge of and interaction with the |P.6: make more questions. Ask and answer |P.66: Read and write about |Lesson 1-12 Warmer : Comienza la |Reinforcement and extension |
|physical world |in pairs. |P.9 Read and write the correct letter |lección and Optional activities |activities. Tests |
| |P 8: Play the game |P 10-11 Complete listen and check |–Stories flash cards– | |
| |P. 9: Listen and read. |P 15 Match the postcards and pictures | | |
| |P.11Woodlands habitats | | | |
| |P12: Lets explore! | | | |
| |P 64 Houses made of wood | | | |
|Data processing and digital competence |P 11: Explore the Internet with your | |Pag..52-54 |All the activities |
| |teacher | | | |
|Social and civic competence |P. 6: Ask and answer in pairs. |P 8 Write |Lesson 2: Point and say | |
| |P. 8: Listen and repeat |P.9 Make more questions Read and write |Lesson 6: Ask and answer about you| |
| |P 10 Read and listen |P 11: Complete listen and chech | | |
| | |P 13 Ask and answer | | |
|Cultural and artistic competence |P. 7: Song; Sing and do |P.7 Write about the characters. Listen and |Lesson 1-12 Warmer : Comienza la |Songs and phonics |
| |P. 8 Read and guess.Listen and check. Play|repeat |lección and Optional activities | |
| |the game |P 10 Write about the story |Culture note P 49 | |
| |P. 9: Story |P. 11 Write then draw yourself and write a | | |
| |P. 9: Act; |sentence | | |
| |P 11 Read again and answer |P. 14 Choose two animals and write about them | | |
| | |P 102 Cut out all page | | |
|Learning-to-learn |All the activities |All the activities |All the activities |All the activities |
|Autonomy and personal initiative |P. 7: Listen what´s Bernard doing |P.7: All the activities |Lesson 1-12 Warmer : Comienza la |Reinforcement and extension |
| |P. 8Listen and answer, listen again and |P. 8: Complete the word spiders |lección and Optional activities |activities. Tests |
| |write True or False |Read abot Diana. Play the game | | |
| |P. 10: Listen and repeat |P. 10: Read the story again and answer Yes or | | |
| |P. 10: Read and listen match the text and |No | | |
| |pictures .Listen and repeat |P. 11: Write questions about the pictures | | |
| |P. 12: Read and listem |P. 12: Listen and write the names | | |
| |P 13: Look at Marek´s photos. Listen and |Write about the other childen in the pictures | | |
| |say the letter |P 14 Write | | |
| | |P. 15: Read the postcards again. Com`plete the | | |
| | |table | | |
| | |P 16 All page | | |
|Unit 2: LET´S DO SPORTS | | | | |
| |Class Book |Workbook |Teacher’s book |Teacher’s Resource CD-ROM |
|Linguistic competence |All the activities |All the activities |All the activities |All the activities |
|Mathematical competence |P 14: Listen and say the number |P 21 Order the questions | | |
| |P 15 Listen and say the number |P. 23 Complete the sentences | | |
| | |P.24 Look at the bar chart and complete the | | |
| | |sentences | | |
| | |Match , listen and repeat | | |
|Competence in knowledge of and interaction with the |P.14 Listen and say the name |P.18:Match |Lesson 1-12 Warmer : Comienza la |Reinforcement and extension |
|physical world |P 15 Listen which sports are in the song . |P 19 Read and complete the sentences |lección and Optional activities |activities. Tests |
| |P 19 Understand Bar charts |P 24 . Look at the bar chart. Complete the | | |
| |P. 19Read and listen. Answer the questions |sentences | | |
| |P. 21 Let´s talk |P 25: Read and write the letters | | |
|Data processing and digital competence |P 21 Explore the Internet with your teacher |P 25: Read and write the letters |TB P 74-75 |All the activities |
|Social and civic competence |P 14 Make more questions ask and answer in pairs |P.17 Activity 2 |Lesson 1-12 Warmer : Comienza la |Reinforcement and extension |
| |P. 16: Look.Listen and repeat.Play the game in |P.18 Write True or False |lección and Optional activities |activities. Tests |
| |pairs |P.21 Complete the sentences | | |
| |P.23: Let´s talk |P.22 Look and write | | |
| |P. 24Listen and read |P 25 Read the web post again Complete the table| | |
