rooftops 3 programacion lomce ingles mecd

OXFORD ROOFTOPS 3

FOREIGN LANGUAGE DISCIPLINE

ENGLISH

TERCER CURSO

COMPULSORY PRIMARY EDUCATION

CONTENTS

TOC

Oxford Rooftops 3 – Oxford University Press 2

1. INTRODUCTION

1.1. LOMCE

The advantages and opportunities offered by the currently in force Education Act (henceforth referred to as the LOE), modified by Law 8/2013, passed on the 9th of December, for the Improvement of Quality in Education (henceforth referred to as the LOMCE), the demands and needs of our continually more multicultural society, along with the guidelines and directives established by the European Council Framework are the three major groundings clearly visible in the project entitled Oxford Rooftops.

Geared towards clear educational and learning based goals, in which the students learn English through motivational activities devised around games that allow for subconscious and natural acquisition of foreign language skills, and which encompass the challenge of enhancing the students’ abilities as to be able to perceive the knowledge of a foreign language not just as another subject they must study but rather as the discovery of an external world in which all of us have a responsible part to play , interaction in the classroom is promoted so that classroom interaction takes place with awareness of social norms and values, within the framework of the psycho-pedagogical principles upon which the syllabus has been grounded for the Primary Education stage.

The purpose of our project is, firstly, to accomplish the students attaining a grounding all of the skills outlined in the LOMCE focusing, as is logical, on linguistic communication skills and placing special emphasis on social and community skills, learning to learn, a sense of initiative and an entrepreneurial spirit. Similarly, the incorporation of the set of transversal elements, contained also in the LOMCE, as part of the learning process. As would be expected, written comprehension, spoken expression and writing, audio-visual communication and ITC skills will be worked on intensively throughout the course, though there will also be time for the fostering of equal opportunities, non-discrimination, effective equality between men and women and the prevention of gender-based violence, the prevention and peaceful resolution of conflicts, the rejection of any type of racism and xenophobia, respect for the victims of terrorism, sustainable development and the environment , the risks of sexual exploitation and abuse, situations leading to risks whilst using ITC, protection against emergencies and natural disasters, the development of an entrepreneurial spirit, physical activity and a balanced diet, the improvement of coexistence and the prevention of traffic accidents will all be treated in the classroom environment.

This project takes into account such important and evident changes to the world such as globalisation, which practically demands people be proficient in a second language, and the impact of new technology, having thus a positive effect on students when it comes to learning, communicating or carrying out a task. Elements that have become a priority and key tool respectively in the learning process, not only during the stage dealt with in this document, but rather throughout the student’s entire life.

In this project, the teaching staff must create the essential conditions so that the learning process is accomplished whilst catering specifically for the abilities and expectations of each student and in the search for the development of the talent each


one of these has. The teaching staff will prepare and organise the tasks, aiding the development of the same, coordinating activities, fostering positive attitudes towards the language and English culture, enhancing and developing the students’ interest towards new items and creativity, intervening in an active and reflexive manner, handling mistakes as signs of progress.. For their part, the students must participate actively in the learning process being, as defined in the LOMCE, the centre and fulcrum of the educational process.

1.2. Basic Integrated Skills

Our current society, every day more heterogeneous and worldwide, demands a competent citizenship who knows what to do and that to say in a creative and autonomous manner.

From the foreign languages discipline, this necessarily on-going training constitutes a process of social and emotional building of the knowledge with which persons interact continually with the body, mind, reason and emotions.

During the continuous leaning process, based on the acquisition of skills, the students, via the knowledge they have obtained, must be capable of applying what they know in specific situations, in other words, putting into practice and demonstrating the knowledge, skills and attitudes that they possess in order to resolve different events in diverse contexts.

It is worth highlighting the combined value of skills-based learning: the student, through what they have learnt, must display that they know how to apply this, though at the same to know how to act and behave. In this manner we will see how skills integrate the different subject matters worked on in the classroom (concepts, procedures and altitudes), an example of the comprehensive forming of the student. To summarise, we are acknowledging that the educational institution does not solely prepare the student in terms of scientific and technical knowledge, but rather it also forms them as citizens of the future, and as such must be able to demonstrate a series of social, civic and intellectual abilities that imply respect for others, duties and cooperation.

Out project contains and integrates the different elements in the syllabus -aims, learning standards and skills- for the learning of a foreign language, as well as criteria and indicators of skills obtained for the evaluation of the acquisition of these skills and the accomplishment of the aims set out in the subject.


2. CONTEXT

2.1. Specific context for the centre

5th Year Primary Education – English

Centre

Street

City State Zip Code

Composition of the foreign language department

12345

Student Distribution

Course Number of students Number of groups

Students’ characteristics

(The department will describe these taking into account the three criteria listed below:

General For the different groups For a single group

Basic aims for their implementation will be described Likewise, priority will be given to their needs, the strategies that are worthwhile using and time frames.)

Centre profile(Eliminate whichever are unnecessary)

Social standing Upper Class Middle Class Working Class

Mixed

Region Urban Centre

Peripheral District

Town Rural

Number of integration students:Remarks:


2.2. Reading Plan

We propose the following activities to enhance reading skills in English:

Reading texts aloud on the part of the students. Reading groups inside and outside the classroom. Graded readers related to the linguistic aim and / or topic studied at home. A table

has been included in which the recommended books for each term have been highlighted (to be completed by the teaching staff).

1st Term 2nd Term 3rd Term

2.3. Information Communication Technologies Plan(to be completed by the teaching staff)

Aims: Foster the learning of a foreign language. Acquire technological and communicative skills. Facilitate access to information on digital medium. Research and contrast information. Make good use of the Internet and social networking

sites. Use of the Internet and social networking sites., email,

messaging, etc. Creation of document in digital format. Download and share resources. Others

Resources: Internet Connection Computer Room Computers, tablets, netbooks, laptops Digital whiteboard Others

Programmes / Applications:

Web Pages Wikis Text Processors Ebooks Blogs Skype Google sites Social networks Others

Others:


2.4. Group characteristics in relation to learning(Eliminate whichever are unnecessary)

General.......................Group A They like learning whilst they play or are involved in games. Show easily / difficultly their creativity and imagination. It is easy / difficult to arouse their curiosity. They like / dislike expressing how they feel. The show ability/ lack the ability to organise and analyse their own learning. They are / are not aware of the advantages of working in cooperation in the classroom. They express themselves coherently/incoherently and correctly/incorrectly in their mother

tongue. They need to/ do not need to understand all the words in a text to comprehend it. They like / dislike reading at home. Others.

Group B They like learning whilst they play or are involved in games. Show easily / difficultly their creativity and imagination. It is easy / difficult to arouse their curiosity. They like / dislike expressing how they feel. The show ability/ lack the ability to organise and analyse their own learning. They are / are not aware of the advantages of working in cooperation in the classroom. They express themselves coherently/incoherently and correctly/incorrectly in their mother


Group C They like learning whilst they play or are involved in games. Show easily / difficultly their creativity and imagination. It is easy / difficult to arouse their curiosity. They like / dislike expressing how they feel. The show ability/ lack the ability to organise and analyse their own learning. They are / are not aware of the advantages of working in cooperation in the classroom. They express themselves coherently/incoherently and correctly/incorrectly in their mother


Group D They like learning whilst they play or are involved in games. Show easily / difficultly their creativity and imagination. It is easy / difficult to arouse their curiosity. They like / dislike expressing how they feel. The show ability/ lack the ability to organise and analyse their own learning. They are / are not aware of the advantages of working in cooperation in the classroom. They express themselves coherently/incoherently and correctly/incorrectly in their mother



2.5. Needs prioritising(to be completed by the teaching staff)

General needs.......................

Specific needs for the different groups

Group A.......................

Group B.......................

Group C.......................

Group D.......................

Specific individual needs

Group A Student.......................

Group B Student.......................

Group C Student.......................

Group D Student.......................

Strategies to use(to be completed by the teaching staff)

a) With respect to the students

b) With respect to the teaching staff in the centre.......................

c) With respect to fathers/mothers/tutors/families.......................

2.6. Class timetables

Name and post held by the teacher:

HOUR Monday Tuesday Wednesday

Thursday Friday




Thursday Friday



Thursday Friday



Thursday Friday

2.7. Complementary and after-school activities(Note here the complementary and / or after-school activities: sporting, artistic, support, etc.)

Hour Monday Tuesday Wednesday

Thursday Friday


3. SYLLABUS DESIGN

3.1. Syllabus

The definition of the syllabus as per Organic Law 8/2013, passed on the 9th of December with the aim of improving the quality of the education received, states in Article 6 of the same, the following: syllabus is understood as referring to the regulation of the elements that determine teaching and learning processes for each one of areas handled in class.

The syllabus will be comprised of the following elements:

a) The aims of each relevant teaching and educational phase referring to the accomplishments the student must achieve that end of the educational process, as a result of the intentionally planned teaching – learning experiences devised for that purpose.

b) The skills, or abilities to apply comprehensively contents involved in each teaching and educational phase with the aim of achieving the correct carrying out of activities and efficient resolution of complex issues.

c) The contents, or knowledge sets, abilities, strategies, skills and altitudes that contribute to the accomplishment of the aim for each teaching and educational phase and the acquisition of skills.Contents are ordered into subjects, classified into materials, areas, disciplines and modules depending on the teaching and educational phase or the programmes in which the student takes part.

d) Didactic methodology comprising both the description of the teaching practices as well as the organisation of the work undertaken by the teaching staff.

e) The grading criteria to appraise the level of acquisition of these skills and the accomplishment of the aims of each teaching and educational phase define what is to be evaluated, both in terms of educational items as well as procedures and attitudes. Respond directly with what is intended to be achieved in the subject.

f) The standards and results for evaluable learning: specification of the evaluation criteria that allows for the definition of learning results and specifying through actions that the student must know and know how to perform in each subject. They must allow for the graduation of the performance or achievements reached. These must be observable, measurable and evaluable as they contribute and facilitate standardised and comparable testing formats.

3.2. Aims

The demands and needs of society in the twentieth century have instigated changes to the scholarly environment, preparing students to live a world that is increasingly more international, multicultural and multilingual whilst progressing technologically at the same time Our country is committed as a member state of the European Union in the


fostering and promotion of other languages from the EU, as contained in one of the aims of the Lisbon Strategy.. For its part, the European Counsel within the Common European Reference Framework for the learning of foreign languages establishes directives and guidelines both for learning as well as the evaluation of the skills a speaker has of different languages. These guidelines have been a key reference point for the drafting of the syllabus in this discipline.

The basic syllabus establishes that Primary Education will contribute to the develop-ment of children with abilities that will allow them to:

a) Know and appreciate the norms and values of coexistence, learn how to work in ac-cordance with these, prepare oneself for active involvement in citizenship and respect for human rights, as well as the multiculturalism typical in a democratic society.

b) Develop individual and team working ethics, based on effort and responsibility for one’s studies, as well as attitudes of self-confidence and criticism, personal initiative, interest and creativity in the sphere of learning and an entrepreneurial spirit.

c) Acquire abilities for the prevention and resolution of conflicts that allow for them to grow independently within the family and domestic environment, as well as in the social groups in which they interact.

d) Know, understand and respect the different cultures and the differences between persons, equal rights and opportunities for men and women, non-discrimination for per-sons with limited mobility.

e) Know and use appropriately the Spanish language, and, should there be one, the co official language of the relevant Autonomous Community, and develop reading habits..

f) Acquire in, at least one, foreign language the ability to communicate at a basic level that allows them to express and comprehend simple messages and operate in every-day activities.

g) Develop basic mathematical skills and initiate problem solving tasks that require the carrying out of elementary calculus operations, geometric knowledge and estimations, as well as being capable of applying these to situations involved in everyday life.

h) Be aware of the fundamental aspects of Natural Sciences, Social Sciences, Geo-graphy, History and Culture.

i) Initial grounding in, for learning purposes, IT and communication processes, develop-ing a critical response in relation to the messages they send and receive.

j) Use different artistic representations and expressions and start work on the construc-tion of visual and audio-visual responses.

k) Value hygiene and health, accepting one’s own body and that of others, respecting the differences and using physical education and sports as a means of fostering per-sonal and social development.


l) Know and value the animals closest to human beings and adopt behavioural modes that favour their care.

m) Develop affective capacities in all aspects of personality and one’s relations with others, as well as an opposing attitude towards violence, prejudice of any nature and sexist stereotypes.

n) Foster education on roadways and attitudes showing respect that for the prevention of traffic and road accidents.

3.3. Basic Skills

The educational reform, following on from the recommendations made by the European Parliament and Counsel on the 18th of December 2006, by UNESCO and OCDE, amongst other, are based on the enhancement of learning through skills, as a complement to learning through content. In the definition of the Organic Law for the Improvement of Educational Standards (LOMCE) as regards the syllabus, we find ourselves before elements that determine the teaching and learning processes, amongst which we have the basic skills. New approaches have been put forward in terms of learning and appraisal, which means a major change geared towards whatever is assimilated by the student, capable of making, above all with respect for the basic skills considered priorities for the development of the students.

Compared with the educational model based around the acquisition of mainly theoretical knowledge, often with no real link between subjects, an educational process geared towards action, based on the acquisition of skills, leads to, largely, the obtaining of a series of essential, practical and integrated skills that must be displayed by the students (going somewhat further than functional learning). In short, a skill is the ability put into practice to demonstrate the integration of knowledge, abilities and attitudes to solve problems and situations in diverse contexts. Succinctly and graphically, this has been defined as the putting into practice of acquired knowledge, knowledge in action, in other words, mobilisation of knowledge and abilities in a specific situation (in a real sense and different to what has been merely learnt), to activate resources or knowledge held (even though they believe that these are no longer held due to having been forgotten).

There is an aspect that must be highlighted, the formation of skills allows for lifelong learning, tackling the constant renewal that is resulting from any knowledge discipline. The academic preparation of the student takes place in the educational establishment for a limited number of years, though the need for personal and / or professional training is never-ending, and as such, digital skills education, for example, will allow for access to this instrument to compile information whenever needed (obviously, after analysing its quality). If, furthermore, we take into account that many times it is impossible to tackle all syllabus elements in depth, it is clear that the student should be given training in this skill named learning to learn.


In our educational system, basic skills are considered those that student must have when they finish secondary education to be ready to tackle the following personal and professional challenges:

Linguistic Communication Skill Mathematical and basic science and technology skills Digital Skills Learning to learn Civic and Social Skills Sense of initiative and entrepreneurial spirit. Cultural awareness and expression.

But, what do we understand by each one of these skills? Succinctly, and compiling the most significant aspects of what is established in the school syllabus, each one of these provides the following in terms of personal educational and intellectual progress for the student:

Linguistic Communication Skill

This is an extremely complex skill. It is linked to communicative actions within a series of social practices, in which the individual, as well as producing, also receives messages with different aims. This leads to the opening of a path towards knowledge, inside and outside of the classroom, and cultural enrichment constituting a permanent learning aim, considering reading as the main vehicle for the expansion of learning and, thus, this skill.

The individual, through the use of language as an instrument of communication, puts into practice a series of attitudes and values such as the respect for norms of coexistence, exercising citizenship, the development of a critical attitude, respect for human rights and multiculturalism, the resolution of conflicts, the development of emotional and affective skills in all fields, interest towards learning and the acknowledgement of the inherent abilities linked herein that make this discipline pleasurable.

Linguistic Communication Skill is comprised of five components: linguistic, pragmatic – discursive, strategic and personal, which are specified in the different dimensions of communicative interaction.

Mathematical and basic science and technology skills

Mathematical skills imply the ability to apply mathematical reasoning and its tools to describe, interpret and predict different phenomena in context. Requiring knowledge on numbers and their basic operations, symbols and means of expression, mathematical reasoning to produce and interpret information, to know more quantitative and spatial aspects concerning reality and solving problems relating to everyday life and the workplace. Its acquisition means, in short, the establishment of a deep-rooted relationship between conceptual knowledge and procedural knowledge, involved in the resolution of a certain mathematical task.


This skill includes a series of attitudes and values based on being thorough, respectful towards data and truthfulness. The discipline areas integrated in the subject of mathematics refer to numbers, algebra, geometry and distance.

The basic skills in terms of science and technology provide a means of approaching the world of physics and a responsible interaction with the same. They contribute to the development of scientific thought and enable the individual to identify, approach and solve situations arising in everyday life, in order to act when faced with challenges and problems involved with scientific and technological activities.

The development of these skills requires a series of scientific abilities relating to physics, chemistry, biology, geology, mathematics and technology, from which concepts, processes and interconnected situations; as well as the skills that allow for the utilisation and handling of technological tools, data and scientific processes to reach an aim.

The integrated attitudes and values for these skills are related to the assumption of a series of ethical criteria, interest in science, support for scientific research, evaluation of scientific knowledge and responsibility with regard to natural and environmental resources, as well as the adoption of an appropriate attitude towards the achievement of a healthy physical and mental lifestyle in a natural and social environment.

Digital Skills

Implying the creative, critical and safe use of information technology and communication. Meaning the adaptation to the changes introduced through new technology and the acquisition of new knowledge, abilities and attitudes in order to be competent in a digital environment.

Requires knowledge of the main applications, and accurate development of various skills related to access to information, processing and use for communication, content creation, security and troubleshooting in different contexts.

The individual must be able to make regular use of technological resources in order to solve real problems in an efficient manner, as well as evaluate and select new information resources and technological innovations, as they appear, depending its usefulness to undertake specific tasks or objectives.

The acquisition of this competence also requires attitudes and values that enable the user to adapt to the new requirements established by the technologies, their appropriation and adaptation to one's own ends, and the ability to interact socially around them. Furthermore, digital literacy involves the participation and collaborative work, as well as motivation and curiosity for learning and improvement in the use of technologies.

Learning to learn

This competence involves on the one hand starting the learning and, secondly, be able to continue learning independently, essential for lifelong learning aspect.


Learning to learn includes a range of knowledge and skills which require introspection and awareness of one's own learning processes, so that cognitive processes become objects of knowledge and one must learn how to properly implement them.

The attitudes and key values for the acquisition of this competence, are motivation for learning and confidence in the achievement of learning goals.

Social and civic competences

These competences involve the ability and capacity to utilize the knowledge and attitudes concerning society, in order to understand the social reality of the world we live in, and exercise democratic citizenship in an increasingly plural society.

Social competence is linked to personal and social well-being, and requires an acquisition of knowledge in order to understand and analyse the codes of conduct and proper behaviour that are important for life in society.

The core skills of this competence include the ability to communicate constructively in different environments, self-confidence, integrity and honesty.

Civic competence is based on a critical understanding of the concepts of democracy, justice, equality, citizenship and civil rights.