|Cultural and artistic competence |P.15 Song |P. 22: Read, draw and write |Lesson 1-12 Warmer : Comienza la |Songs and phonics |
| |P. 17: Story. Act |P.17 Sounds English |lección and Optional activities | |
| |P.19 Look at Kelly bar chart and answer |P.17 Write two more questions ask friend and |P.67 | |
| |P. 21: Look at Mel´s photos. Listen and say the |write :Yes, I do./ No , I don´t |Cultural Note 71 | |
| |letter. Make a new dialogue and practise |P.25 Read the web posts and complete the table | | |
| |P. 22: Listen and read |P 26 Write your web post | | |
| |P. 65: Water sports |P 103 Cut out | | |
|Learning-to-learn |All the activities |All the activities |All the activities |All the activities |
|Autonomy and personal initiative |P. 14: Say |P. 17: Write. Use a verb or a sport |Lesson 1-12 Warmer : Comienza la |Reinforcement and extension |
| |P. 15: Read |P. 18: Read about Anna. Write True or false |lección and Optional activities |activities. Tests |
| |P.16 Read and guess. Listen an chech. Play the |P. 20: Write about the story |activities | |
| |game |P. 21: Choose four questions and ask your | | |
| |P.17: Listen and read |patner about Hernando | | |
| |P 18 and 19: read again. Write True or False |P 22: Look and write | | |
| |P.21 Read and listen |P. 23 Tick the sentences which are true for | | |
| |P 22 Let´s talk |you: Then write six more | | |
| | |Page 26: All the activities | | |
| | |Page 27 -28 : All the activities | | |
|Unit 3: COLLECTIONS | | | | |
| |Class Book |Workbook |Teacher’s book |Teacher’s Resource CD-ROM |
|Linguistic competence |All the activities |All the activities |All the activities |All the activities |
|Mathematical competence |P 24: Listen and say the Lumber |P 34 Listen.Number the rooms | | |
| |P. 25 Listen and say the number |P. 35 Complete the sentences… | | |
|Competence in knowledge of and interaction with the |P.24 Read and match |P.31:Read and write the letters |Lesson 1-12 Warmer : Comienza la |Reinforcement and extension |
|physical world |P 26 Listen again and match . |P 34 Write about the pictures |lección and Optional activities |activities. Tests |
| |P 27 Listen and read |P 36 Read and match… | | |
| |P. 28 Read and listen. Match the text and |P.37 Rean and complete the concept map | | |
| |Pictures | | | |
| |P. 29 studying an artist´s style | | | |
| |P. 30 Read and listenf | | | |
| |P. 31 Let´s talk | | | |
|Data processing and digital competence |P 29 Explore the Internet with your | |TB P 93-94 |All the activities |
| |teacher | | | |
|Social and civic competence |P 26 Listen and repeat |P.29 Find, circle and write |Lesson 1-12 Warmer : Comienza la |Reinforcement and extension |
| |P.26: Read and guess. listen and |P.30 Write questions and ask your patner |lección and Optional activities |activities. Tests |
| |check.Play the game in pairs. |P.33 Write more questions about your classroom.| | |
| |P.28: Read again and answer |Ask your partner | | |
| |P. 29 Look and find |P 35: Ask and answer | | |
| |P 31 Read the leaflet quickly… | | | |
| |P 31. Listen and repeat | | | |
|Cultural and artistic competence |P.25 Song |P.29 Sounds English |Lesson 1-12 Warmer : Comienza la |Songs and phonics |
| |P. 27: Story. Act |P. 32 Read the story again and write True or |lección and Optional activities | |
| |P. 29: Studying an artist´s style: Read |False |Cultural notes. P 94 | |
| |and listen |P. 34 Read and draw | | |
| |P. 66 Interesting collections |P. 36 Activity 2 | | |
| | |P 105: Cut out | | |
|Learning-to-learn |All the activities |All the activities |All the activities |All the activities |
|Autonomy and personal initiative |P. 24: Say |P. 29: Write for sentences about yourself and |Lesson 1-12 Warmer : Comienza la | |
| |P 25 Read |your patner |lección and Optional activities | |
| |P. 26: Listen ,Which words do you hear? |P. 30 : Look. Write yes, there is/ No, there |activities | |
| |P.28: : Listen and repeat |isn´t | | |
| |Pag. 29 activity 4 |P. 31: Write about picture 1 and 2 | | |
| |P. 31 Look at Alex´s photos. Listen and |P. 32 Write about the story | | |