Core skills for civic competence include: the ability to engage effectively with others in the public domain, and to display solidarity and interest in solving problems affecting the community, as well as respect for human rights, equality, and appreciation and understanding of the different religions and cultures that exist.

The development of these competences involves commitment to ethical values when dealing with conflict, and the exercise of civil rights and duties with solidarity and responsibility.

Sense of initiative and entrepreneurship

This competence refers to the ability to turn ideas into action, which includes gaining awareness of situations and making decisions using one's own judgement, as well as taking all the steps needed in order to develop the chosen option and taking responsibility for it, personally, socially and professionally.

The acquisition of this competence is crucial for the development of future entrepreneurs, thus contributing to a culture of entrepreneurship.

This competence requires knowledge concerning the ability to recognize available opportunities for personal, professional and business activities; and skills such as analysis, planning, organization, management, decision making, problem solving, leadership, critical thinking, assessment and self-assessment.

It requires the development of attitudes and values such as the predisposition to behave in a creative and imaginative way, self-knowledge and self-esteem, independence, interest and effort, and entrepreneurship.


Cultural awareness and expression

This competence involves knowledge, appreciation, understanding and critical evaluation of the diversity of cultural and artistic expression, using it as a source of enjoyment and personal enrichment, and perceiving it as part of the cultural heritage of peoples.

Requires knowledge that will grant access to the various manifestations of cultural heritage at all levels. Includes the expression of culture and other artistic-cultural manifestations of everyday life. Involves a basic knowledge of the main techniques, resources and conventions of the various artistic idioms, and the relationship between the various artistic expressions and society.

The acquirement of this competence puts to use skills such as the application of thinking abilities in order to understand, evaluate and enjoy the various artistic expressions. It also entails attitudes and personal values of interest, their respect and recognition, and the application of said dispositions to the preservation of heritage as well.

3.3.1. Basic competences in this area

We will present the most relevant aspects of our project, at the expense of what daily educational practice may advise at any time:

Competence in linguistic communication:

Foreign language learning contributes directly to the development of this competence, completing, enriching and adding new aspects of comprehension and expression to this general communicative competence. Competence in linguistic communication refers to the use of language as a tool for oral and written communication, and as a means of representation, interpretation and comprehension of reality, of construction and communication of knowledge and organisation and self-regulation of thought, emotions and behaviour.

Mathematical and basic science and technology skills

Using numbers and their basic operations, symbols and forms of expression and mathematical reasoning in order to produce and interpret information, to acquire knowledge on quantitative and spatial aspects of reality and to resolve daily life problems. Mathematical competence also involves the ability to interpret and express clearly and precisely information, data and arguments.

Scientific and technological competences, starting with the basic principles of the natural world, fundamental scientific concepts, principles and methods, and technological products and processes, as well as an understanding of the impact of science and technology on the natural world, enable individuals to gain a better understanding of the advances, limitations and risks of scientific theories, applications and technology in societies at large. Basic competences in this area include the ability


to use and handle technological tools and machines, as well as scientific data, in order to reach evidence-based conclusions.

Digital Skills

Digital competence provides immediate access to a constant flow of information which increases every day. Knowledge of a foreign language offers the possibility of communication using new technologies, within an authentic and functional context. This competence consists of having the ability to seek, obtain, process and communicate information and transform it into knowledge.

Learning to learn competence

Foreign language learning is far more effective if it includes contents which are directly related to reflection on one's own learning, so that each student is able to identify the best ways to learn, and the most effective strategies.This involves the awareness of skills related to learning, such as attention, concentration, memory, comprehension, linguistic expression and motivation, among others.

Social and civic competences

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 that speak the language.This favours an understanding of the social reality we live in, through respect, recognition and acceptance of the cultural and behavioural differences, and also helps in the comprehension and acceptance of identity features as well as differences.

Sense of initiative and entrepreneurship

Decisions which result from reflection on one's own learning processes favour autonomy. To the extent to which autonomy and personal initiative involve others, this competence requires social skills in order to effectively interact, cooperate and work in teams: putting oneself in the place of others, giving value to their ideas, committing to dialogue and negotiation, exerting assertiveness to let others know about one's own choices, and working in a cooperative and flexible manner. The sense of initiative and the spirit of entrepreneurship both involve the ability to imagine, develop and assess actions or individual/collective projects with creativity, confidence, responsibility and critical sense. Therefore, it requires the ability to elaborate further on previous ideas, or producing new ideas, seeking solutions and putting them into practice.

Cultural awareness and expression

Learning a foreign language helps in the development of this competence if the linguistic models contain, even with the limitations that are possible at this level, linguistic productions with cultural information. Therefore, this competence encourages


expression and communication as well as perception and understanding of the different realities and products of the artistic and cultural world.This competence also involves a basic knowledge of the main techniques, resources and conventions related to the different artistic idioms such as music, literature, visual and performing arts, or different aspects of so-called popular culture.

3.3.2. Basic competences through Oxford Rooftops

Competence in linguistic communication:All books 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 many opportunities for personalization.At Oxford Rooftops students will use language as an instrument for oral and written communication, developing this competence in all units.

Digital competence:This competence is developed in all units by Oxford Rooftops through:

The use of the iPack in all lessons for the submission and review of vocabulary, grammar and phonetics, and also for checking the animated versions of songs, stories and films / videos and blogs, and engagement in games in order to reinforce contents.

The Oxford Online Learning Zone and resources available on the Oxford University Press Spain website, which include interactive practices, videos, audio files, etc.

All available digital books by Oxford Rooftops.

Social and civic competences:Each unit contains activities that encourage good behaviour and respect for others, as well as proper manners for every place.

All units contain knowledge pertaining values related to the unit's topic, Community Values, which help students reflect and become aware of good behaviours, and also promote self-esteem, positive attitudes, tolerance and respect.

Unit 1: Taking care of belongings. Unit 2: Being creative. Unit 3: Being polite. Unit 4: Reading for pleasure. Unit 5: Taking care of belongings. Unit 6: Eating a variety of vegetables.

Stories, on the other hand, promote social skills such as cooperation and respect for others, teamwork, valuing the opinions of others, etc.

Pair work, such as the practice of short dialogues, help enhance social relations among students, as well as cooperation and teamwork.

Cultural awareness and expression:


All units in Oxford Rooftops offer the possibility of developing this competence through cultural lessons related to aspects of British culture and other aspects of cultures from other countries:

Unit 1: watching and reading a story about active hobbies: At the cottage; they learn through a blog about Japanese homes.

Unit 2: watching and reading a story about the different types of music: At the carnival; they learn about clothing through a blog from an Indian girl.

Unit 3: watching and reading a story about active hobbies: A visit to the cafe; they learn about an extra school club through a blog from an Australian child.

Unit 4: watching and reading a story about active hobbies: At the library; they learn about a Botswana library through a blog.

Unit 5: watching and reading a story about active hobbies: At the wildlife park; they learn about animals through a blog from a Chilean child.

Unit 6: watching and reading a story about the different types of music: Sunday Lunch; they learn about Moroccan food through a blog.

All units offer the possibility of expression through performances, songs, drawings, cut-outs and depictions both in the class book and in the activity book.

Learning to learn:All units in Oxford Rooftops offer the possibility of developing this competence through various tasks that include repetition, prediction, exposure to scripted stories, practice with logic and memory games, categorization of vocabulary, and reflection on one's own progress with the Self Evaluation.

Sense of initiative and entrepreneurship:Sense of initiative is a competence taken into account among the various levels of Oxford Rooftops, as this method helps students acquire self-confidence, and take the initiative to perform various activities and put them into practice in real life.

Mathematics, science and technology:Various activities throughout the student textbook help in the development of these competences. Contents that are directly related to the topics of mathematics and science are developed through cross-curricular lessons, such as:

Unit 1: they learn about building materials (social sciences). Unit 4: they learn about the bar graphs (mathematics). Unit 5: learn about reptiles (natural sciences). Unit 6: they learn about the edible parts of plants (natural sciences).

3.4. Contents

The contents that comprise this subject and this course, are grouped into: comprehension and production (expression and interaction) of oral and written texts. These four blocks, related to the two specific attention centres: oral and written language, gather the elements of the linguistic system, their functioning and relationships and the social and cultural dimension of the foreign language.

Block 1. Listening comprehension


1. Listening comprehension strategies:- Mobilization of expectations, identification of cues and inferences, hypothesis

testing and reformulation.

2. Sociocultural and sociolinguistic aspects: social conventions, norms of politeness; customs, and attitudes; non-verbal language.

3. Communicative functions:- Greetings and introductions, apologies, acknowledgements. - Expressions of capacity, taste, agreement or disagreement, feeling, intention.- Description of people, activities, places and objects.- Request and offer of help, information, instructions, items, permission. - Establishment and maintenance of communication.

4. Syntactic-discursive structures:- Expressions of logical relationships: conjunction (and); - Affirmation:(affirmative sentences; Yes (+ tag))- Exclamation: (Help! Sorry!, How + Adj., e. g. How nice!; exclamatory sentences,

e. g . I love salad!). - Negation: (negative sentences with not), no (Adj.), No (+ negative tag)). - Interrogation: (How are you?, How many…?, Wh- questions, Aux. questions) - Expression of time: present (simple present); future (going to). - Expressions of aspect: punctual (Simple tenses); durative (present continuous).- Expressions of modality: ability (can); permission (can); intent (going to).- Expressions of existence (there is/are); entity (nouns and pronouns, articles,

demonstratives); quality (very + Adj.).- Expressions of quantity: (singular/plural; cardinal numerals up to two digits; or-

dinal numerals up to two digits. Quantity: many, some, (a) little, more, half, a bottle, a cup, a glass, a piece. Degree: very).

- Expressions of space (prepositions and adverbs of location, position, distance). - Expressions of time: points (e. g. half past past five); divisions (e. g. half an

hour, summer), indications of time: anteriority (before); posteriority (after); se-quence (first…then).

- Expressions of manner (Adv. of manner, e. g. slowly, well, quickly, carefully).

5. High frequency oral lexicon (reception) related to personal identification; housing, home and environment, daily life activities, family and friends; leisure time activities and sports; travel and holidays; health and physical care; shopping and commercial activities; food and catering; transportation; environment, climate and natural environment; and Information and Communication technologies.

6. Patterns of sound, stress, rhythm and intonation.

Block 2. Oral production: expression and interaction

1. Oral production strategies:


- Planning, implementation and control via linguistic, paralinguistic and paratextual procedures.


3. Communicative functions:- Greetings and introductions, apologies, acknowledgements.- Expressions of capacity, taste, agreement or disagreement, feeling, intention. - Description of people, activities, places and objects.- Request and offer of help, information, instructions, items, permission.- Establishment and maintenance of communication.








5. High frequency oral lexicon (production) related to personal identification; housing, home and environment, daily life activities, family and friends; work and occupations; leisure time activities and sports; travel and holidays; health and physical care; education and study; shopping and commercial activities; food and catering; transportation; language and communication; environment, climate and natural environment; and Information and Communication technologies.

6. Patterns of sound, stress, rhythm and intonation.

Block 3. Written comprehension

1. Written comprehension strategies:- Mobilization of expectations, identification of cues and inferences, hypothesis

testing and reformulation.



3. Communicative functions:- Greetings and introductions, apologies, acknowledgements.- Expressions of capacity, taste, agreement or disagreement, feeling, intention.- Description of people, activities, places and objects. - Request and offer of help, instructions, items, opinion, permission. - Establishment and maintenance of communication.

4. Syntactic-discursive structures:

- Expressions of logical relationships: conjunction (and); - Affirmation:(affirmative sentences; Yes (+ tag))- Exclamation: (Help! Sorry!, How + Adj., e. g. How nice!; exclamatory sentences,







5. High frequency oral lexicon (reception) related to personal identification; housing, home and environment, daily life activities, family and friends; leisure time activities and sports; travel and holidays; health and physical care; shopping and commercial activities; food and catering; transportation; environment, climate and natural environment; and Information and Communication technologies.

6. Graphic patterns and basic orthographic conventions.

Block 4. Written production: expression and interaction

1. Written production strategies:- Planning, implementation and control via linguistic, paralinguistic and

paratextual procedures.



3. Communicative functions:- Greetings and introductions, apologies, acknowledgements.- Expressions of capacity, taste, agreement or disagreement, feeling, intention. - Description of people, activities, places and objects.- Request and offer of help, instructions, items, opinion, permission.- Establishment and maintenance of communication.








5. High frequency written lexicon (production) related to personal identification; housing, home and environment, daily life activities, family and friends; work and occupations; leisure time activities and sports; travel and holidays; health and physical care; education and study; shopping and commercial activities; food and catering; transportation; language and communication; environment, climate and natural environment; and Information and Communication technologies.

6. Graphic patterns and basic orthographic conventions.

3.5. Methodology

3.5.1. Teaching Methods

Methodological bases that inspire our work are as follows:


The starting point in the students’ learning is their previous knowledge; focusing on what may seem close and familiar to the students, but with an aspect of fantasy to strike the right balance between safety/well-being and interest/imagination. The student can transfer learned concepts and strategies in order to build meaning and interpret content (starting with what he knows and making hypotheses to make rules that help implementador the new system). Thus, enhancing their personal growth, development and socialization.

Competence learning aims to develop each student's potential and skills, and train them to deal with personal challenges throughout their life in a successful way. Students should not only acquire knowledge, but also, they must be able to access that knowledge and apply it in different contexts of their lives. Competence learning is intended to cover all aspects of life, so that students are able to not only learn, but also, learn how to learn, how to live, how to do things, among other skills. Each of the units in our project provides various activities that contribute to the development of basic competences.

Communicative situations that include humour and play capture the motivation of students and help them learn; it is therefore important to take into account the relevance of songs and stories, features of characters, illustrations and even sound effects.

Children learn in different ways and at different speeds; for this reason our project is devised to be used with flexibility so that all group members can find and participate in activities to which they can apply know-how and aptitude, facilitating the development of one's own daily awareness of achievement and progress. Our project constantly provides additional support for the students that need it, taking into account those cases in which progress does not respond to the expected goals, as well as for those who may excel in their goal achievement, and due to lack in programmed activities, lose interest and become unmotivated. In order to remedy these situations, the programme includes both extension activities for the more advanced students, and reinforcement activities for those who may stagnate at some point. These activities are not included in the Class Book. These activities are explained in the Teacher's Guide and can be of the greatest use to the daily work of the teacher.

Children’s learning is more effective when they are active; they need to exercise their action skills. Each of the units in our project provides a wide range of activities and teaching resources for participation. In our project, students are keystones of the teaching-learning process, but their constructive attitude depends on the teacher’s intervention. This intervention must be both active and reflective, and adapted to the student’s level by: using input, helping the student interact with others, evaluating their activities, providing feedback, contextualizing activities, providing meaningful answers, promoting communication strategies, consolidating those strategies already mastered, and admitting errors.

Consider both progress and error as natural occurrences in the learning process. Errors occur as a result of the underlying dynamism in comprehension and progressive mastering of the new language. We understand that errors occur when the


child tries to anticipate the functioning of the language or when he transfers rules from his mother tongue in a natural process of acquisition. It is also important to note the difference between error and mistake. Errors are believed to be systematic failings due to lack of knowledge of the language. These errors will be dealt with when finishing spoken interactions, in groups, and using an accessible language, taking into account that they do not suddenly dissapear, but take some time to correct. A mistake is an occasional failure due to lack of attention at any given time, which may even happen to native speakers. Mistakes are not worthwhile correcting, because they are not relevant to the teaching-learning process.

Evaluation of individual and collective progress of students in learning is an important factor to ensure quality in the learning process; therefore we have provided an Evaluation Notebook with photocopiable sheets for each unit, which will enable teachers to monitor their students' progress. It is devised so that it can be easily adapted by teachers to meet their own specific needs.

Globalized learning generates an apprehension of reality as a whole. Our project takes this into account by offering activities related to other areas in the curriculum, beginning with learning about the child itself, then moving on to exploration of the world around them; their home, school, environment and society in general. This development is reflected in those topics of each unit which are related to other areas in the Curriculum: Natural Sciences, Social Sciences, Art, Mathematics, Physical Education, etc.

A continuous learning process. There is no knowledge which is only acquired in a particular subject and is only useful for that particular area. Every content that the student learns in all different subjects (and not only at school) builds a cultural and informational baggage which should be useful in the long term, and the student should be able to apply it at precise times and in different situations (language is, for these purposes, paradigmatic). For this reason, basic competences can be achieved in most subjects, and that is also why the student will be able to use and apply said competences in all subjects, regardless of those for which he has acquired them (transversality). Being competent should be a guarantee of the completion of the learning process for certain areas, but it will also allow the student to acquire knowledge in other areas, both in school and outside, which is a guarantee of lifelong learning (or in this case, being able to communicate in different situations, some of which the student itself may not even yet consider).

3.5.2. Oxford Rooftops Methodology

Our project's methodology is developed as follows:

Oxford Rooftops is a series of six levels that offers the perfect mix between digital content and printed material, in order to get the most out of the class and a total commitment from the student.

Oxford Rooftops is developed in the context of a fictional city, Rooftops, inspired by the city of Oxford. All the characters living on Rooftops. In levels 1 and 2 we share the life


of children living in a suburb, who attend the Rooftops elementary school, visit nearby places such the park, and participate in social events such as carnival festivities or a picnic. In levels 3 and 4, stories take place in a commercial district and we share the lives of children whose families are related to businesses of the area. In levels 5 and 6, Rooftops residents will be joined by children from other countries in an exchange program, through which we can compare life in this quintessential British city and in other places of the UK, with life in other countries.

The content of the lessons is arranged so that each of the three main components, the iPack, the Class Book and the Activity Book, contribute value in their own way. These three sources are used systematically whenever they may provide more benefits. The iPack is a very effective tool for introductions, thus it is used at the beginning of lessons, in order to introduce concepts which are practiced and reinforced with the Class Book and subsequently completed with the Activity Book. This sequence is followed at all levels, and levels 3 and 4 of Oxford Rooftops included an extra step, using the iPack once again between the Class Book and Activity Book. Vocabulary and grammarIn Oxford Rooftops 3, ten key vocabulary words are presented in lesson 1 of each unit, and six more words are included in lesson 6. All words are grouped by semantic fields related to the topics of each unit. Words are presented with an animation and a story featuring the characters of the course, through the iPack. They are subsequently reviewed and practiced through various digital games, listening comprehension activities and communication exercises, which are very motivating.

Four words related to cultural lessons and four inter-related curriculum issues are also presented.

In each unit of Oxford Rooftops 3 are presented and practiced two key structures, first, through the iPack in Lesson 2 with the lively song, and the second, in Lesson 5 with the history of the unit.

All the vocabulary and grammar of each unit is reviewed and practiced in all four language skills in lessons 8 and 9, and are recycled in the story review of Super City of Heroes. SkillsThe approach of Oxford Rooftops 3 contributes to the development of the four skills (reading, writing, listening and talking) in a coordinated way, and integrated with the teaching of contents.

The iPack, Class Book and Activity Book work closely together to develop the four skills. Through a variety of fun tasks following a systematic approach, students can progress from a listening comprehension practice to an oral expression practice; from the oral expression practice to a written comprehension practice; and from the written comprehension practice to a written expression practice.

Songs


The actual experience of children in relation with music is increasingly becoming an audio-visual experience, thus the iPack becomes the ideal method for students to enjoy the songs. Also, the songs cover a variety of music genres, specially designed to encompass the diversity of musical styles that kids enjoy in real life.

Each unit of Oxford Rooftops 3 presents a lively song in lesson 2 starring the characters of the course and providing a context for the first grammatical structure of the unit a vocabulary practice presented in lesson 1.

Cultural contents At the beginning of each unit, children are immersed in British culture by witnessing the lives of the characters in the town of Rooftops. Vocabulary, songs and animations make the details and conventions of daily life in Britain come to life.

In Lesson 3, with the cultural film, students witness the daily activities of real British children in a real British town or around. These lessons help students become aware of their belonging to a global community, and invite them to reflect on the culture they are getting close to through language, and to compare it with their own, while helping them develop social and civic competences, and cultural awareness and expressions.

In Lesson 4, through a common social exchange, they are brought once again near the cultural aspects of English speaking countries, in an everyday language.

In addition, at the end of the Class Book two additional units are included, dedicated to festivities.

Values and citizenshipThe learning of values or the education for citizenship are a fundamental part of Oxford Rooftops. In Lesson 3 the issue is being presented in values, linked to the theme and content of the film culture and the everyday language of the lesson 4. The film integrates socio-cultural issues of learning and helps to foster self-esteem, as well as positive attitudes, tolerance and respect toward others.

StoriesThrough the stories the students share the adventures of the characters from Rooftops. They play an important role in relation to the development of language, given that we review the first block of vocabulary and grammatical structure keys at the same time are presented the second block and grammatical structure in context.

The first contact with the story is done through the iPack, with a fun game when completed it reveals the title of the story, and that can then be used to make predictions about the story, contributing to the development of reading and writing skills.

After the game, students are immersed in the world of Rooftops enjoying an animated version in the iPack.After presenting the iPack, students remember the story in the Class Book, this time in writing, accompanied by scenes. The story is presented in the form of a script to easily be staged by the students if desired.


Finally, in the Activity Book they have the opportunity to consolidate and evaluate the story by choosing and colouring one of the four categories.

Cross-curricular topicsIn Lesson 7 of each of the units Rooftops Oxford is offered the opportunity to transfer English to present content belonging to other curriculum areas: social and natural sciences, art, music and mathematics. This way, concepts learned on those subjects are reinforced, and students learn to make practical connections between the contents of other areas and the structures and vocabulary they are learning in English, translating the acquired skills from one area to the other.

The intercurricular concept is introduced through the iPack using a standard presentation slides and subsequently developed in the Class Book with an informative text.

The comprehension of cross-curricular content is reviewed through questions in the Class Book page, that students get to answer orally.

Activity Book activities provide additional practice on the vocabulary of the lesson, as well as reinforcement of the content.

PronunciationOxford Rooftops 3 teaches students to pronounce difficult sounds in English in an accurate way, through a series of gradual activities included in Lesson 8 of each unit.The first introduction is done through the iPack with a game of deduction in which it is taught in the first place to the student to listen to and identify the sound. They can listen to the sound or words in it as many times as they need to be able to reproduce it in isolation as forming part of a word.

The process continues in the Class Book where the students are progressing to hear the sound in words to hear in isolated phrases with a funny rhyme related to the theme of unity.

Finally, it becomes a freer game of communication, which requires an oral production of the sound, since it contains some of the key words of the unit.

RevisionOxford Rooftops gives great importance to the recycling and revision of vocabulary throughout the course. In level 5 a systematic recycling of key vocabulary is performed in every unit, through various contexts.In addition to continuous recycling in each unit, a review is performed at the end of each quarter through the stories of the Super City Heroes, available both in the iPack as the Class Book.It also has optional additional review in the Teacher's Guide and the Teacher's Resource CD-ROM with worksheets Reinforcement and extension worksheets Language.

External examinations


The contents and skills in Oxford Rooftops have been designed taking into account the requirements of the GESE Trinity and Cambridge English exams. Young Learners.

3.5.3. Teaching materials and resources

We provide the following material and digital resources:

The iPack, including presentations and practical content to be used along with the interactive whiteboard, or a laptop with a projector. Includes an animated presentation of the first block of vocabulary starring the characters of the course, the presentation of a song contextualizing the first block of grammar, a cultural film with real British children, clip everyday language, the animated version of the story starring the characters of the course, presenting and contextualizing the second block of vocabulary and grammar; a slideshow introducing the cross-curricular theme; eight activities and interactive games; pages of the Class Book and Activity Book for reference and classroom support; digital version of the material included in the Teacher's Resource Pack and review games for the end of each unit and quarter.

The textbook used is Oxford Rooftops by Oxford University Press. The student has the Class Book with an introductory unit in which the course characters are presented and context, with nine lessons six units each, two pages of material on festivities and review three stories featuring the City Super Heroes. It also has the Activity book, with eight pages of activities and a cut-out (mini-book cultural) for each main unit; review of the units and the festivities, seven pages with the Picture Dictionary and a section of extra activities for the faster students (Fast finishers), such as homework or as preparation for the examinations.

The teacher has teaching Guide (Teacher's Guide), with concise teaching notes for each lesson, suggestions for initial activities, finishes and extra, cultural notes, the settled activities student version, transcripts of hearings, referrals to skills key Wordcards, references to worksheets and a bank of ideas with suggestions for games and activities, explanations iPack games; the Teacher's Resource CD-ROM with worksheets for additional practice of vocabulary and grammar to reinforce and extend the content of the worksheets of the main units, festivities, extra stories, cross-curricular themes and worksheets on festivals and cultural film; material for assessment and portfolio, unit tests, notes on key competences and auditions and solutions to all worksheets. Audio CDs including all songs, stories, auditions and listening tests.

Also available in the Teacher's Resource Pack with 102 flashcards and wordcards, six culture posters, an alphabet poster city rooftops and a poster.

And finally, resources for students in the Oxford Online Learning Zone website with in-teractive practice, for use at home or in the classroom; resources for teachers in the Oxford Premium website including all online material and digital books available for Ox-ford Rooftops.

The aforementioned multimedia resources (iPack, Teacher's Resource CD-ROM, Web and digital books) fully integrate the use of ICT in the classroom, allowing teachers to


tailor the best digital solutions according to the students or to the school where the teaching develops.

3.5.4. Activities

Activities at the beginning of lessonsThe idea is to recall prior knowledge of students in new topics, or refreshing the already existing. This is often done through brainstorming and revision activities, through games, communicative exchanges with the support of flashcards, posters, songs, etc.

Lesson DevelopmentEach unit includes different types of activities that appeal to multiple intelligences and are intended to help the acquisition, settlement, development and improvement of the various skills that make up most of competence in the English language. These activities are:

Vocabulary related to the various conceptual fields that are developed in the lesson plan (Vocabulary).

Reading and comprehension of texts (Reading). Grammatical structures (Grammar). Studied sounds (Pronunciation). Comprehension and oral expression of the language in all its aspects

(Listening and Speaking). Comprehension and writing (Writing).

Reinforcement and expansionThe project stems from the acknowledgement that in every classroom there are students with different styles and paces of learning and different levels of motivation, while pursuing the goal that every student should be part of the learning process with full satisfaction, and reach success according to their level of ability and interest.The variety of exercises and activities included in materials, allows all students to find any that agrees with their style and pace of learning.

Some of these activities act as an extension for those students without difficulties, and others offer a boost to those in need of more support.The activities to which we refer are the following:

Optional activities in the Teacher's Guide. Activities proposed in the Teacher's Resource CD-ROM:

- Worksheets: reinforcement, expansion and settlement activities based on the content of the different sections studied in the unit: Reinforcement, Extension, Culture, Story, Cross-curricular and Pronunciation.

Activities proposed in the Activity Book. Additional activities proposed in the Activity Book:


- Fast finishers: for students who finish early, based on the contents of the lesson

Development of basic competencesSome activities contribute more specifically to the development of one or more basic competencies, among which are included:

Brainstorming Role-plays Interactive activities Whiteboard-based activities Media-based activities Research activities or case studies Group activities Interpretations of data, graphs, etc. Cultural texts, songs, rhymes, etc. Activities in which emotions are involved

EvaluationEvaluation of learning in elementary education will be ongoing and global, and will take into account the student's progress in all areas of the curriculum. The teacher will evaluate the students' learning and their level of achievement of competences, as well as the teaching processes and their own teaching practice.Evaluation activities could be classified into several levels:

Formative assessment activities, where the teacher will evaluate the continuous work of students and measure their progress through observation and verification of the performance of activities such as:

- Activity Book Exercises- Revision Stories (CB and AB)

Summative assessment activities with the completion of the various assessment activities included in Oxford Rooftops (Teacher's Resource CD-ROM):

- Unit tests 1-6 (Standard - Challenge) - End of term 1-3 (Standard - Challenge)- End of year test (Standard - Challenge)

Self-evaluation and self-study activities, in which students are introduced to strategies for self-assessment of their knowledge and skills:

- Self-evaluation of each unit (AB).

Complementary activitiesThese include: cultural outings, attendance to theather plays in English, commemoration of festivities of the Anglo-Saxon society, etc., and will be devised by the teachers team in the English Department at each school.

Outings and activities common to the school or to various groups (Write here any planned educational or educational-recreational excursion.)

Group/sattendants

Participating teachers

Quarter/Dates

Description of outings/ activities

Comments


3.5.5. Time, space and group arrangements

Time dedicated to teaching is a critical and limited resource in the learning of subjects. The programming presented in this document should be adapted by each teacher according to their schedule and paces of the classroom. Regarding students, teachers may follow different criteria for their grouping choices:(Eliminate whichever are unnecessary)

Human resources Supporting teachers Psychologist Criteria In alphabetical order Flexible groupings (specify what type and why) Small support groups within/outside the classroom Students with different types of sensory needs in different classroom groups

When performing tasks, completing activities, projects, etc. the grouping of students is made based on the type of interaction that occurs at that time in the classroom: Teacher-student Individual work Pair work Group work

Resources available to teachers, and spaces where the teaching-learning processes can be developed, are, at present, more and more varied.

As a result, learning contexts are also wider. Teachers can implement activities and projects involving different environments: School Community Family

The classroom is no longer the only place where subjects are taught. Each school has a number of spatial resources both material and virtual, which can be used to devise the different scenarios where teaching is performed: Language Lab Virtual classroom Computer room - Audiovisual room Library Assembly Hall - Theatre Workshop Gymnasium Courtyard


For the use of common areas, the teacher will write notes on when, how and why these spaces are used for the English class:____________________________________________________________________

Within the classroom, space can be distributed according to different criteria: Desks arranged in rows Desks arranged in "U" shape Specific corners: classroom library, cross-cutting themes, games, crafts, etc. Others

The inclusion of ICT in education plays a very important role, providing various material resources that grant the teacher the possibility to design personalized classes and adjust them to the needs of the moment: Video-DVD TV Cassette / CD player Video Camera - Audio Recorder Computers (PCs, laptops, netbooks, tablets, ...) Interactive whiteboard Internet connection (WiFi, others ...) (Note here any observations on when, how and why these resources are used.)

Beyond the material and spatial resources, we can not fail to mention the cognitive processes involved in the stages of student learning. These processes that allow the transmission of knowledge to students are very complex. From the attention required to prepare for the receiving of information, to the memorization that allows access to that information when required, involve, among others, the following processes: Access Identification Comprehension Replication Reflection Connection Synthesis Creation

3.5.6. Measures for addressing student diversity

One of the elements that promoted the LOE and continues being promoted by LOMCE is attention to diversity. It is clear that the same educational action exerted on the same group of students has different effects depending on the prior knowledge and experience of each student, their intellectual abilities, interests and motivations in learning.

For this reason, in many cases, we may need to modify or adapt contents or methods so that every student can achieve the stated goals. Likewise, we should also offer extension activities for the more receptive students. Attention to diversity should always be performed in both directions. Therefore, we must constantly address these issues, presenting the same activities in various ways from the activities proposed in the


student book and notebook. Teachers must calibrate and propose some or other activities, and must be constantly aware of these issues, not only when evaluating, but also when teaching and planning the process of teaching-learning.

Oxford Rooftops provides reinforcement and expansion activities that allow individual attention to students, according to their needs and learning pace. We include ideas in all lessons, for the teacher to respond to the various situations that may arise in the classroom.

In the material intended for the teacher, the Teacher's Guide and Teacher's Resource CD-ROM, we include reinforcement and extension activities for the students and notes for teachers, as well as instructional tips, proposed to address the different expectations of students.

Criteria and procedures for making the proper curricular adaptations for students with special needs(The department may describe here the specific criteria and procedures if necessary. Those departments that do not have this type of student can ignore this section)

Adaptations will focus on:

1. Time and pace of learning2. More personalized methodology3. Reinforcement of learning techniques4. Improvement of procedures, habits and attitudes5. Increasing the amount of counselling6. Curricular enrichment7. Evaluations tailored to the needs of these students

a) For students with high intellectual abilities: extension contents and materials suitable to the needs of these students will be provided, to help them reach their full potential.

b) For students with late entry into the education system: all necessary reinforcement measures will be adopted in order to facilitate their recovery and integration into school, to help them continue their studies successfully.

c) For students with special educational needs: both schooling and attention measures will be adopted. For students with disabilities, easing measures and alternative methodologies will be implemented. For students with severe learning difficulties, the contents of procedures and attitudes will be prioritized, aiming social integration, and facing the inability to achieve satisfactory progress on conceptual contents. Emphasis must be placed on instrumental and material contents.

When adaptations do not meet the needs of the student, we can rely on curricular diversification, through which a student is able to stop studying part of the contents belonging to the common core of the stage, and invest that time in other educational activities, either in optional spaces, or with activities especially designed for him, which could be performed within or outside the school. The student would still keep the


general goals of the stage as reference, at all times, but those would be achieved through other types of contents and activities.

3.6. Evaluation

Learning must be evaluated systematically and regularly, both to measure the knowledge and skills acquired by the student, and to introduce as many changes as necessary if the situation requires it (when learning does not meet the goals).

If we assume that basic competences involve a real and practical application of knowledge, skills and attitudes, the way of checking or assessing whether the student has acquired them, is to reproduce real situations where the student gets to apply his knowledge, primarily responding to practical situations.

Competence evaluation helps assess both the achievement of the subject goals, and the level of knowledge of basic competences. Some standards are specifically linked to concepts, and others, preferably to procedures and attitudes.

Depending on the evaluation goal, there are several possible modalities, such as summative evaluation, conducted at different times of year and identifiable with final and course evaluations (ordinary and extraordinary, where applicable). There will be other assessments, such as the initial (not rated) and final evaluations, and primarily, a continuous or formative evaluation that is performed throughout the process of teaching-learning and is immersed in it, therefore placing emphasis on the guiding nature of teaching.

An individualized assessment will also take place at the end of the 3rd grade, where the student must prove his mastery of mathematical and linguistic communication competences. At the end of the 6th grade, the student must also demonstrate his degree of acquisition of basic skills and achievement of the goals of the stage.

The result of individualized assessments will be stated in levels and will consist of a report given to the student's parents or guardians, which will be of an informative and guiding nature. The obtained level is an indicative of the progression of learning, therefore if it is not sufficient, more suitable measures or programs must be applied.

In addition to the evaluation of learning, the teaching process is also evaluated, thus including an evaluation procedure of teaching programs and their indicators in the pedagogical approach of each school.

3.6.1. Evaluation Procedures

Following different criteria, the curriculum proposes a series of tools that facilitate the evaluation process in the classroom. In the case of formative evaluation, these will include observation and systematic monitoring of students, ie, all performed activities will be taken into account, both individually and in groups: written assignments, oral presentations and debates, readings and summaries, research, attitude to learning, accuracy and self-evaluation, among others. Regarding summative evaluation, these


will include quarterly written tests and recovery tests (and course finals, if the student did not retake any test, and extraordinary, in the case of obtaining an insufficient grade in the course regular final). In any case, the evaluation procedures will be varied, so that they can be adapted to the flexibility requirements of the assessment.

The curriculum also provides evaluation criteria and assessable standards of learning by subject and course, which will allow us to assess the achievement of the subject goals. Regarding competence assessments, as these are very generic, these must be specified and broken down in order to serve as reference for education, and to show the real competence of the student, which is what we have called indicators. For your reference, we have included in the section below the full list of both the evaluation criteria and indicators of basic competences.

3.6.2. Evaluation resources

3.6.2.1. Evaluation criteria

Evaluation criteria established by the curriculum for the fifth grade of elementary education in the area of foreign language, arranged into four main sections: comprehension and production (expression and interaction) of oral and written texts, are:


- Knowing and applying of the most basic strategies for the comprehension of meaning, essential information or main ideas of the text.

- Identifying sociocultural aspects and basic, concrete and significant sociolinguistic aspects on everyday life (habits, schedules, activities, celebrations), living conditions (housing, environment), interpersonal relationships (family, friendship, school), behaviour (frequent gestures, use of voice, physical contact) and social conventions (rules of courtesy), and applying these acquired skills to a better understanding of the text.

- Identifying the general meaning, the essential information and most of the main points in very brief, simple, oral texts , with a large number of simple structures and lexicon of very frequent use, articulated with clarity and slowly and transmitted by the spoken word or by technical means, on topics related to their own experiences, needs and interests in daily contexts that are always predictable which depends on visual support, possibility of repetition or confirmation and with a strong contextual reference.

- Discerning the main communicative goal of the text (e.g. a request for information, an order, or an offer), and basic speech patterns (e.g. the beginning and ending of a conversation, or the ideas of a narrative sketch).

- Recognizing the most common meanings associated with the basic syntactic structures of oral communication (e.g. interrogative structure to demand information).


- Recognizing a limited high frequency oral lexicon related to everyday situations and common and specific topics related to the student's own experiences, needs and interests, and using indications of context and information in the text to get an idea of the probable meanings of unknown words and expressions.

- Discriminating basic patterns of sound, stress, rhythm and intonation and recognizing the meanings and general communicative intentions involved.


- Knowing and applying basic strategies to produce brief, simple monologic or dialogic texts, using, e.g., formulas and prefabricated vocabulary or memorized expressions, or using gestures to support expression.