| |say the letter |P. 33 Complete with a or any | | |
| | |P. 34 Write about the pictures | | |
| | |P.35 Tick the sentences which are true for you.| | |
| | |Then write six more | | |
| | |P. 36: Draw a picture in Van Gogh´s style. | | |
| | |Describe it | | |
| | |P 37 Complete the text… | | |
| | |P. 38 All the activities | | |
|Unit 4: ANIMALS ALL AROUND | | | | |
| |Class Book |Workbook |Teacher’s book |Teacher’s Resource CD-ROM |
|Linguistic competence |All the activities |All the activities |All the activities |All the activities |
|Mathematical competence |P 32: Listen and say the Lumber |P 40 Order the questions | | |
| |P 33 Listen and say the number |P. 47 Complete the sentences | | |
| | |P.46 : activities 2 and 3 | | |
|Competence in knowledge of and interaction with the |P.32 Read and match |P.41:Read and write the names |Lesson 1-12 Warmer : Comienza la |Reinforcement and extension |
|physical world |P 34 look listen and repeat . |P 42 Complete. Listen and check. |lección and Optional activities |activities. Tests |
| |P 37 Eggs |P 44 Read and write True or False | | |
| |P. 38Read and listen. Answer the questions|P. 47 Read and complete the notes | | |
| |P. 39 Let´s talk | | | |
|Data processing and digital competence |P37 Explore the Internet with your teacher| |TB P 119-120 |All the activities |
| |P 36 read and listen… | | | |
|Social and civic competence |P 32 Make more questions ask and answer in|P.41 Write questions and ask your partner |Lesson 1-12 Warmer : Comienza la |Reinforcement and extension |
| |pairs |P.43 Look at the picture and answer the |lección and Optional activities |activities. Tests |
| |P. 34: Look listen and repeat |questions.. Listen and check | | |
| |P.36Listen and repeat |P.43 Activity 3 | | |
| |P. 37 Read , listen and answer |P 45 Ask and answer | | |
| |P 38 Read and listen | | | |
| |P.39 Read the animal cards | | | |
|Cultural and artistic competence |P.33 Song |P. 39: Complete the crossweod |Lesson 1-12 Warmer : Comienza la |Songs and phonics |
| |P. 35: Story. Act |P.39 Sounds English |lección and Optional activities | |
| |P.36. Activities 2 and 3 |P. 40 Choose eight words. Draw word pictures |Cultural notes. P 115 | |
| |P. 37:Eggs |P,42 Write about the story | | |
| |P. 38 Read and listen: |P 43 Listen and complete | | |
| |P. 40 Listen and read |P 47 Complete | | |
| |P 67: Helping animal in danger |P. 107 Cut out | | |
|Learning-to-learn |All the activities |All the activities |All the activities |All the activities |
|Autonomy and personal initiative |P.32 Say |P. 39: Write four sentences about yourself and |Lesson 1-12 Warmer : Comienza la | |
| |P. 33Read |your friends |lección and Optional activities | |
| |P. 36: Read again and match. Look listen |P. 41 Write sentences |activities | |
| |and repeat |P. 42 : Complete listen and check | | |
| |P 37 Read again. Write True or False |P.43 and 44: Write | | |
| |P.39 Look at Clara´s photos. Listen and |P. 45 Complete. Write about the animals | | |
| |say the letter |P.48- 50 All the activities | | |
| |Make a new dialogue and practise | | | |
|Unit 5: PLACES AND | | | | |
|PEOPLE |Class Book |Workbook |Teacher’s book |Teacher’s Resource CD-ROM |
|Linguistic competence |All the activities |All the activities |All the activities |All the activities |
|Mathematical competence |P 42: Listen and say the number |P. 52: Activity 1 | | |
| |P.43 Listen and say the Lumber |P 55Write the dates | | |
| |P. 44:Activity 1 |P. 57: Complete the sentences | | |
|Competence in knowledge of and interaction with|P.42 Read and match |P.51:Find, circle and write |Lesson 1-12 Warmer : Comienza|Reinforcement and extension |
|the physical world |P 43 Listen Which places do you hear . |P 53 Look complete the dialogue |la lección and Optional |activities. Tests |
| |P 44 Listen and repeat |P 54 Read the story again . Write True or False . |activities | |
| |P. 46 Read and listen… |P 55 Match, listen and check… | | |
| |P47 Understanding a map |P 56.Listen and order the dialogues | | |
| |P.48 Read and listen |P. 57 read and write. draw the route on the map | | |