- Knowing sociocultural aspects and basic, concrete and significant sociolinguistic aspects, and applying that knowledge to produce proper speech, respecting the most basic communicative conventions.

- Interacting in a very basic way, using very simple linguistic or non-verbal techniques (e.g. gestures or physical contact) to initiate, maintain, or end a short conversation, fulfilling the main communicative goal of the text (e.g. greetings, congratulations, exchanges of information).

- Participating in a simple and understandable way, even if they are necessary for some clarification, in very brief conversations with direct exchange of information on very familiar topics, using simple and very widely used expressions and sentences, mainly isolated although in some occasions get reconnected in a basic way, remain essential paraphrases and the cooperation of the interviewer to continue the conversation.

- Being understood in short simple statements, although hesitations, repetitions or pauses may occur in order to rearrange speech.

- Dealing with basic syntactic structures (e.g. linking words or groups of words with basic connectors like "and", "then", "but", "because"), although basic errors may still be made in a systematic way, e.g. in verb tenses or in consistency.

- Knowing and using a limited high frequency oral lexicon related to everyday situations and common and specific topics related to the student own interests, experiences and needs.

- Articulating, usually clearly but with an obvious influence of the first or other languages, a very limited repertoire of patterns of sound, stress, rhythm and basic intonation, adapting them to the communicative function to be performed.


- Knowing and applying the most proper basic strategies for the comprehension of meaning, essential information or main ideas of the text.


- Identifying sociocultural aspects and basic, concrete and significant sociolinguistic aspects on everyday life (habits, schedules, activities, celebrations), living conditions (housing, environment), interpersonal relationships (family, friendship, school), behaviour (frequent gestures, use of voice, physical contact) and social conventions (rules of courtesy), and applying these acquired skills to a better understanding of the text.

- Identifying the general meaning, the main ideas and most of the specific information in digital or printed texts, very brief and simple, with simple structures and lexicon of use very frequently, on very familiar topics and everyday, so long as it can be reread or request clarification and support visual and contextual.

- Discerning the main function or communicative functions of the text (e.g. a greeting, request of information, or an offer) and a limited repertoire of their most common exponents, as well as basic speech patterns (e.g. opening and closing of a letter, or points of a schematic description).

- Recognizing the most common meanings associated with the basic syntactic structures typical of written communication (e.g. interrogative structure to demand information).

- Recognizing a limited high frequency oral lexicon related to everyday situations and common and specific topics related to the student's own experiences, needs and interests, and inferring from the context and information in the text the most probable meanings of unknown words and expressions.

- Recognizing basic punctuation marks (e.g. period, comma) and common symbols (☺, @, €, $, ₤), and identifying the meanings and general communicative intentions related.


- Knowing and applying basic strategies to produce brief and simple texts, e.g. copying very common words and phrases for the communicative functions pursued.

- Knowing bout socio-cultural and basic sociolinguistic concrete and meaningful aspects and applying them to a production appropriately written for the context, respecting the rules of basic courtesy.

- Producing, on paper or in digital form, brief and simple texts composed of simple isolated phrases, in a neutral or informal manner, using basic spelling conventions and major punctuation marks in an accurate way, to talk about the student's own self, his immediate environment and aspects of everyday life, in familiar and predictable settings.

- Accomplishing the main communicative goal of the written text (e.g. a greeting, an exchange of information, or an offer), using a limited repertoire of


the most frequent exponents and basic speech patterns (e.g. start and farewell greetings for the closing of a letter, or a narrative sketch).

- Dealing with basic syntactic structures (e.g. linking words or groups of words with basic connectors like "and", "then", "but", "because"), although basic errors may still be made in a systematic way, e.g. in verb tenses or in consistency.

- Knowing and using a limited high frequency written lexicon related to everyday situations and common and specific topics related to the student own interests, experiences and needs.

- Applying graphic patterns and basic orthographic conventions for writing reasonably accurate words or short phrases that are commonly used in speech, but not necessarily with a fully standardized spelling.

3.6.2.2. Measurable learning standards

Learning standards in this course have been arranged into four main sections: oral and written comprehension and production (expression and interaction). These are the following:


- Understands the global meaning of simple oral explanations or instructions.

- Extracts the general meaning and captures the essential details of oral histories appropriate to their level.

- Assimilates the main ideas of presentations simple and well-structured themes on family or their interest (e.g. animals, storybook), always and it uses pictures and illustrations and speaks slowly and clearly.

- Identifies the topic of a simple, predictable conversation on familiar topics that takes place in their own presence, in a real public space or in a simulation.

- Understands the general meaning and the gist of the dramatizations of traditional popular previously known fairy tales or stories .


- Makes brief and simple, previously prepared and rehearsed presentations , on everyday topics of your interest or (present to yourself and to other people; give basic information about yourself, your family and your class; their preferred menu, the external appearance of an object or an animal; say what he/she likes and dislikes) using very simple structures.

- Answers accordingly in communicative situations (greetings, simple questions, requesting or offering an object, expressing likes/dislikes, current action, the place where something is located, etc.).


- Participates in face-to-face conversations or by technical means, which enable us to see the face and gestures of the partner, in which establishes social contact (to thank, say hello, goodbye, go to someone, to apologize, introduce themselves, congratulate someone), exchanging personal information (name, age, etc. ), emotions are expressed, etc.

- Develops in simple, everyday situations, real or simulated (e.g. order a meal in the school cafeteria).


- Formulates assumptions about the content of simple texts based on their prior knowledge, including illustrations, of the title, of the graphical elements, etc.

- Understands essential information and locating specific information in simple informational material.

- Includes a sequence very short and simple instructions for e.g. a very simple recipe.

- Understands the essential and the main points of very short news items and children's magazines dealing with issues that are familiar or are of interest (animals, sports, music, computer games).


- Completes forms marking options and completing data or other personal information (e.g. tastes, titles of stories read, views, etc).

- Is able to construct simple narrative texts based on models and/or scaffolds very structured.

- Writes from a personal correspondence model short and simple (messages, notes, postcards, e) in congratulating someone, or talk about himself and his immediate environment (family, friends, objects, places).

3.6.2.3. Competence evaluation rubric

In Annex I of this paper we include a template called Competence Evaluation Rubric, for each unit and for the whole course, which allows us to assess the degree of acquisition of basic competences, indicating the qualification level that the student acquires.

In the heading, each of the basic competences is noted, followed by their breakdown into indicators. The template for each unit includes only the skills and indicators that have been specifically developed in that unit; however, in the template for overall evaluation we include all competences and their indicators. When evaluating rubrics, it is recommended to grade, firstly, each of the indicators or those in which the teacher has focused, thus obtaining an overview of the competence for subsequent evaluation.


In the evaluation process, we have identified five levels of qualification, and for their record we advise using the following ordered qualitative scale from lowest to highest: Inadequate (IN): Failed; Sufficient (SU): Low scoring achieved in all areas, Good (BI): Average scoring, Notable (NT): high scoring, and Outstanding (SB): Achieved fully. In order to set the qualification criteria, these levels should be applied to detailed evaluation criteria for the area of foreign language.

In order to evaluate students, teachers need a range of tools that will allow them to get specific data. In the template we suggest the most suitable instruments for obtaining such data, such as: observation, written tests, oral tests, class notebook, portfolio. The teacher can modify the template by replacing or including other instruments that he/she has used.

Indicators where basic competences have been broken down, which are included in the template, and allow us to demonstrate the competences of students in this subject and this course, are indicated below:

1. Competence in linguistic communication (CL)

Indicators

CL1. LISTENING

CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday.

CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts.

CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.

CL1.4. Identifies specific information in oral texts on familiar themes and of interest.

CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.

CL2. SPEAKING

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.

CL2.2. Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation.

CL2.3. Producing simple speech.

CL3. TALKING

CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.

CL4. READING

CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same.

CL4.2. Read simple texts on familiar topics by identifying the most important information.

CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task.

CL4.4. Reading texts on various topics of interest.

CL5. WRITING

CL5.1. Write phrases referring to everyday situations coming to experience from models.

CL5.2. Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions.


2. Mathematical, scientific and technological competence (FCTC)

Indicators

CMCT1. Solve simple problems on family situations.

CMCT2. Representing data about facts and objects of everyday life using the most proper graph, table or chart.

CMCT3. Sorting the recorded data according to a classification criterion.

CMCT4. Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people.

CMCT5. Apply concepts and basic scientific concepts to understand the world around them.

CMCT6. Identifying some species of living beings.

3. Digital Competence (CD)

Indicators

CD1. Looking for and collect information on familiar topics in digital media.

CD2. Using digital media for learning a foreign language.

4. Learning to learn (AA)

Indicators

AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries.

AA2. Using several responsive or interactive strategies to solve communication problems.

AA3. Valuing the use of foreign language as a learning tool.

5. Social and civic competences (SC)

Indicators

SC1. Taking part in conversations on familiar topics in settings where communication is predictable.

SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.

SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.

SC4. Identifying the customs of countries where foreign language is spoken.

6. Sense of initiative and entrepreneurship (SIEE)

Indicators

SIEE1. Looking for and collect information on familiar topics in various media.

SIEE2. Use simple strategies for the planning and monitoring of work.

7. Cultural awareness and expression (CEC)

Indicators

CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.


CEC2. Using artistic techniques in projects or papers.

CEC3. Taking place in the development of group musical compositions using various musical and/or scenic resources.

3.6.3. Evaluation items

There is a relationship between different elements of the curriculum that are involved in the evaluation process: evaluation criteria, learning standards and basic competences and indicators. We present these items in the table below, in an arrangement of four blocks: comprehension and production (expression and interaction) of oral and written texts.


ITEMS OF EVALUATION:

Block 1: Listening comprehension

Learning standards Evaluation criteria CCBB Indicators - Competences

Understands the global meaning of simple oral explanations or instructions.

Extracts the general meaning and captures the essential details of oral histories appropriate to their level.

Assimilates the main ideas of simple presentations, and well-structured themes on family or their interest, always and when count with pictures and illustrations and speak slowly and clearly.

Identifies the topic of a simple, predictable conversation on familiar topics that takes place in their own presence, in a real public space or in a simulation.

Understands the general

Knowing and applying of the most basic strategies for the comprehension of meaning, essential information or main ideas of the text.

Identifying sociocultural aspects and basic, concrete and significant sociolinguistic aspects on everyday life, living conditions, interpersonal relationships and social conventions, and applying these acquired skills to a better understanding of the text.

Identifying the general meaning, the essential information and the majority of the main points in oral texts very brief and simple, with a large number of simple structures and lexicon of use very frequently, on topics related to their own experiences, needs and interests.

Discerning the main communicative goal of the text, and basic speech patterns.

Recognizing the most common meanings associated with the basic syntactic structures

CLSCCD

CEC









SC4. Identifying the customs of countries where foreign



meaning and the gist of the dramatizations of traditional popular previously known fairy tales or stories .

typical of oral communication.

Recognizing a limited high frequency oral lexicon related to everyday situations and common and specific topics, and using indications of context and information in the text to get an idea of the probable meanings of unknown words and expressions.

Discriminating basic patterns of sound, stress, rhythm and intonation and recognizing the meanings and general communicative intentions involved.

language is spoken.



Block 2: Oral production: Expression and interaction


Makes brief and simple presentations on everyday topics of your interest or using very simple structures.

Answers accordingly in communicative situations.

Participates in face-to-face conversations or by technical

Knowing and applying basic strategies to produce brief, simple monologic or dialogic texts.

Learning About sociocultural aspects and basic sociolinguistic, concrete and meaningful, and applying the knowledge acquired.

Interacting in a very basic way, using very simple linguistic or non-verbal techniques to

CLSCCD

SIEEAA

CEC





SC1. Taking part in conversations on familiar topics in



means, which enable us to see the face and gestures of the partner, in which establishes social contact, personal information is exchanged, emotions are expressed, etc.

Thrives in simple, everyday situations, real or simulated.

initiate, maintain, or end a short conversation.

Participating in a simple and understandable way in very brief conversations with direct exchange of information on very familiar topics, using expressions and simple sentences and use most frequently.

Being understood in short simple statements, although hesitations, repetitions or pauses may occur in order to rearrange speech.

Handling basic syntactical structures, though still making basic mistakes systematically.

Knowing and using a limited high frequency oral lexicon related to everyday situations and common and specific topics.

Articulating, usually clearly but with an obvious influence of the first or other languages, a very limited repertoire of patterns of sound, stress, rhythm and basic intonation.

settings where communication is predictable.




CD1. Searching, collecting and organizing information in a digital format.







Block 3: Written comprehension


Formulates assumptions about the content of simple texts based on their prior knowledge, including illustrations, of the title, of the graphical elements, etc.

Understands essential information and locating specific information in simple informational material.

Includes a sequence very short and simple instructions for e.g. a very simple recipe.

Understands the essentials of short news and articles in children's magazines that deal with topics that are familiar or of interest.

Knowing and applying the most proper basic strategies for the comprehension of meaning, essential information or main ideas of the text.


Identifying the general meaning, the main ideas and most of the specific information in digital or printed texts, very brief and simple, with simple structures and lexicon of use very frequently, on very familiar topics and daily.

Discerning the main function or communicative functions of the text and a limited repertoire of their most common exponents, as well as basic speech patterns.

Recognizing the most common meanings associated with the basic syntactic structures that are typical of written communication.

CLSCCD

SIEEAA

CEC













Recognizing a limited high frequency oral lexicon related to everyday situations and common and specific topics related to the student's own experiences, needs and interests, and inferring from the context and information in the text the most probable meanings of unknown words and expressions.

Recognizing basic punctuation marks and common symbols, and identifying the meanings and general communicative intentions related.



Block 4: Written production: Expression and interaction


Completes forms marking options and completing data or other personal information.

Is able to construct simple narrative texts based on models and/or scaffolds very structured.

Writes from a short and simple personal correspondence model in congratulating someone, or talk

Knowing and applying basic strategies to produce brief and simple texts.

Knowing bout socio-cultural and basic sociolinguistic concrete and meaningful aspects and applying them to a production appropriately written for the context.

Producing, on paper or in digital form, brief and simple texts composed of simple isolated

CLSCCD

SIEEAA

CEC






about himself and his immediate environment.

phrases, in a neutral or informal manner, to talk about the student's own self, his immediate environment and aspects of everyday life, in familiar and predictable settings.

Accomplishing the main communicative goal of the written text, using a limited repertoire of the most frequent exponents and basic speech patterns.


Knowing and using a limited high frequency written lexicon related to everyday situations and common and specific topics related to the student own interests, experiences and needs.

Applying graphic patterns and basic orthographic conventions for writing reasonably accurate words or short phrases that are commonly used in speech.




SIEE1. Looking for and collect information on familiar topics in various media.SIEE2. Use simple strategies for the planning and monitoring of work.






4. UNIT PROGRAMME

The following programme and schedule represent a model of temporal sequence learning for the 3rd year of Elementary Education, at the rate of 68 hours per course.

The items we have included in each of the units, to show you how the educational process will develop, in the case of the programme are the learning standards, the linguistic contents of each unit, the evaluation criteria, the basic competences and the indicators that settle the development of every basic competence.

In the case of the schedule, we have included the goals of every lesson, the activities, indicating the type of activity in question, either regarding the beginning of lesson, development, attention to diversity (reinforcement and expansion), assessment, competence development or cross-curricular topic development; the basic competences and the indicators that settle their development, in addition to the resources required in each lesson.

It is an indicative and expandable programme, with numerous optional possibilities suggested in the Teacher's Guide and Teacher's Resource CD-ROM. The teacher may introduce these activities at the appropriate time according to the needs and attitudes of students, given the pace of learning - individual and collective - and teaching hours that are available.


Starter Unit - On High Street

LEARNING STANDARDS LINGUISTIC CONTENTS EVALUATION CRITERIACCBB

INDICATORS - COMPETENCES

BLOCK 1: ORAL COMPREHENSION




Identifies the topic of a

Comprehension strategies: have contact with the vocabulary and grammar by displaying animated versions the iPack vocabulary, song and stories .

Socio-cultural and socio-linguistic aspects: listen brief dialogues on everyday topics.

Communicative Functions: description: places in a city. Request for information on places. Presentations and greetings.

Syntactic structures: Where's the (post office)?

High frequency lexicon: Places in town: café, cinema, community garden, fire station, flat, library, post office, school, (fancy dress) shop, takeaway; Numbers: 21–100; the alphabet (key).

Sound, accentual, rhythm and intonation patterns: hear a song.




CLAASCCD

CEC






AA2. . Using several responsive or interactive strategies to solve communication problems.






simple, predictable conversation on familiar topics that takes place in their own presence, in a real public space or in a simulation.

Understands the general meaning and the gist of the dramatizations of traditional popular previously known fairy tales or stories .


Recognizing the most common meanings associated with the basic syntactic structures typical of oral communication.








BLOCK 2: ORAL PRODUCTION: EXPRESSION AND INTERACTION

Makes brief and simple presentations on

Production strategies: become familiar with the context of the

Knowing and applying basic strategies to produce brief, simple

CLSC

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic




everyday topics of your interest or using very simple structures.


Participates in face-to-face conversations or by technical means, which enable us to see the face and gestures of the partner, in which establishes social contact, personal information is exchanged, emotions are expressed, etc.


drive talking about places in a town. Accompany the communication with gestures to be understood.

Socio-cultural and socio-linguistic aspects: reproduce brief dialogue on everyday topics; exchanged questions and answers with a partner.

Communicative Functions: describe what they see in the pictures from the book; they practice the greetings and presentations; ask and respond on places.



Sound, accentual, rhythm and intonation patterns: play a song.

monologic or dialogic texts.


Interacting in a very basic way, using very simple linguistic or non-verbal techniques to initiate, maintain, or end a short conversation.



Handling basic syntactical structures, though still making basic mistakes

CDSIEEAA

CEC

elements appropriate.








CD2. Using digital media for learning a




systematically.



foreign language.






BLOCK 3: WRITTEN COMPREHENSION


Understands essential

Strategies for understanding: deduce the content of the dialogues through the illustrations.

Socio-cultural and socio-linguistic aspects: read brief dialogues on everyday topics.

Communicative Functions: read short dialogues on: greetings, introductions and request information about places.


Identifying sociocultural aspects and basic, concrete and significant sociolinguistic aspects on everyday life, living conditions, interpersonal

CLSCCD

SIEEAA

CECCMCT




CL4.4. Reading texts on various topics of




information and locating specific information in simple informational material.





Graphic patterns and orthographic conventions.

relationships and social conventions, and applying these acquired skills to a better understanding of the text.




Recognizing a limited high frequency oral lexicon related to everyday situations and common

interest.









CEC1. Displaying curiosity and interest in learning about the people and culture of




and specific topics related to the student's own experiences, needs and interests, and inferring from the context and information in the text the most probable meanings of unknown words and expressions.


countries where the foreign language is spoken.




BLOCK 4: WRITTEN PRODUCTION: EXPRESSION AND INTERACTION



Writes from a short and simple personal correspondence model

Production strategies: complete games on the iPack with vocabulary. Written phrases following a model.

Socio-cultural and socio-linguistic aspects: build sentences to give out personal information.

Communicative Functions: complete a picture dictionary.




Producing, on paper or in digital form, brief and simple texts

CLSCCD

SIEECMCT

AACEC



SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the




in congratulating someone, or talk about himself and his immediate environment.



composed of simple isolated phrases, in a neutral or informal manner, to talk about the student's own self, his immediate environment and aspects of everyday life, in familiar and predictable settings.




Applying graphic patterns and basic orthographic conventions for writing reasonably accurate words

foreign language.



SIEE1. Show curiosity and interest in learning a foreign language.







AA3. Valuing the use of foreign language




or short phrases that are commonly used in speech.

as a learning tool.





Unit 1 - At Flat Number 6








Comprehension strategies: have contact with the vocabulary and grammar by displaying animated the iPack vocabulary, song and stories versions.

Socio-cultural and socio-linguistic aspects: listen brief dialogues on everyday topics, a story about a typical British house (at the cottage), a video about the everyday language, a story (Flat number 6), a text on building materials and a blog on a typical Japanese home.

Communicative Functions: description: furniture and objects of a home, the parts of a house; building materials; the weather. Request for information and assistance within the house. Expression of gratitude.

Syntactic structures: Is it a (TV)? Yes, it is. / No, it isn't. Have you got a (computer)? Yes, I have. No, I haven't. Can you (open) (the



Identifying the general meaning, the essential information and the majority of the main points in oral texts very brief and simple, with a large number of simple structures and lexicon of use very frequently, on topics related to their own

CLAASCCD

CEC








SC1. Taking part in conversations on familiar topics in settings where






window), please? Yes, of course. Thank you / Thanks. OK.

High frequency lexicon: Furniture: a bookcase, a clock, a desk, a lamp, a mirror, a picture, a TV, a wardrobe, a bin, a computer, a cushion, a plant, a poster, a rug; Parts of the house: door, gate, roof, window; Building materials: mud, stone, wood (key); In the house: bed, chair, cupboard, garage, scooter, sofa, table; The weather: cold, cool, hot, warm (review).

Audible, accentual, rhythm and intonation patterns: hear a chant of pronunciation, a song and words with the /ә/ sound.

experiences, needs and interests.





communication is predictable.














Production strategies: become familiar with the context of the drive talking about experiences related to moving. Accompany the communication with gestures to be understood.


Communicative Functions: describe what they see in the pictures from the book; ask for and offer help in everyday situations in a home; ask and respond on what they have.

Syntactic structures: Is it a (TV)? Yes, it is. / No, it isn't. Have you got a (computer)? Yes, I have. No, I haven't. Can you (open) (the window), please? Yes, of course. Thank you / Thanks. OK.

High frequency lexicon: Furniture: a bookcase, a clock, a desk, a lamp, a mirror, a picture, a TV, a wardrobe, a bin, a computer, a cushion, a plant, a poster, a rug; Parts of the house: door, gate,





Being understood in short simple statements, although hesitations, repetitions or pauses may occur in

CLSCCD

SIEEAA

CEC












roof, window; Building materials: mud, stone, wood (key); In the house: bed, chair, cupboard, garage, scooter, sofa, table; The weather: cold, cool, hot, warm (review).

Audible, accentual, rhythm and intonation patterns: reproduce a chant of pronunciation, a song and words with the /ә/ sound.

order to rearrange speech.












Comprehension strategies: checking the story in the iPack before taking contact with the written text. Deduce the content of the stories through bullets.

Socio-cultural and socio-linguistic aspects: read brief dialogues on everyday topics, phrases describing a typical British house (at the cottage), a story (Flat


Identifying sociocultural aspects and basic, concrete and significant sociolinguistic aspects on everyday

CLSCCD

SIEEAA

CECCMCT



CL4.3. Read simple texts on familiar topics using the global and specific information in







number 6), an intercurricular text (Building materials) and a blog on a typical Japanese home.

Communicative Functions: read short dialogues on: descriptions of the objects in a house, a request for help inside a house, thanks and on what they have.



Graphics patterns and orthographic conventions: words with the /ә/ sound : Computer,

life, living conditions, interpersonal relationships and social conventions, and applying these acquired skills to a better understanding of the text.




Recognizing a limited high frequency oral lexicon related to

the development of a task.













mirror, picture, poster, scooter. everyday situations and common and specific topics related to the student's own experiences, needs and interests, and inferring from the context and information in the text the most probable meanings of unknown words and expressions.


as a learning tool.








Production strategies: classify the vocabulary in different categories. Complete games in the iPack with vocabulary. Written phrases following a model.

Socio-cultural and socio-linguistic aspects: build sentences to describe objects in a house and to talk about what they have.


Knowing bout socio-cultural and basic sociolinguistic concrete and meaningful aspects and applying them to a production appropriately

CLSCCD

SIEECMCT

AACEC



SC3. Valuing the use of foreign language




Writes from a short and simple personal correspondence model in congratulating someone, or talk about himself and his immediate environment.

Communicative Functions: complete the picture dictionary and write a post in a blog on your favourite room.



Graphics patterns and orthographic conventions: words with the /ә/ sound : Computer, mirror, picture, poster, scooter.

written for the context.

Producing, on paper or in digital form, brief and simple texts composed of simple isolated phrases, in a neutral or informal manner, to talk about the student's own self, his immediate environment and aspects of everyday life, in familiar and predictable settings.




as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.









AA1. Using several strategies for learning to learn, such as visual and bilingual





dictionaries.






Unit 2 - At the Fancy Dress Shop









Socio-cultural and socio-linguistic aspects: listen brief dialogues on everyday topics, a story about a carnival party (at the carnival), a video about the everyday language, a story (the number one fan), a text on the making of a papier mache mask and a blog about a young Indian girl talking about clothes.

Communicative Functions: description: clothing, facial features, costumes; materials of a handcraft and colours of the clothing. Expression of taste and preferences. Instructions for making a mask.

Syntactic structures: What colour is Mum's (hat)? It's (black). What colour are Dad's (jeans)? They're




CLAASCCD

CEC














(blue). Has he/she got a (ponytail)? Yes, he has / No, she hasn't. I like this (scarf). I like these (gloves). So do I / I don't. I prefer this (scarf). I prefer these (trainers).

High frequency lexicon: Clothes: a belt, gloves, a mask, sandals, a shirt, socks, a sweater, trainers; Facial features: beard, curly hair, earrings, moustache, ponytail, straight hair; Carnival: costume, hat, ribbons, shirt, belt, trousers, tunic; Crafts: balloon, glue, newspaper, paint, string, scissors, water (key); Colours: black, blue, brown, green, orange, pink, red, white, yellow (review).

Audible, accentual, rhythm and intonation patterns: hear a chant of pronunciation, a song and words with the /ʃ/ sound.




















Production strategies: they become familiar with the context of the unit speaking on own experiences related to go to a cafe. Accompany the communication with gestures to be understood.


Communicative Functions: describe what they see in the pictures from the book; describe people (clothing and facial features); talk about their tastes and preferences.

Syntactic structures: What colour is Mum's (hat)? It's (black). What colour are Dad's (jeans)? They're (blue). Has he/she got a (ponytail)? Yes, he has / No, she hasn't. I like this (scarf). I like these (gloves). So do I / I don't. I prefer this (scarf). I prefer these (trainers).

High frequency lexicon: Clothes: a belt, gloves, a mask, sandals, a shirt, socks, a sweater, trainers;






CLSCCD

SIEEAA

CEC












Facial features: beard, curly hair, earrings, moustache, ponytail, straight hair; Carnival: costume, hat, ribbons, shirt, belt, trousers, tunic; Crafts: balloon, glue, newspaper, paint, string, scissors, water (key); Colours: black, blue, brown, green, orange, pink, red, white, yellow (review).

Audible, accentual, rhythm and intonation patterns: reproduced a chant of pronunciation, a song and words with the /ʃ/ sound.














Socio-cultural and socio-linguistic aspects: read brief dialogues on everyday topics, phrases describing a carnival party (at the carnival), a story (The number one



CLSCCD

SIEEAA

CECCMCT










fan), an intercurricular text (Making a papier mâché mask) and a blog about a young Indian girl talking about clothes.

Communicative Functions: read short dialogues on: descriptions of clothing and physical traits of the people; on tastes and preferences.





















Graphics patterns and orthographic conventions: words with the /ʃ/ sound: Shop, T-shirt, Shona, she, shoes, shorts, sheep.

everyday situations and common and specific topics related to the student's own experiences, needs and interests, and inferring from the context and information in the text the most probable meanings of unknown words and expressions.


as a learning tool.









Socio-cultural and socio-linguistic aspects: build sentences to describe clothing and facial features.



CLSCCD

SIEECMCT

AACEC








Communicative Functions: complete the picture dictionary and write a post in a blog on his family.



Graphics patterns and orthographic conventions: words with the /ʃ/ sound: Shop, T-shirt, Shona, she, shoes, shorts, sheep.





Knowing and using a limited high frequency written lexicon related to everyday situations and common and specific topics related to the student own interests, experiences














and needs.


dictionaries.






Unit 3 - At Rooftops Café









Socio-cultural and socio-linguistic aspects: listen brief dialogues on everyday topics, a story about a visit to a coffee shop (A visit to the coffee), a video about the everyday language, a story (Jack's to star), a text on musical instruments and a blog on an extra school club in Australia.

Communicative Functions: description: free-time activities, musical instruments, things that can be found in a cafeteria. Expression of suggestions about doing any activity. Description of what a person is doing. Expression about the skill in playing a musical instrument.

Syntactic structures: What’s he / she doing? He’s / She’s (having a




CLAASCCD

CEC




CL1.4. Identifie specific information in oral texts on familiar themes and of interest.










snack). Can he / she (dance)?

Yes, he can. / No, she can’t. Let’s (play chess). OK. No, thanks. I don’t want to.

High frequency lexicon: Free time activities: buy an ice cream, have a drink, have a snack, listen to music, play chess, play games, read a comic, talk to friends; Musical instruments: drums, flute, recorder, triangle, trumpet, violin; At the café: biscuit, magazine, waitress; Music: air, metal, skin, string, vibrate (key); At the café: cake, café, chess, comics, drinking, eating, mum, orange (repaso).

Audible, accentual, rhythm and intonation patterns: hear a chant of pronunciation, a song and words with the sound /r/.




















Production strategies: they become familiar with the context of the unit speaking on own experiences related to go to a cafe. Accompany the communication with gestures to be understood.

Socio-cultural and socio-linguistic aspects: reproduce brief dialogueuess on everyday topics; exchanged questions and answers with a partner.

Communicative Functions: describe what they see in the pictures from the book; talk about activities that can be performed in a coffee shop; they ask and respond on what you are doing people; make and respond to suggestions; they talk about the instruments that can play them and other people.

Syntactic structures: What’s he / she doing? He’s / She’s (having a snack). Can he / she (dance)?


High frequency lexicon: Free time



Interacting in a very basic way, using very simple linguistic or nonverbal techniques to initiate, maintain, or end a short conversation.



CLSCCD

SIEEAA

CEC












activities: buy an ice cream, have a drink, have a snack, listen to music, play chess, play games, read a comic, talk to friends; Musical instruments: drums, flute, recorder, triangle, trumpet, violin; At the café: biscuit, magazine, waitress; Music: air, metal, skin, string, vibrate (key); At the café: cake, café, chess, comics, drinking, eating, mum, orange (review).

Audible, accentual, rhythm and intonation patterns: reproduced a chant of pronunciation, a song and words with the sound /r/.















Socio-cultural and socio-linguistic aspects: read brief dialogues on everyday topics, phrases describing a visit to a coffee shop (A visit to the coffee), a story



CLSCCD

SIEEAA

CECCMCT








(Jack's to star), an intercurricular text (How musical instruments make sounds) and a blog on an extra school club from an Australian child.

Communicative Functions: read short dialogues on: what can be done in a coffee shop, suggestions on free-time activities, on people's skills in relation to the music and dance.



High frequency lexicon: Free time activities: buy an ice cream, have a drink, have a snack, listen to music, play chess, play games, read a comic, talk to friends; Musical instruments: drums, flute, recorder, triangle, trumpet, violin; At the café: biscuit, magazine, waitress; Music: air, metal, skin, string, vibrate (key); At the café: cake, café, chess, comics, drinking, eating, mum,



















orange (review).

Graphics patterns and orthographic conventions: words with the /r/ sound: Reading, Rob, Rosie, recorder, riding, rocket, writing.



as a learning tool.






Copies words and simple expressions worked orally.

Writes letters or cards in which you congratulate someone from a model, copying some basic words and


Socio-cultural and socio-linguistic aspects: build sentences to describe what can be done in a coffee shop, what are the people in the photographs doing and the



CLSCCD

SIEECMCT

AACEC







including drawings or photographs.

Produces posters with a very simple model

abilities of people with musical instruments.

Communicative Functions: complete the picture dictionary and write a post in a blog about his friends.



High frequency lexicon: Free time activities: buy an ice cream, have a drink, have a snack, listen to music, play chess, play games, read a comic, talk to friends; Musical instruments: drums, flute, recorder, triangle, trumpet, violin; At the café: biscuit, magazine, waitress; Music: air, metal, skin, string, vibrate (key); At the café: cake, café, chess, comics, drinking, eating, mum, orange (review).

Graphics patterns and orthographic conventions: words with the /r/ sound: Reading, Rob,


















Rosie, recorder, riding, rocket, writing.


dictionaries.






Unit 4 - At the Library









Socio-cultural and socio-linguistic aspects: listen brief dialogues on everyday topics, a story about a British library (at the library), a video about the everyday language, a story (Cory's story), a text on the bar graphs and a blog on a library in Botswana.

Communicative Functions: description: characters from stories; description of people. Expression of liking books.

Syntactic structures: Is there (a wizard)? Yes, there is. / No, there isn’t. Is he / she (old)? Yes, he is. /

No, she isn’t. What’s your favourite book? Who’s your favourite character?

High frequency lexicon: Story




CLAASCCD

CEC














characters: an explorer, a footballer, a king, a prince, a princess, a queen, a spy, a wizard; Adjectives to describe people: good-looking, old, short, strong, tall, young; Books: author, character, cover, title; Bar charts: axis, horizontal, vertical (key); Stories: book, comic, tunic, witch; School objects: chair, computer, desk (review).

Audible, accentual, rhythm and intonation patterns: hear a chant of pronunciation, a song and words with the sound /w/.




















Production strategies: they become familiar with the context of the unit speaking on own experiences related to the library and the books they read. Accompany the communication with gestures to be understood.


Communicative Functions: describe what they see in the pictures from the book; describe the characters of the stories; ask and respond on the books they like.



High frequency lexicon: Story characters: an explorer, a footballer, a king, a prince, a princess, a queen, a spy, a






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wizard; Adjectives to describe people: good-looking, old, short, strong, tall, young; Books: author, character, cover, title; Bar charts: axis, horizontal, vertical (key); Stories: book, comic, tunic, witch; School objects: chair, computer, desk (review).

Audible, accentual, rhythm and intonation patterns: hear a chant of pronunciation, a song and words with the /w/ sound.














Socio-cultural and socio-linguistic aspects: read brief dialogues on everyday topics, phrases describing pictures on a library (at the library), a story (Cory's story),



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an intercurricular text (Bar charts) and a blog on a library in Botswana.

Communicative Functions: read short dialogues on: descriptions of the books in the library, the characters of the stories; about their favourite books.



High frequency lexicon: Story characters: an explorer, a footballer, a king, a prince, a princess, a queen, a spy, a wizard; Adjectives to describe people: good-looking, old, short, strong, tall, young; Books: author, character, cover, title; Bar charts: axis, horizontal, vertical (key); Stories: book, comic, tunic, witch; School objects: chair, computer, desk (review).

Graphics patterns and orthographic conventions: words



















with the /w/ sound: Walking, what, Wilfred, wearing white, wizard, wood.



as a learning tool.









Socio-cultural and socio-linguistic aspects: build sentences to describe the characters that appear in the stories and how they are; and to talk about their



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AACEC








favourite books/characters.

Communicative Functions: complete the picture dictionary and write a post in a blog about your favourite book. Complete the information of a bar graph.



High frequency lexicon: Story characters: an explorer, a footballer, a king, a prince, a princess, a queen, a spy, a wizard; Adjectives to describe people: good-looking, old, short, strong, tall, young; Books: author, character, cover, title; Bar charts: axis, horizontal, vertical (key); Stories: book, comic, tunic, witch; School objects: chair, computer, desk (review).

Graphics patterns and orthographic conventions: words with the /w/ sound: Walking, what, Wilfred, wearing white, wizard,



















wood. and needs.


dictionaries.






Unit 5 - At Rooftops Zoo









Socio-cultural and socio-linguistic aspects: listen brief dialogues on everyday topics, a story about a safari park (at the wildlife park), a video about the everyday language, a story (Mrs Bell's favourite animal), a text on reptiles and a blog on animals.

Communicative Functions: description of animals; characteristics of reptiles. Request for information on the location of animals and their characteristics. Time request

Syntactic structures: Where’s (the snake)? It’s under (the rock). Where’s (the rhino)? It’s opposite (the lake)? Where are (the snakes)? They’re between (the parrots and the monkeys). Is it




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(colourful)? Yes, it is. / No, it isn’t. Are they (furry)? Yes, they are. / No, they aren’t. What time is it? It’s (eleven) o’clock. It’s half past (three).

High frequency lexicon: Animals: a crocodile, a flamingo, a gorilla, a monkey, a parrot, a penguin, a rhino, a snake; Adjectives to describe animals: active, colourful, dangerous, funny, furry, noisy; Animals (2): giraffe, panda, tortoise, zebra; Reptile facts: ear hole, eggs, scales, shell (key); Animals (3): bat, deer, donkey, ducks, fish, rabbit; Words to describe animals: big, favourite, feathers, neck, old, strong, wings (review).

Audible, accentual, rhythm and intonation patterns: hear a chant of pronunciation, a song and words with the /ɪ/ sound.




















Production strategies: become familiar with the context of the drive talking about experiences related to a visit to the zoo. Accompany the communication with gestures to be understood.


Communicative Functions: describe what they see in the pictures from the book; ask for and give information on the location of animals and their characteristics; ask and respond on the hour.