| |P 49 Let´s talk | | | |
|Data processing and digital competence |P 47 Explore the Internet with your teacher | |TB P 143-144 |All the activities |
|Social and civic competence |P. 42: Make more questions. Ask and answer in |P.48 Write the words in order… |Lesson 1-12 Warmer : Comienza|Reinforcement and extension |
| |pairs |P.52 Look at the picture. Write Listen and check |la lección and Optional |activities. Tests |
| |P 43 Read and Listen and repeat |P.53 Activity 1 and 3 |activities | |
| |P.44: Read and guess. Listen and check.Play the |P 56 Complete | | |
| |game in pairs |P. 59 Tick the sentences which are true for you… Ask| | |
| |P. 46 Read again. Write True or False |and answer | | |
| |P. 47-48 Read and listen. | | | |
| |P. 49 Let´s talk | | | |
|Cultural and artistic competence |P.43 Song |P.50 Sounds English |Lesson 1-12 Warmer : Comienza|Songs and phonics |
| |P. 45: Story. Act |P.52: - 53Now write more sentences. Ask your partner|la lección and Optional | |
| |P.46. Read and listen |P. 57 Ask and answer |activities | |
| |P. 47: Understanding a map |P,59 Find the differences between the past and now |Cultural notes. P 140 | |
| |P. 48: Listen and read |P. 109 Cut out | | |
| |P. 49: Make a new dialogue and practise | | | |
| |P 68: In my city | | | |
|Learning-to-learn |All the activities |All the activities |All the activities |All the activities |
|Autonomy and personal initiative |P.42 Say |P. 51: Write four sentences about wherte you live |Lesson 1-12 Warmer : Comienza| |
| |P. 43: Read |P. 52: Write the words in the correct section |la lección and Optional | |
| |P.44: Listen again and choose |P. 53 Look at the pictures and answer |activities | |
| |P 46 Listen and repeat. Read again. Write True or |P. 54 Write about the story |activities | |
| |False |P. 55 Activity 2 | | |
| |P 47: Understanding a map. |P.56 All page | | |
| |P.49 Look at Leo´s photos… |P.58 Write . Measure and answer the questions | | |
| | |P. 59: Activities 1 and 2 | | |
| | |P. 60 All page | | |
|Unit 6: A DAY OUT | | | | |
| |Class Book |Workbook |Teacher’s book |Teacher’s Resource CD-ROM |
|Linguistic competence |All the activities |All the activities |All the activities |All the activities |
|Mathematical competence |P 50-51: Listen , and say the number |P 63 Order the questions | | |
| | |P. 67 complete the sentences. | | |
| | |P 69: Order the Pictures | | |
| | |P.71 Order and write | | |
|Competence in knowledge of and interaction with the |P.50 Look at the newspaper. Then read and |P.62:Activity 2 |Lesson 1-12 Warmer : Comienza la |Reinforcement and extension |
|physical world |match |P 65 complete |lección and Optional activities |activities. Tests |
| |P. 52 Look listen and repeat |P 66 Listen and order | | |
| |P 54 Read and listen |P.68 Look at the picture… | | |
| |P 55 Medieval Castles | | | |
| |P. 56Read and listen. Answer the questions | | | |
| |P. 63 Let´s talk | | | |
|Data processing and digital competence |P55 Explore the Internet with your teacher | |TB P 164-165 |All the activities |
|Social and civic competence |P 50 Ask and answer in pairs |P.61 Write and match |Lesson 1-12 Warmer : Comienza la |Reinforcement and extension |
| |P. 51Where do they want to go this weekend? |P.62 Look at the poster and write |lección and Optional activities |activities. Tests |
| |P.52: Listen again and choose. Play the game |P.63 Write questions ask and answers | | |
| |in pairs |P.64 Read the story again. Answer Yes or No. | | |
| |P. 54Listen and read match the text and | | | |
| |pictures | | | |
| |P. 55Read and listen… | | | |
| |P 57: Read again and listen. Let´s talk | | | |
|Cultural and artistic competence |P.51 Song |P.61 Sounds English |Lesson 1-12 Warmer : Comienza la |Songs and phonics |
| |P. 53: Story. Act |P.62 Look at the poster and write |lección and Optional activities | |
| |P.54. Read again and answer |P. 64 Write about the story |Cultural notes. P 159, 161 | |
| |P. 55: Medieval castles |P. 65 Write sentences about last weekend. Ask and | | |
| |P. 57 Look at Meena´s photos. Listen and say |answer. Say True or False | | |
| |the letter. |P.70 : Write about a day out | | |
| |Make a new dialogue and practise |P.111: Cut out | | |
| |P. 69 A special day | | | |
|Learning-to-learn |All the activities |All the activities |All the activities |All the activities |
|Autonomy and personal initiative |P.50 Say |P.61 Write four sentences about yourself and your |Lesson 1-12 Warmer : Comienza la | |
| |P. 51: Listen again and repeat. Read |friends |lección and Optional activities | |
| |P. 52: Listen and answer |P. 62: Match. Write the places from activity 1 |activities | |
| |P 53 Listen and read |Listen and check | | |
| |P.54 Look listen and repeat |P. 64 Read the story again , answer Yes or No | | |
| |P.55 Read again and answer. |P. 65 Write the verbs… Complete | | |
| |P 56Read and listen. |P.66: All the activities | | |
| |P.57: Read again and listen and answer |P 67 Tick the sentences which are true for you. | | |
| |P. 58 Listen and read |Then write six more sentences | | |
| | |P 68 Label the castle and match the people and the | | |
| | |speech bubbles | | |
| | |P. 69-72: All the activities | | |
|Extras: STORIES, CULTURE and FESTIVALS | | | | |
| |Class Book |Workbook |Teacher’s book |Teacher’s Resource CD-ROM |
|Linguistic competence |All the activities |All the activities | |All the activities |
|Mathematical competence | |P 75: Read and calculate | | |
|Competence in knowledge of and interaction with |P.60-61: Christmas around the world: |P 73 and 74 : All the activities |P.49 Centros aeducativos al aire libre en el | |
|the physical world |Listen and read |P. 75 and 76: All the activities |Reino Unido | |
| |P. 62-63: Water Day |Page 77 – 82 : All the activities |P. 71 La educación física como parte del | |
| | |and Listen |curriculo en el Reino Unido. | |
| | | |P. 94 Museos del transporte en el Reino Unido. | |
| | | |P. 115. Los zoos en el Reino Unido | |
| | | |P. 140 Modbury la ciudad costera | |
| | | |P. 159 La invasion normanda de Inglaterra | |
| | | |P.161 La London Bridges sponsored walk | |
|Data processing and digital competence | | | | |
|Social and civic competence |P 60-63 Listen Read and talk |P73 Activity 1 | | |
| |P.66-67: Listen and read |P 74 Read the story and match | | |
| |P. 68 -69 Listen and read and do the quiz |P 75 Match the phrases and the | | |
| | |pictures | | |
|Cultural and artistic competence |P 60-63 Listen Read and talk |P. 73 Complete and sing the Carol | | |
| | | | | |
| |P.66-67: Listen and read | | | |
| |P. 68 -69 Listen and read and do the quiz | | | |
|Learning-to-learn |All the activities |All the activities | |All the activities |
|Autonomy and personal initiative |P 60-63 Listen Read and talk |P 74 and 76 Complete the soeech | | |
| | |bubbles | | |
Annex II. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT
3rd cycle primary
School
Address
Town Province Post Code
I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT
|1 | |
|2 | |
|3 | |
|4 | |
|5 | |
II. DISTRIBUTION OF PUPILS
|Level |Number of pupils |Number of groups |
| | | |
| | | |
III. STUDENT CHARACTERISICS
(The department should describe the profile of the students using ther following areas as a guide:)
– General characteristics
– Characteristics of different groups
– Characteristics of one particular group
(Give details of basic objectives for dealing with these groups, prioritising the groups’ needs and outlining strategies to be used and their timing.)
IV. PROFILE OF SCHOOL
(omit those which are not relevant)
|Social level |High |Medium |Low |Mixed |
|Geographical |City Cbetween |Suburb |Small town |Rural |
|area | | | | |
|Nº of students with | |
|Special needs: | |
|Observations: |
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V. Learning characteristics of the different groups
(omit those which are not relevant)
General
Group A
▪ Pupils like learning through play.
▪ Pupils show a lot of/little creativity and imagination.
▪ The curiosity of pupils is easily/not easily engaged.
▪ Pupils like/don’t like expressing their emotions.