Syntactic structures: Where’s (the snake)? It’s under (the rock). Where’s (the rhino)? It’s opposite (the lake)? Where are (the snakes)? They’re between (the parrots and the monkeys). Is it (colourful)? Yes, it is. / No, it isn’t. Are they (furry)? Yes, they are. / No, they aren’t. What time is it? It’s (eleven) o’clock. It’s half past (three).






CLSCCD

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Audible, accentual, rhythm and intonation patterns: hear a chant of pronunciation, a song and words with the /ɪ/ sound.














Socio-cultural and socio-linguistic aspects: read brief dialogues on everyday topics, phrases describing images of a zoo (at the


Identifying sociocultural aspects and basic, concrete and significant

CLSCCD

SIEEAA

CECCMCT










wildlife park), a story (Mrs Bell's favourite animal), an intercurricular text (reptiles) and a blog on animals.

Communicative Functions: read short dialogues on: the location of animals in a picture of a zoo; about telling the time; about the characteristics of the animals.


High frequency lexicon: Animals: a crocodile, a flamingo, a gorilla, a monkey, a parrot, a penguin, a rhino, a snake; Adjectives to describe animals: active, colourful, dangerous, funny, furry, noisy; Animals (2): giraffe, panda, tortoise, zebra; Reptile facts: ear hole, eggs, scales, shell (key); Animals (3): bat, deer, donkey,

sociolinguistic aspects on everyday life, living conditions, interpersonal relationships and social conventions, and applying these acquired skills to a better understanding of the text.




Recognizing a limited high














ducks, fish, rabbit; Words to describe animals: big, favourite, feathers, neck, old, strong, wings (review).

Graphics patterns and orthographic conventions: words with the /ɪ/ sound: monkey, funny, furry, lively, noisy.

frequency oral lexicon related to everyday situations and common and specific topics related to the student's own experiences, needs and interests, and inferring from the context and information in the text the most probable meanings of unknown words and expressions.


as a learning tool.









Socio-cultural and socio-linguistic aspects: build sentences to describe animals, their location and their characteristics.



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Communicative Functions: complete the picture dictionary and write a post in a blog about a visit to the zoo.





















Graphics patterns and orthographic conventions: words with the /ɪ/ sound: monkey, funny, furry, lively, noisy.

and needs.


dictionaries.






Unit 6 - At the Takeaway









Socio-cultural and socio-linguistic aspects: listen brief dialogues on everyday topics, a story about a typical British food (Sunday lunch), a video about the everyday language, a story (Chinese soup), a text on the edible parts of plants and a blog about Moroccan food.

Communicative Functions: description: food; edible parts of plants. Expression of eating habits. Expression of educated requests at the table.

Syntactic structures: He / She likes (rice). He / She doesn’t like (rice). My brother likes (rice) too. There are some (carrots). There aren’t

any (carrots). Can you pass me (the potatoes), please? Yes, here you are. Yes, of course. Thanks.




CLAASCCD

CEC














High frequency lexicon: Food: beef, chicken, chips, fish, noodles, prawns, rice, vegetables; beans, carrots, mushrooms, onions, peas, peppers; chicken, vegetables, potatoes, trifle, custard, cream (key); cake, invent, soup, strawberry, strawberries, tunic, grandma, kitchen, ice cream; Parts of a plant we eat: flower, fruit, leaf, leaves, stem, root, seed (review).

Audible, accentual, rhythm and intonation patterns: hear a chant of pronunciation, a song and words with the /b/ sound.




















Production strategies: they become familiar with the context of the unit speaking on own experiences related to order food to go. Accompany the communication with gestures to be understood.


Communicative Functions: describe what they see in the pictures from the book; ask politely what need during meals; they express their eating habits.



High frequency lexicon: Food: beef, chicken, chips, fish, noodles, prawns, rice, vegetables; beans, carrots, mushrooms, onions, peas, peppers; chicken, vegetables,






CLSCCD

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potatoes, trifle, custard, cream (key); cake, invent, soup, strawberry, strawberries, tunic, grandma, kitchen, ice cream; Parts of a plant we eat: flower, fruit, leaf, leaves, stem, root, seed (review).

Audible, accentual, rhythm and intonation patterns: hear a chant of pronunciation, a song and words with the /b/ sound.














Socio-cultural and socio-linguistic aspects: read brief dialogues on everyday topics, phrases describing the preparation of a meal (Sunday lunch), a story



CLSCCD

SIEEAA

CECCMCT










(Chinese soup), an intercurricular text (the parts of a plant we eat) and a blog about Moroccan food.

Communicative Functions: read dialogues on short: ask for food to carry; on the eating habits of the people; educated petitions in the bureau; description of food in a photograph.






















Graphics patterns and orthographic conventions: words with the /b/ sound: Bag, ball, bananas, basketball, beans, buns.



as a learning tool.









Socio-cultural and socio-linguistic aspects: build sentences to describe food, tastes on the food, what is in and not in a photo and



CLSCCD

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AACEC








the parts of the plants.

Communicative Functions: complete the picture dictionary and write a post in a blog on the eating habits of your family.




Graphics patterns and orthographic conventions: words with the /b/ sound: Bag, ball, bananas, basketball, beans, buns.



















and needs.


dictionaries.






Festivals








Comprehension strategies: have contact with the vocabulary and grammar by displaying animated versions the iPack vocabulary, song and stories .

Socio-cultural and socio-linguistic aspects: listen brief dialogues about Christmas and recycling.

Communicative Functions: description: Christmas cards and types of containers for recycling.

Syntactic structures: There's… There are… It's got…

High frequency lexicon: candle, candy cane, card, decorations, holly, robin, sleigh, snowflake (Christmas cards); batteries, cans, clothes, electronic waste, glass, organic waste, paper, plastic (Environment Day).

Sound, accentual, rhythm and intonation patterns: hear a song.




CLAASCCD

CEC
























Makes brief and simple presentations on

Production strategies: become familiar with the context of the

Knowing and applying basic strategies to produce brief, simple

CLSC

CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic




everyday topics of your interest or using very simple structures.




drive talking about Christmas cards and recycling. Accompany the communication with gestures to be understood.


Communicative Functions: describe what they see in the pictures from the book; they express their likes on Christmas cards and describe what they recycle in their homes.



Sound, accentual, rhythm and intonation patterns: play a song.

monologic or dialogic texts.





Handling basic syntactical structures, though still making basic mistakes

CDSIEEAA

CEC

elements appropriate.








CD2. Using digital media for learning a




systematically.



foreign language.








Understands essential

Strategies for understanding: Deduce the content of the texts with the help of the images.

Socio-cultural and socio-linguistic aspects: read brief dialogues on everyday topics, phrases describing Christmas cards and phrases on recycling.

Communicative Functions: read short dialogues on Christmas


Identifying sociocultural aspects and basic, concrete and significant sociolinguistic aspects on everyday life, living conditions, interpersonal

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CECCMCT




CL4.4. Reading texts on various topics of




information and locating specific information in simple informational material.



cards and on recycling. Instructions for producing a Christmas card.




relationships and social conventions, and applying these acquired skills to a better understanding of the text.




Recognizing a limited high frequency oral lexicon related to everyday situations and common

interest.









CEC1. Displaying curiosity and interest in learning about the people and culture of




and specific topics related to the student's own experiences, needs and interests, and inferring from the context and information in the text the most probable meanings of unknown words and expressions.


countries where the foreign language is spoken.







Writes from a short and simple personal correspondence model


Socio-cultural and socio-linguistic aspects: build sentences to describe what is recycled in each container.

Communicative Functions: classify the words of the objects based on the material they are made, for recycling.



Producing, on paper or in digital form, brief and simple texts

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in congratulating someone, or talk about himself and his immediate environment.




composed of simple isolated phrases, in a neutral or informal manner, to talk about the student's own self, his immediate environment and aspects of everyday life, in familiar and predictable settings.




Applying graphic patterns and basic orthographic conventions for writing reasonably accurate words














or short phrases that are commonly used in speech.





5. UNIT SCHEDULE

UNITApprox. Number of

sessionsApprox. Timing

(45 minutes per session)*Notes and observations

On High Street 2 2-4 hours*

1 At Flat Number 6 9 9-11 hours*

2 At the Fancy Dress Shop 9 9-11 hours*

Super City Heroes 1 2 2-4 hours*

3 At Rooftops Café 9 9-11 hours*

4 At the Library 9 9-11 hours*


5 At Rooftops Zoo 9 9-11 hours*

6 At the Takeaway 9 9-11 hours*


Festivals 4 4-6 hours*

TOTAL e.g approx 66 66-88 hours*

Extra activities organized by the school

* Each school will have to adapt this program to their own situation and schedule.COUNSELING SESSIONS ARE EACH 45' EACH TEACHER WILL ADAPT THIS CONDITION TO THEIR SCHEDULE AND THE LEVEL OF THE CLASS


This schedule is adaptable to the group-class profile, as it can be used simultaneously with students with difficulties in language learning, and with those who have slightly more advanced knowledge as well. It is also adaptable to the tastes and initiatives of the teacher and students, and to the evolution of the class.

The following table shows the nomenclature of the different elements involved in the schedule of units.

SKILLS CCBB INTERACTION RESOURCESCOGNITIVE

PROCESSESSCENES

CEReading comprehension

CLLinguistic communication

PA Teacher - student AB Activity Book ACC Access Language lab

COListening comprehension

CMCT

Mathematics, science and technology

TI Individual work CB Class Book IDE Identification Computer Room

EEWritten expression

CD Digital Skills TG Group work TG Teacher’s Guide COMPComprehension

Classroom workshop

EOOral expression

AA Learning to learn TP Pair workTR

CD-ROMTeacher’s Resource CD-ROM

REP Replication Virtual classroom

IOOral interaction

SC Social and civic TRP Teacher’s Resource Pack

REF Reflection Library

TD All skills SIEESense of initiative and entrepreneurship

iPack Interactive materials CONX Connection Auditorium

CECCultural awareness and expression

SINT Synthesis Gymnasium

CREA Creation Courtyard

MEM Memorization



Starter Unit - Session 1 (45 ') - Lesson 1: Vocabulary

Aims Activities CCBB Indicators Resources

To welcome and start the lesson.

Greetings and participation in the Stand up! Game (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.

iPackTG p.45CB p.2AB p.2

CDRooftops city

posterFlashcards

Familiarise yourself with the characters and the context of the course.

Introduction on the rooftops city poster about the characters and their environment. Viewing the animation in the iPack (Vocabulary animation).

CL CL1.5. Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.

Vocabulary practice playing Wait for it! in the iPack (Game). CD CD2. Using digital media for learning a foreign language.

Identify the vocabulary: flat, shop, café, library, fire station, post office, cinema, takeaway.

listening of the vocabulary in the CD pointing out places of the city in the illustration in the book (Listen and point).

CL CL1.1. Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday.

listening different descriptions of identifying the place to which they relate (Listen and say the place).

CL CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.

Listening to a brief dialogue following him in the book. Reproduction of the dialogue in pairs (Listen and repeat).

CL CL2.3. Producing simple speech.

Ask and answer personal information.

Communicative interchange in pairs asking and answering the questions of the book (Ask and answer).

SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.

Listening comprehension and writing vocabulary.

Completion of activity 1 from AB by numbering the different places according to the image (Number the words).

CL CL4.1. Read simple texts on familiar topics capturing the overall meaning of the same.

Completion of activity 2 from AB by completing the phrases with the names of the box and brother or sister (Write the names. Complete with 'brother' or 'sister').

CL CL5.1. Write phrases referring to everyday situations coming to experience from models.

Practising written comprehension.

Practising the vocabulary for the second time by playing Memory game in the iPack (Game 2).

CD CD2. Using digital media for learning a foreign language.

Finishing the lesson. Participation in the Missing card game with the flashcards (optional).


Reviewing, settling and expanding the content of the unit.

Extension activities:- Fast finishers: exercise 1 in the AB, p.72

AA AA1. Using several strategies for learning to learn, such as visual and bilingual dictionaries.

AB


Starter Unit - Session 2 (45 ') - Lesson 2: Vocabulary and Song


Start of lesson. Review of the places that can be found on Rooftops High Street. Reproduction of the places to bring in the flashcards (optional).



CDFlashcards

Vocabulary practice by means of a song

Viewing the animated version of the song on Rooftops High Street in the iPack (Song animation).


Identify the vocabulary: numbers 21-30.

listening of the numbers of buildings of High Street, pointing to each building in the book as mentioned (Listen and point).


listening different descriptions of identifying the place to which they relate (Listen and say the number).


Hearing and playing the song Welcome to Rooftops! (Listen and sing).

CL CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.

Introducing the grammatical structure: Where's the (post office)?

Hearing and brief dialogue reproduction of the book (Listen and repeat).


Ask and answer questions about places in High Street.

Exchange of questions and answers about different parts of the picture of High Street (Ask and answer).



Practising vocabulary for the second time, by playing the Pairs game in the iPack (Game 2).


Practising oral comprehension.

Completion of activity 1 from AB by listening to the recording and following the road to discover who lives in each place (listen and follow. Say the letter).

CL CL1.4. Identifies specific information in oral texts on familiar themes and of interest.

Completion of activity 2 from AB by typing the places of photography in its corresponding number (Write).


Finishing the lesson. Taking part in the game True or False? with the flashcards (optional).




Unit 1 - Session 1 (45') - Lesson 1: Vocabulary


Start of lesson. Participation in the One thing about me game (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.


CDRooftops city

poster

Familiarise yourself with the context of the unit.

Oral Interaction speaking about some experience related to the theme of unity, e.g. : moving.

SC SC3. Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.

Introduce the key vocabulary 1 (furniture): The wardrobe, a TV, a picture, a mirror, a lamp, a clock, a desk, a bookcase.

Presentation of vocabulary with the animation in the iPack (Vocabulary animation).



Identify the vocabulary. listening of the vocabulary in the CD by pointing to the furniture and objects in the illustration in the book (Listen and point).


Play the vocabulary. Second listening and playing the vocabulary (Listen and repeat).

become fluent by means of the repetition.

Participation in a game in pairs repeating what your partner's words and adding one more word (Remember and say).






Completion of activity 1 from AB by numbering the words according to the image (Number the words).


Completion of activity 2from AB marking the furniture in different colours and typing the words corresponding (Draw around the furniture in different colours. Write).


Finishing the lesson. Participation in the game Say the word with animation vocabulary (optional).








AB


Unit 1 - Session 2 (45') - Lesson 2: Song and Grammar


Start of lesson. Participation in a memory game with flashcards (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.


CDFlashcards

Introducing the grammatical structure 1: Is it a (desk)? Yes, it is. / No, it isn't.

Presentation of the grammatical structure and vocabulary building with the animated version of the song Let's run to the new flat in the iPack (Song animation).


Practice grammatical structure.

Practice of structure playing chase the cheese in the iPack (Game).


Checking the comprehension of grammatical structure.

Listening to the song by identifying the images in the book for each stanza.

Second listening and watching playback images 122 (Listen and find the picture for each visible. Sing).



Practising the grammatical structure through oral expression.

Hearing and reproduction dialogue (Listen and repeat). CL CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts.

Exchange of questions and answers on images of the book following the dialogue from the previous activity as a model (Look at the pictures. Point, ask and answer).

CL CL3.1. Taking part in conversations on familiar topics in settings where communication is predictable.

Practising grammar with the vocabulary.

Completion activity 1 AB listening and dialogue surrounding the right choice (Listen and circle A or B).


Completion of activity 2 from AB by typing the end of the question and answering questions with short answers (Write the questions. Answer with 'Yes, it is' or 'No, it isn't').


Completion of activity 3 from AB by drawing a piece of furniture, by typing in a question and exchanging the books with a partner to respond (Draw part of a piece of furniture. Write a question. Swap books and ask your partner).

AA AA3. Valuing the use of foreign language as a learning tool.

Finishing the lesson. Taking part in the game What is it? (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.


Reinforcement and extension activities:- Reinforcement worksheet 1- Extension worksheet 1

SIEE SIEE2. Use simple strategies for the planning and monitoring of work.

TR CD-ROM


Unit 1 - Session 3 (45') - Lesson 3: Culture and Values


Start of lesson. Listening and song playback in the lesson 2 (optional). CL CL2.1. Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.

iPackTG p.49

CB pp.6-7AB p.6

CD UK culture: Getting familiar

with aspects of the British culture.

Viewing the film cultural at the cottage on a home in the British iPack, pointing out the furniture as mentioned (Culture film).

CEC CEC1. Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

Review and practice the vocabulary and grammar in a real context.

Second viewing of the film and completion activities of understanding in the iPack (Culture film).


Observation of photographs describing what they see (look at photos a-f. What can you see?).


Reading the descriptions of linking them to the photographs (Read and match to the photos. Say the letter).

CL CL4.2. Read simple texts on familiar topics by identifying the most important information.

Community Values: Understand the importance of taking care of our belongings.

Oral Interaction discussing the importance of keeping the room clean and tidy, take care of our things, etc. (Taking care of belongings).


Practising written expression. Completion of activity 1 from AB by completing the text around a circle with the false information (What's Holly saying? Complete. Then read again and circle one false fact).

CL CL4.3. Read simple texts on familiar topics using the global and specific information in the development of a task.

Completion of activity 2 from AB by numbering the images according to the recording (Listen and number in order).


Finishing the lesson. Participation in the Descriptions game about the rooms of a house (optional).



Extension activities:- Fast finishers: Exercise 2 from AB, p.60


AB


Unit 1 - Session 4 (45') - Lesson 4: Everyday language


Start of lesson. Participation in the game Mime the action (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.


CDScissors

Glue

Introduction of everyday language in a context: Can you (open the window), please? Yes, of course. Thank you / Thanks. OK.

Revision of the cultural film commenting on what they remember and viewing this code again (Culture film).

SC SC4. Identifying the customs of countries where foreign language is spoken.

View the video on the iPack. Second display repeating each sentence after hearing (Everyday language film).


Listening the dialogue on the CD from the book (Listen and read).


Observation of the images and role playing requests with a colleague (Look. Act out with a partner).


Make a creative activity. Elaboration of the mini-book is detachable on the cultural theme (Make your culture mini-book).


Reinforcing the content learned in the lesson.

Completion of the cultural mini-book writing the missing information (Culture mini-book).


Customisation of the mini-book by drawing a typical household of his country.

CEC CEC2. Using artistic techniques in projects or papers.

Finishing the lesson. Presentation of the mini-book to a colleague (optional). SC SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.


Extension activities:- Culture worksheet


TR CD-ROM


Unit 1 - Session 5 (45') - Lesson 5: Vocabulary and Story


Start of lesson. Participation in the Lip reading game with the flashcards (optional).


iPackTG p.51

CB pp.8-9AB p.7

CDFlashcards

Introducing the story. Participation in the Don't pop the balloon! Game in the iPack to discover the title of the story (Game 1).


Submit the grammar. Viewing the story of Flat number 6 in the iPack and answer the comprehension question.

Second viewing by repeating the vocabulary presented at the end of the animation (Story animation).


Identify the vocabulary: To plant, to bin, a rug, a poster, a computer, to cushion.

Listening to the vocabulary on the CD by pointing to the images in the book (Listen and point).


Read the story. Listening to the CD following her story in the book (Listen and read).


Answer the comprehension questions from the story made by the professor.

AA AA2. Using several responsive or interactive strategies to solve communication problems.


Practice the vocabulary for the second time, by playing Jumbled words in the iPack (Game 2).


Check the understanding of story through an activity.

Completion of activity 1 from AB by identifying whether the sentences on the story are true or false (Read the story again. Circle 'True' or 'False').


Evaluate the story. Completion of activity 2from AB colouring the appreciation of story according to the opinion of the student (How do you rate the story? Colour).


Practising written expression. Completion activity 3 from AB building phrases in relation to the image (Write. Use the words in the box).


Finishing the lesson. Taking part in the game Remember the story with the whole class (optional).



Extension activities:- Fast finishers: exercise 1 of AB, p.61


AB


Unit 1 - Session 6 (45') - Lesson 6: Story and Grammar


Start of lesson. Participation in the True or False game with the flashcards (optional).



CDFlashcards

Review the story and expose the grammar in a context: Have you got a (TV)? Yes, I have / No, I haven't.

Answer to the questions on the story of the previous lesson to check what they remember and viewing of new story to review your answers (Story animation).


Practise oral comprehension. Listening to the dialogue between Dylan and Jack on the CD by identifying the bedroom of each (Listen and say 'A' or 'B' ).


Practising oral expression. Observation of the images, listening of the dialogue and playback (Look, listen and repeat).


Participation in a game by couples questions you might have guessed by the bedroom that has chosen the companion (Play the game).


Practice the grammar (word order).

Grammar practice playing Word clouds in the iPack (Game). CD CD2. Using digital media for learning a foreign language.

Completion of activity 1 from AB marking objects that are present in the room described in recording and answer to the question (Listen and tick or cross. Answer).


Practising written expression. Completion Activity 2 AB answering questions based on image (Look at Hayley's bedroom. Answer with 'Yes, I have' or 'No, I haven't).


Completion of activity 3 from AB building phrases for each object and asking two friends (Write questions. Ask two friends and tick or cross).


Finishing the lesson. Exchange of questions and answers about your rooms with a colleague (optional).



Reinforcement and extension activities:- Reinforcement worksheet 2- Extension worksheet 2- Story worksheet


TR CD-ROM


Unit 1 - Session 7 (45') - Lesson 7: Cross-curricular


Start of lesson. Oral Interaction commenting on what they remember of the room of Hayley from the previous lesson and familiarizing yourself with the materials that could be built (optional).



CD Cross-curricular topic: Learning contents of other subjects through a foreign language (Building Materials): Social sciences.

Presentation of the intercurricular topic in the form of a slideshow on the iPack. Answer to the questions of understanding on the weather (cross-curricular introduction).


Extending the cross-curricular topic.

Observation of images by identifying which belongs to a hot climate and which belongs to a cold climate (Look.Which photo shows hot weather? Which photo shows cold weather?).

CMCT CMCT4. Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people.

Practice the oral and written comprehension.

Building materials Audition text while reading the book (Read and listen).


Second reading of the text and answering comprehension questions in writing and orally (Read again. Answer the questions). Say the answers).

CL CL4.4. Reading texts on various topics of interest.

Settling the content of the lesson.

Completion of activity 1 from AB by typing the words of the box to its corresponding image (Write).


Completion of activity 2 from AB joining images of different houses with the appropriate phrases (Look. Match the houses and the sentences).


Finishing the lesson. Table Completion on climatology and types of houses in pairs (optional).

CMCT CMCT2. Representing data about facts and objects of everyday life using the most proper graph, table or chart.


Reinforcement and extension activities:- Cross-curricular worksheet


TR CD-ROM


Unit 1 - Session 8 (45') - Lesson 8: Review and skills


Start of lesson. Participation in the Mystery game card (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.

iPackTG p.54CB p.12

AB pp.10, 73CD

Expound the /ә/ sound for pronunciation practice.

Participation in the game match the iPack Pronunciation (Pronunciation game).


Practice the pronunciation of the /ә/ sound contained in: Computer, mirror, picture, poster, scooter.

Listening to the pronunciation chant noting in the book the corresponding illustration as mentioned.

Second hearing and playing the chant (Listen and repeat).

CL CL1.2. Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts.


Listening comprehension and oral expression.

Listening and playback of a dialogue on a communication game (Listen and repeat).



Completion of activity 1 from AB by participating in the communication game with a partner, following the model of the previous activity (Play the game).

SC SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.

Completion of activity 2 from AB playing again the communication game with another colleague (Play the game again with a different partner).


Review the vocabulary learned in the unit.

Completion of the visual dictionary in the AB (Complete the Picture Dictionary).


Finishing the lesson. Participation in the game What's my word? Using the page from the visual dictionary (optional).




Reinforcement and extension activities:- Pronunciation worksheet


ABTR CD-ROM




Start of lesson. Participation in the Chain game, starting with in my bedroom, I've got a desk (optional).


iPackTG p.55

CB pp.12-13AB pp.11, 73,

58CD

Learn about the new character from the blog.

Viewing the presentation of a Japanese child from the international blog and answer to the multiple-choice questions of understanding in the iPack (Rooftops Blog: Meet Takashi).


Recycle the vocabulary in a new context, through oral comprehension.

Observation of photographs and identification of the number of picture you are describing as the listening (Look at the photos. Listen and say the number).


World culture: Recycle the vocabulary in the context of a cultural text on Japanese households.

Reading and hearing the text and answering the comprehension question (Read and listen. Is the blog about Takashi's house or his school? Say).


Second reading of the text by identifying whether the statements are true or false (Read again. Write 'T' or 'F' in your notebook).


To prepare students to write their own post.

Practice of reading in the context of a blog playing Gap Fill game in the iPack (Game).


To help students plan and prepare for their post.

Completion of activity 1 from AB classifying the vocabulary according to the different categories (Think and write. Use your Picture Dictionary to help you).

CMCT CMCT3. Sorting the recorded data according to a classification criterion.

Consolidate the vocabulary learned in the unit through a activity of written expression.

Completion of activity 2 from AB on reading the blog model, drawing your favourite room and writing about it (Prepare your blog post. Read. Draw and write).

CL CL5.2. Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions.

Assessing their own progress. Completion of the Self Evaluation of the unit in the AB. SIEE SIEE2. Use simple strategies for the planning and monitoring of work.

Finishing the lesson. Communicative exchange in pairs discussing the activities that seem interesting to them in the unit (optional).





Summative evaluation.

Completion of the Unit 1 Test. All TR CD-ROM

Developing digital competence.

Online Learning Zone:Free use of the unit's proposed activities on the Internet.


PC / Tablet





Start of lesson. Participation in the game Spy to review the vocabulary of the old drive (optional).



CDRooftops city

poster


Oral Interaction talking about if you like dress up and disguise their favourite.


Introduce the key vocabulary 1 (clothing): a mask, a shirt, gloves, a sweater, socks, trainers, sandals.




Identify the vocabulary. Listening of the vocabulary in the CD pointing out the clothing in the illustration in the book (Listen and point).


Practising oral expression. Hearing and reproduction dialogue (Listen and repeat).

Become fluent. Participation in a game in pairs by guessing the character which is set by your companion (Remember and say).



Second vocabulary practice playing Three in a row in the iPack (Game 2).



Completion of activity 1 from AB joining the garments of the image with your corresponding word (Match).


Completion of activity 2 from AB by typing the words of the clothing shown (Write).


Finishing the lesson. Viewing the vocabulary of new animation and participation in a game of Animation TPR (optional).





AB




Start of lesson. Participation in a matching game with flashcards and Wordcards (optional).



CDFlashcardsWordcards

Introducing the grammatical structure 1: What colour is Mum's hat? It's black. What colour are Dad's jeans? They're green.

Introducing the grammatical structure and vocabulary consolidation with the animated version of the song of the costumes in the iPack (Song animation).















Completion of activity 1 from AB colouring the clothes of the characters according to the listening (Listen and colour Ravi and Kay's clothes).


Completion of activity 2 from AB colouring the clothes of the characters according to the listening and answering the questions (Colour Emily's and Sam's clothes. Answer the questions).


Completion of activity 3 from AB writing questions on the characters (Now write questions about Ravi and Kay. Answer).


Finishing the lesson. Participation in the No peeping! Game With the class (optional).








TR CD-ROM





iPackTG p.57

CB pp.16-17AB p.14



Viewing the cultural film At The Carnival about a carnival party in the iPack, paying attention to the clothing that appear (Culture film).







Reading the descriptions of linking them with the pictures and saying the corresponding letter (Read and match to the photos. Say the letter).


Community Values: Understand the importance of being creative.

Oral Interaction discussing the importance of being creative and its benefits, how to tell us the costumes at home, etc. (being creative).


Practising written expression. Completion of activity 1 from AB by completing the text on costumes and circling the false information (What's Brendan saying? Complete. Then read again and circle one false fact).




Finishing the lesson. Participation in the game Crazy costumes with the class (optional).



Extension activities:- Fast finishers: Exercise 2 of AB, p.62


AB




Start of lesson. Participation in the game Missing letters with the class (optional).



CDScissors

Glue

Introduction of everyday language in a context: I like this (scarf). I like these (gloves). So do I / I don't. I prefer this (scarf). I prefer these (trainers).







Express their likes and preferences.

Oral Interaction talking with a colleague about three garments that excite them or if you prefer (Choose three things you like. Talk to your friends).







Customization of the mini-book by drawing their favourite disguise.


Finishing the lesson. Participation in the memory game (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.




TR CD-ROM




Start of lesson. Participation Word jumble game with vocabulary lesson 1 (optional).


iPackTG p.59

CB pp.18-19AB p.15

CD



Submit the grammar. Viewing the story The number one fan in the iPack and answer to the question of understanding.



Identify vocabulary (facial 138features): Curly hair, straight hair, a moustache, beard, ponytail, earrings.








Second practice vocabulary Picture race playing in the iPack (Game 2).







Practising written expression. Completion of activity 3 from AB building phrases in relation to the images (Write. Use the words in the box).


Finishing the lesson. Participation in the What are the words? game (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.







AB




Start of lesson. Participation in the game, Draw on the whiteboard on top of an already drawn smiley face (optional).

CEC CEC2. Using artistic techniques in projects or papers. iPackTG p.60CB p.20AB p.16

CDScissors

Review the story and expose the grammar in a context: Has he got a moustache? Has he got earrings? Yes, he/she has. No, he/she hasn't.



Practise oral comprehension. Listening to a dialogue by identifying photography on that speak (Listen and say which picture).




Participation in a game in pairs guessing by means of questions from the picture that your companion has chosen (Play the game).




Completion activity 1 AB numbering the players in order of the description of the recording (Listen and number).


Practising written expression. Completion of activity 2 from AB by answering the questions according to the image (Answer with 'Yes, he has' or 'No, he hasn't).


Completion of activity 3 from AB constructing questions for the image and replying to a colleague (Write questions. Swap books and ask your partner).


Finishing the lesson. Exchange of questions and answers about the costume drawn on a paper for the face of the student (optional).





TR CD-ROM




Start of lesson. Oral Interaction speaking on the crafts and the type of things they like to do (optional).



CD Cross-curricular topic:

Learning contents of other subjects through a foreign language (Making a paper mache mask): Plastic.

Presentation of the intercurricular topic in the form of a slideshow on the iPack. Answer to the questions of understanding on the papier mache masks (cross-curricular introduction).



Observation of images identifying the colours of the mask and the globe (Look.What colour is the balloon? What colour is the mask?).



Hearing the text Making a papier mâché mask while reading the book (Read and listen).


Second reading of the text by saying if the phrases on the text are true or false (Read. Are the sentences true or false? Say the answers).



Completion of activity 1 from AB by typing the words of the box to its corresponding image (Write).


Completion of activity 2 from AB by numbering instructions for making a papier mache spider in the order of the images (Making a papier such spider. Look. Number the sentences).


Finishing the lesson. Reproduction of the instructions (requirements) of the story (optional).





TR CD-ROM




Start of lesson. Participation in a guessing game in which the student is thinking about the teacher (optional).


iPackTG p.62CB p.22

AB pp.18, 74CD

Expound the /ʃ/ sound for pronunciation practice.



Practice the pronunciation of the sound /ʃ/ contained in: Shop, T-shirt, Shona, she, shoes, shorts, sheep.


Second listening and reproduction of the chant (Listen, point and repeat).







Completion of activity 1 from AB by participating in the communication game, completing and colouring two of the characters and by asking a colleague to complete the other two (Play the game).





Finishing the lesson. Participation in The spelling game using the page of the visual dictionary (optional).






ABTR CD-ROM




Start of lesson. Participation in the game The first letter with the class (optional).


iPackTG p.62

CB pp.22-23AB pp.19, 74,

58CD


Viewing the presentation of an Indian girl from the international blog and answer to the multiple-choice questions of understanding in the iPack (Rooftops Blog: Meet Anjali).





World culture: Recycle the vocabulary in the context of a blog on clothing.

Reading and hearing the text and answering the comprehension question (Read and listen. Is the blog about Anjali's family or clothes? Say).


Second reading of the text by answering the questions with a single word (Read again. Answer with one word in your notebook).









Completion of activity 2 from AB on reading the blog model, drawing to his family and writing about it (Prepare your blog post. Read. Draw and write).



Finishing the lesson. Participation in a guessing game the character of the book describing the professor (optional).



Completion of the Unit 2 Test. Completion of the Term 1 Test.

All TR CD-ROM







PC / Tablet


Revision story - Super City Heroes 1

Super City Heroes 1 - Session 1 (45') - Lesson 1


Start of lesson. Oral Interaction talking about superheroes, which they are familiar, the powers they have, etc. (optional).


iPackTG p.64

CB pp.24-25AB p.20

CD

Review the vocabulary and grammar through a story.

Presentation of the story Super City Heroes 1 noting the vignettes of the story in the iPack deducting what happens (Super City Heroes 1).



Listening to the story on the CD, following in the book (Listen and read).


Answering the question of understanding. CL CL1.3. Capture the overall meaning in oral texts on familiar themes and of interest.

Second listening of the story by answering the comprehension questions.



Completion of activity 1 from AB joining the images of the superheroes with their names (Match).


Completion Activity 2 AB writing the names of the superheroes who utter phrases of activity in the story (Who's speaking? Write the names).


Completion Activity 3 of AB, completing the questions and answering in the image (Complete the questions. Write the answers).



Vocabulary practice playing Basketball bounce in the iPack (Game 1).


Finishing the lesson. Participation in a memory game describing some superhero so that the pupils can guess (optional).





Start of lesson. Review of the story of superheroes commenting on what they remember (optional).


iPackTG p.65

CB pp.24-25AB p.21

CD


Review of the comic book superheroes by viewing the cartoons in the iPack and answering the questions of the professor to remember what happened (Super City Heroes 1).


Tell a story. Listening and reading of the story of superheroes and representation of the same by groups (Acting out the story).



Completion of activity 1 from AB by listening to the recording and marking the boxes of numbers according to the image (Listen and tick or cross).


Practising reading comprehension.

Completion activity AB 2 with short answer questions about the image of the previous activity (Look at the picture in Activity 1 replies. Answer with 'Yes, it is' or 'No, it isn't').


Completion of activity 3 from AB by reading the questions and answers on Dr Rat and identifying the correct image (Find Dr Rat. Read and write the number).



Second practice vocabulary review game playing Rooftops in the iPack (Game 2).


Finishing the lesson. Participation in one of the games on the stories (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.





Start of lesson. Participation in the Draw game to review verbs (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.


CDFlashcards


Oral Interaction speaking about some experience related to the theme of unity, e.g. : frequenting coffee shops.

Introduce the key vocabulary 1 (leisure activities): read a comic, listen to music, buy an ice cream, play games, talk to friends, play chess, have a snack, have a drink.




Identify the vocabulary. Listening of the vocabulary on the CD by identifying activities in the illustration in the book (Listen and point).


Play the vocabulary. Hearing and reproduction dialogue (Listen and repeat).

Participation in a game in pairs doing mimicry on activities that can be done in a coffee for which the companion the guess (Mime and say).



Second vocabulary practice playing Snap the iPack (Game 2). CD CD2. Using digital media for learning a foreign language.


Completion of activity 1 from AB reading the phrases, identifying the photo to which they relate and typing the number in the box (Read, find and write the number).


Completion activity 2 from AB locating activities and writing (Write).


Finishing the lesson. Participation in a game with the animation of the vocabulary and the flashcards (optional).





AB




Start of lesson. Participation in the game The chain game with the whole class (optional).



CD Introducing the grammatical

structure 1: What's he / she doing? He's / She's playing chess.

Introducing the grammatical structure and vocabulary consolidation with animated song in the iPack (Song animation) version.



Listening to the song, What's Jack doing? Identifying the images in the book for each stanza.












Completion activity 1 from AB while listening to a dialogue and joining with a line the number with the person of the corresponding image (Listen and draw a line).


Completion Activity 2 AB answering questions based on images (Look and answer).


Finishing the lesson. Participation in the game Who is it? (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.




TR CD-ROM





iPackTG p.67

CB pp.28-29AB p.24

CDFlashcards

UK culture: Getting familiar with aspects of the British culture.

Viewing of the cultural film, A Visit to the Café about a visit to a coffee shop in the iPack, pointing out the activities mentioned (Culture film).









Community Values: Understand the importance of being polite.

Oral Interaction discussing the importance of being polite and friendly with the people, saying examples (being polite).


Practising written expression. Completion of activity 1 from AB by completing the text around a circle with the false information (What's Ellie saying? Complete. Then read again and circle one false fact).




Finishing the lesson. Participation in the game Simon says on lesson activities (optional).



Extension activities:- Fast finishers: Exercise 2 of AB, p.64


AB




Start of lesson. Participation in the game Match (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.


CDScissors

Glue

Introduction of everyday language in a context: Let’s play chess / read comics / buy an ice cream. OK! No, thanks. I don’t want to.







Choice of an activity and finding three colleagues who want to perform the same activity (Choose an activity. Find three friends who want to do the same activity).







Customization of the mini-book by drawing its favourite activity in the cafe.


Finishing the lesson. Participation in the game Say the word (optional). SC SC2. Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.




TR CD-ROM




Start of lesson. Oral Interaction making predictions on the talents of Jack (optional).


iPackTG p.69

CB pp.30-31AB p.25

CD



Submit the grammar. Viewing the story of Jack's a star in the iPack and answer to the question of understanding.