▪ Pupils are capable/incapable of organising and analysing their own learning.
▪ Pupils are/are not conscious of the advantages of group work in class.
▪ Pupils express themselves coherently/incoherently and correctly/incorrectly in their own language.
▪ Pupils need/don’t need to understand all the words in a text to understand it.
▪ Pupils like/don’t like reading at home.
▪ Others.
Group B
▪ Pupils like learning through play.
▪ Pupils show a lot of/little creativity and imagination.
▪ The curiosity of pupils is easily/not easily engaged.
▪ Pupils like/don’t like expressing their emotions.
▪ Pupils are capable/incapable of organising and analysing their own learning.
▪ Pupils are/are not conscious of the advantages of group work in class.
▪ Pupils express themselves coherently/incoherently and correctly/incorrectly in their own language.
▪ Pupils need/don’t need to understand all the words in a text to understand it.
▪ Pupils like/don’t like reading at home.
▪ Others.
Group C
▪ Pupils like learning through play.
▪ Pupils show a lot of/little creativity and imagination.
▪ The curiosity of pupils is easily/not easily engaged.
▪ Pupils like/don’t like expressing their emotions.
▪ Pupils are capable/incapable of organising and analysing their own learning.
▪ Pupils are/are not conscious of the advantages of group work in class.
▪ Pupils express themselves coherently/incoherently and correctly/incorrectly in their own language.
▪ Pupils need/don’t need to understand all the words in a text to understand it.
▪ Pupils like/don’t like reading at home.
▪ Others.
Group D
▪ Pupils like learning through play.
▪ Pupils show a lot of/little creativity and imagination.
▪ The curiosity of pupils is easily/not easily engaged.
▪ Pupils like/don’t like expressing their emotions.
▪ Pupils are capable/incapable of organising and analysing their own learning.
▪ Pupils are/are not conscious of the advantages of group work in class.
▪ Pupils express themselves coherently/incoherently and correctly/incorrectly in their own language.
▪ Pupils need/don’t need to understand all the words in a text to understand it.
▪ Pupils like/don’t like reading at home.
▪ Others.
VI. PRIORITISATION OF NEEDS
(To be completed by teachers)
General needs
Specific needs of different groups
Group A
Group B
Group C
Group D
Specific individual needs
Group A Pupil
Group B Pupil
Group C Pupil
Group D Pupil
VII. STRATEGIES
(To be completed by teachers)
a) With pupils
b) With teachers
c) With parents and tutors
VIII. CRITERIA FOR GROUPING PUPILS
(omit those which are not relevant)
Human resources
Support teachers
Psychologist
Criteria
Alphabetical order
Flexible grouping (specify what type and give reasons)
Small support groups within/outside the mainstream class
Pupils with special sensory needs in different groups/classes
IX. ORGANISATION OF SPACE AND TIME
Material resources available in the school
(omit those which are not relevant)
▪ Video - DVD
▪ TV
▪ Radio cassette/ CD player
▪ Video camera
▪ Computers
▪ Pizarra Digital Interactiva
▪ Internet connection(WiFi, others…)
(Note here any observations about how, when and why these resources are used for English classes.)
Spaces available in the school
(omit those which are not relevant)
▪ Multi-use areas
▪ Language laboratory
▪ Computer room
▪ playground
▪ Gymnasium
▪ Teatro
▪ Library
Criteria for use of common spaces
(Note here anyobsdervations about when, how and why these spaces are used for English classes.)
Distribution of classroom space
(omit those which are not relevant)
▪ Pupils’ desks arranged in rows
▪ Pupils’ desks arranged in “U”
▪ Specific corners: Class library, transversal topics, games, crafts, etc.
▪ Others
X. OUTINGS AND OTHER ACTIVITIES COMMON TO THE WHOLE SCHOOL AND TO OTHER GROUPS
(Note here any educational or other outings planned.)
|Group/s |Profesores |Term/ |Outing and activity |Observations |
| | |Dates |descriptions | |
| | | | | |
| | | | | |
| | | | | |
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XI. CLASS TIMETABLES
Teacher’s name and position:
|TIME |Monday |Tuesday |Wed. |Thursday |Friday |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
Teacher’s name and position:
|TIME |Monday |Tuesday |Wed. |Thursday |Friday |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
Teacher’s name and position::
|TIME |Monday |Tuesday |Wed. |Thursday |Friday |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
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