Identify the vocabulary: triangle, violin, trumpet, recorder, flute, drums.








Second vocabulary practice playing Which instrument? in the iPack (Game 2).









Finishing the lesson. Participation in the game Find it! With words of musical instruments (optional).





AB




Start of lesson. Participation in the game Find the card with flashcards (optional).



CDFlashcards

Review the story and expose the grammar in a context: Can he / she play the drums? Yes, he / she can / can’t.



Practise oral comprehension. Listening to the dialogues on the CD by identifying the images referring to each (Listen and say which picture).


Practising oral expression. Look at the table, listening exercise with dialogue and reproduction (Look, listen and repeat).


Participation in a pair-based guessing game asking questions about the character from the board that their classmate has chosen (Play the game).




Completion of activity 1 in the AB ticking the correct option for each pair of images as per the listening exercise (What can Emily do? Listen and tick A or B).


Practising written expression. Completion of activity 2 in the AB identifying the character according to the answers to the questions (Read. Who is it?).


Completion of activity 3 in the AB constructing and answering the questions and making new questions and answers (Write two answers). Write the questions and answers).


Finishing the lesson. Completion of a survey for the entire class on the musical instruments they know how to play, using the flashcards (optional).








TR CD-ROM




Start of lesson. Oral Interaction discussing the materials that musical instruments are made (optional).




Learning contents of other subjects through a foreign language (like musical instruments produce sounds): Music.

Presentation of the intercurricular topic in the form of a slideshow on the iPack. Answering comprehension check questions on how musical instruments make sounds (Cross-curricular introduction).



Look at the imagines to identify musical instruments (Look. What instruments can you see?).



How Listening to musical instruments make sounds text while reading the book (Read and listen).

CMCT CMCT5. Apply concepts and basic scientific concepts to understand the world around them.

Second reading of the text and answering comprehension questions in writing and orally (Read again. Answer the questions). Say the answers).



Completion activity 1 AB completing the table on musical instruments (Complete the table).


Completion of activity 2 in the AB matching the instruments with the answer to the question on what vibrates for each one (What vibrates? Draw a line to the correct label).


Completion of activity 3 in the AB drawing their favourite musical instrument and writing about it (Draw your favourite instrument. Complete).


Finishing the lesson. Design a new musical instrument in pairs (optional). CEC CEC2. Using artistic techniques in projects or papers.




TR CD-ROM




Start of lesson. Participation in the game What's he / she doing? (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.

iPackTG p.71CB p.34

AB pp.28, 75CD

Focus on the sound /r/ in order to practice pronunciation.



Practice the pronunciation of the sound /r/ as it appears in: Reading, Rob, Rosie, recorder, riding, rocket, writing.









Completion of activity 1 in the AB taking part in the communicative game with a classmate, guessing the missing names of the children in the image (Play the game).





Finishing the lesson. Participation in the Jumble Word Game using the picture dictionary page (optional).






ABTR CD-ROM




Start of lesson. Participation in the game Can they do it? (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.

iPackTG p.72

CB pp.34-35AB pp.29, 75,

58CD


Viewing of the presentation of an Australian boy from the international blog and answering multiple choice compression check questions in the iPack (Rooftops Blog: Meet Max).





World culture: Recycle the vocabulary within the context of a blog an after school club.

Reading and hearing the text and answering the comprehension question (Read and listen. Is the blog about a sports team or an after school club? Say).


Second reading of the text and answer the questions orally (Read again. Say the answer).









Completion of activity 2 in the AB reading the example blog, drawing their friends and writing about them (Prepare your blog post. Read. Draw and write).



Finishing the lesson. Participation in the game The same and different (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.









PC / Tablet





Start of lesson. Participation in the game Secret talent (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.


CD


Oral Interaction discussing an experience relating to the topic in the unit, e.g.: going to the library, the type of books they read, etc.


Introduce the key vocabulary 1 (characters of stories): a wizard, a princess, an explorer, a spy, a king, a prince, a queen, a footballer.




Identify the vocabulary. Listening exercise on the vocabulary in the CD highlighting the characters from the book covers on the books’ illustration (Listen and point).



Become fluent. Participation in a pairs-based game saying the name of a book so that the classmate can describe what it is about (Remember and say).



Practising vocabulary for the second time, by playing the Pairs game in the iPack (Game 2).



Completion of activity 1 in the AB matching the words with the pictures (Match).


Completion Activity 2 AB completing the crossword (Complete the crossword).

CMCT CMCT1. Solve simple problems on family situations.

Finishing the lesson. Participation in the game Freeze frame with the animated vocabulary (optional).





AB




Start of lesson. Participation in the Missing card game with the flashcards for the characters in the stories (optional).



CDFlashcards

Introducing the grammatical structure 1: Is there an explorer? Yes, there is. / No, there isn’t.

Introducing the grammatical structure and vocabulary consolidation with animated song in the iPack (Song animation) version.



Listening exercise using the song What's in your story? Identifying the images in the book for each stanza.












Completion of activity 1 in the AB listening to the dialogue and saying which book they refer to (Listen and follow. Write the number of the book).


Completion of activity 2 in the AB answering the questions with short answers (Look and answer with 'Yes, there is' or 'No, there isn't').


Completion of activity 3 in the AB making more questions and asking a classmate (Write more questions about the picture. Swap books and ask your partner).


Finishing the lesson. Taking part in the game What is it? (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.







TR CD-ROM





iPackTG p.75

CB pp.38-39AB p.32



Viewing of the Culture Film At the library about a visit to the library included in the iPack, guessing the objects that they may find (books, CDs, DVDs, etc.) (Culture film).









Community Values: Understanding the importance of enjoying reading

Oral Interaction discussing the importance of enjoying reading and everything that can be learnt from reading (Reading for pleasure).


Practising written expression. Completion of activity 1 in the AB completing the text and circling the wrong information (What's Oli saying?) Complete. Then read again and circle one false fact).




Finishing the lesson. Participation in the game Comparing using the Culture Film (optional).





AB




Start of lesson. Description of the characters in the stories using flashcards so that the students guess them (optional).



CDScissors

GlueFlashcards

Introduction of everyday language in a context: What’s your favourite book? Who’s your favourite character?







Communicative exchange asking a classmate about their favourite book and character from the ones who appear in the picture (Look). Ask your friends).







Personalisation of the mini-book drawing their favourite book. CEC CEC2. Using artistic techniques in projects or papers.

Finishing the lesson. Participation in a version of the game The same and different (optional).





TR CD-ROM




Start of lesson. Participation in the Lip reading game with the flashcards (optional).


iPackTG p.76

CB pp.40-41AB p.33

CDFlashcards



Submit the grammar. Viewing of Cory's story in the iPack and answering the comprehension check question.



Identify the vocabulary: old, young, tall, short, good-looking, strong.

















Finishing the lesson. Description of a character from the story so that the students guess them (optional).





AB




Start of lesson. Participation in the Draw game with vocabulary from the previous lesson (optional).



CD Review the story and expose

the grammar in a context: Is he / she 164eadi? Yes, he / she is. No, he / she isn’t.



Practise oral comprehension. Listening exercise with the dialogue between Ruby and Cory in the CD identifying the picture they refer to each time (Listen and say which picture).




Participation in a pair-based guessing game asking questions about the picture their classmate has chosen (Play the game).




Completion activity 1 AB typing the name of each character as described in the recording (Look, listen and write the name).


Practising written expression. Completion of activity 2 in the AB making questions for each picture and ticking the right answer (Write questions). Tick the correct answers).


Completion of activity 3 in the AB drawing a character from the story, circling the correct option and answering the questions (Draw a character from the book) Read, circle and answer).


Finishing the lesson. Questions and answers exchange on the character that their classmate has drawn to guess this (optional).





TR CD-ROM




Start of lesson. Oral Interaction discussing their favourite characters from Harry Potter (optional).




Learning contents of other subjects through a foreign language (Bar charts): Mathematics

Presentation of the intercurricular topic in the form of a slideshow on the iPack. Answering the comprehension check questions on the information presented (talking about books) (Cross-curricular introduction).



Look at the pictures and name the different characters from Harry Potter (Look. How many Harry Potter characters can you find?).



Hearing Text Bar charts while reading the book (Read and listen).


Second reading of the text and answering the comprehension check questions aloud and in their notebooks (Answer the questions).



Completion of activity 1 in the AB completing la information from the bar chart (Read the instructions and finish the bar chart).


Completion activity AB 2 completing the sentences according to the graph (Look at the bar chart. Complete).


Finishing the lesson. Undertaking of a survey on the characters in the flashcards and completion of a bar chart with the results (optional).





TR CD-ROM




Start of lesson. Participation in the game Descriptions with the famous characters from the stories (optional).


iPackTG p.79CB p.44

AB pp.36,76CD

Focus on the sound /w/ in order to practice pronunciation.



Practice the pronunciation of the sound /w/ as it appears in: walking, what, Wilfred, wearing, white, wizard, wood.









Completion of activity 1 in the AB participating in the communication game, guessing the book that their classmate has chosen through questions (Choose a book. Ask, answer and guess).





Finishing the lesson. Design of a cover for the book, drawing the picture and writing the title. Description of the cover to a classmate (optional).






ABTR CD-ROM




Start of lesson. Participation in the Jumble Word Game jumble to revise unit vocabulary (optional).


iPackTG p.80

CB pp.44-45AB pp.37, 76,

59CD


Viewing of the presentation about a girl from Botswana in the international blog and answering the questions multiple choice compression check questions in the iPack (Rooftops Blog: Meet Khumo).





World culture: Recycle the vocabulary within the context of a blog on a library in Botswana.

Reading and hearing the text and answering the comprehension question (Read and listen. Is the blog about reading or playing games? Say).


Second reading of the text by identifying whether the statements are true or false (Read again. Say true or false).









Completion of activity 2 in the AB reading example blog, drawing their favourite book and writing about it (Prepare your blog post. Read. Draw and write).



Finishing the lesson. Participation in the game Find the answer (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.





Completion of the Unit 4 Test. Completion of Term 2 Test.

All TR CD-ROM




PC / Tablet





Start of lesson. Oral interaction discussing what they remember from the superheroes’ story (optional).


iPackTG p.81

CB pp.46-47AB p.38

CD


Presentation of the story Super City Heroes 2 noting the vignettes of the story in the iPack deducting what happens (Super City Heroes 2).









Completion Activity 1 AB writing the names of the superheroes who utter phrases of activity in the story (Who's speaking? Write the names).


Completion Activity 2 of the AB answering questions based on images (Look and answer).









Start of lesson. Participation in the game Remember the story using the characters in the story (optional).


iPackTG p.82

CB pp.46-47AB p.39

CD Review the vocabulary and

grammar through a story. Review of the comic book superheroes by viewing the

cartoons in the iPack and answering the questions of the professor to remember what happened (Super City Heroes 2).


Tell a story. Listening and reading of the story of superheroes and representation of the same by groups (Acting out the story).



Completion of activity 1 in the AB listening to the recording and circling the right answer from the two options (Listen and circle).


Practising reading comprehension.

Completion activity AB 2 with short answer questions about the image of the previous activity (Look at the picture in Activity 1 replies. Answer).










Start of lesson. Participation in the game Changing places reviewing the preposition in, on, under (optional).



CD


Oral interaction discussing talking about an experience related the topic in the unit, e.g..: visits al zoo.


Enter the key vocabulary 1 (transport): a flamingo, a rhino, a parrot, a crocodile, a snake, a monkey, a penguin, a gorilla.




Identify the vocabulary. Listening exercise for the vocabulary in the CD pointing out the animals illustrated in the book (Listen and point).



Become fluent. Participation in pair-based guessing game choosing an animal from the illustration and asking a classmate where they are (Remember and say).






Completion of activity 1 in the AB matching the vocabulary with the corresponding animal in the picture (Match).


Completion of activity 2 in the AB completing the crossword with the name of the animals (Complete the crossword. Write the animals).


Finishing the lesson. Participation in a game de Animation TPR with the animated vocabulary (optional).





AB




Start of lesson. Participation in the game Stand up! with the flashcards and wordcards with the entire class (optional).




Introducing the grammatical structure 1: Where’s the snake? It’s near the lake. Where are the monkeys? They’re between the parrots and the river.

Introducing the grammatical structure and vocabulary consolidation with the animated version of the song Welcome to the Zoo Rooftops iPack (Song animation).



Listening exercise using the song and identifying the correct map according to la lyrics.

Second Listening exercise and reproduction of the song Welcome to Rooftops Zoo (Listen and find the map for the song. Sing).





Questions and answers exchange on the map from the book following the dialogue presented in the previous activity anterior as a guide (Look at map b. Point, ask and answer).






Completion activity 1 of the AB numbering the animals according to the recording (Listen and number).


Completion of activity 2 in the AB matching the questions to their answers according to the illustration (Look at the zoo map. Match the questions and answers).


Completion of activity 3 in the AB answering the questions on the animals according to the illustration (Look and answer).


Finishing the lesson. Taking part in the game Where's the...? with the whole class (optional).








TR CD-ROM





iPackTG p.84

CB pp.50-51AB p.42

CDFlashcards

UK culture: Getting familiar with aspects of the British culture.

Viewing of the Culture Film At the wildlife park on a visit to a safari park in the iPack, pointing out the animals as they are mentioned (Culture film).









Community Values: Understand the importance of preserving and respecting wild animals.

Oral interaction discussing the importance of caring for wild animals, learning from them and discovering how they can help us (Taking care of belongings).


Practising written expression. Completion of activity 1 in the AB completing the text and circling the false information (What's Leena saying? Complete. Then read again and circle one false fact).




Finishing the lesson. Taking part in the game Listen and find with the whole class (optional).



Extension activities:- Fast finishers: Exercise 2 in the AB, p.68


AB




Start of lesson. Participation in a game describing the animals so students can guess them (optional).



CDScissors

GlueFlashcards

Introduction of everyday language in a context: What time is it? It’s eleven o’clock. It’s half past three.







Choose an animal, asking and answering the indicated time and saying the name of the animal (Choose. Ask, answer and say the animal).







Personalisation of the mini-book drawing their favourite wild animals.


Finishing the lesson. Practice telling the time drawing the hands of a clock on the board as indicated (optional).





TR CD-ROM




Start of lesson. Participating in the Snap! Game with flashcards and Wordcards (optional).


iPackTG p.86

CB pp.52-53AB p.43




Submit the grammar. Viewing of the la story Mrs Bell's favourite animal in the iPack and answering the comprehension check question



Identify the vocabulary: colourful, funny, noisy, lively, furry, dangerous.















Practising written expression. Completion activity AB 3 building phrases related to images (Look and write).


Finishing the lesson. Participation in a game describing the animals that have appeared in the unit so students can guess them (optional).





AB




Start of lesson. Participating in the game Can you remember? with the wordcards (optional).



CDWordcards

Review the story and expose the grammar in a context: Is it colourful? Yes, it is. / No, it isn’t. Are they furry? Yes, they are. / No, they aren’t.



Practise oral comprehension. Listening exercise with the dialogue between Dylan and Mrs Bell in the CD identifying the photograph they are talking about (Listen and say which picture).




Participation in pair-based guessing game asking questions guessing using questions the pair of photos that their classmate has chosen (Play the game).




Completion of activity 1 in the AB writing the names of the animals in the order they are mentioned (Listen and write the animals).


Practising written expression. Completion of activity 2 in the AB ordering the words to make questions and circling the right answer (Write). Then circle the correct animal).


Completion of activity 3 in the AB making two questions and exchanging books with a classmate to answer (Write two questions. Swap books and ask your partner).


Finishing the lesson. Participation in a guessing game saying the name of the animal that the teacher has written on a piece of paper, making questions (optional).








TR CD-ROM




Start of lesson. Oral interaction discussing in pairs and classifying animals according to their similarities, using the wordcards (optional).



CDWordcardsFlashcards

Cross-curricular topic: Learning contents of other subjects through a foreign language (Reptiles): Natural Sciences.

Presentation of the intercurricular topic in the form of a slideshow on the iPack. Answering the comprehension check questions on animal classifications(Cross-curricular introduction).



Look at the pictures identifying a snake, a crocodile and a tortoise (Look. Find a snake, a crocodile and a tortoise).

CMCT CMCT6. Identifying some species of living beings.


Listening Reptiles text while reading the book (Read and listen).


Answering the comprehension check questions on the text about reptiles with the use of speech bubbles (Answer the questions). Say why. Use the speech bubbles to help you).



Completion of activity 1 in the AB labelling the parts of the reptiles mentioned (Label the reptiles).


Completion of activity 2 in the AB circling the reptiles in the picture (Which animals are reptiles? Circle the reptiles).

CMCT CMCT5. Identify some species of animals.

Completion of activity 3 in the AB matching each question with two correct answers (Draw lines to two answers).


Finishing the lesson. Participation in a team game answering questions on the animals in the flashcards (optional).

CMCT CMCT6. Identifying some species of living beings.




TR CD-ROM




Start of lesson. Participation in a chain game starting with the sentence con At the zoo, I can see... (optional).


iPackTG p.89CB p.56

AB pp.46, 77CD

Focus on the sound /ɪ/ in order to practice pronunciation.



Practice the pronunciation of the sound /ɪ/ as it appears in: monkey, funny, furry, lively, noisy.


Second listening and reproduction of the chant (Listen, point and repeat).







Completion of activity 1 in the AB participating in the communicative game, drawing the animals in their zoo and asking a classmate to draw the animals in their zoo (Play the game with your friends).





Finishing the lesson. Participation in the Jumble Word Game using the picture dictionary page (optional).






ABTR CD-ROM




Start of lesson. Participation in the game True or False? about animals (optional).


iPackTG p.90

CB pp.56-57AB pp.47, 77,

59CD


Viewing of the la presentation of a Chilean boy in the international blog and answering the multiple choice comprehension check questions in the iPack (Rooftops Blog:)) Meet Matias).





World culture: Recycle the vocabulary within the context of a blog about animals

Reading and hearing the text and answering the comprehension question (Read and listen. Is the blog about181animals or181a school? Say).


Second reading of the text identifying the animals referred to in each sentence (Read again. Say which animals).









Completion of activity 2 in the AB reading example blog, drawing the same ones as in the zoo and writing about them (Prepare your blog post) Read. Draw and write).



Finishing the lesson. Communicative exchange in pairs discussing the activities that seem interesting to them in the unit (optional).










PC / Tablet





Start of lesson. Participation in the game Missing letters (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.


CD


Oral interaction discussing about an experience related to the subject of the unit, e.g.: ordering take-away food.


Introduce the key vocabulary 1 (food): beef, chicken, fish, vegetables, prawns, rice, noodles, chips.




Identify the vocabulary. Listening exercise using the vocabulary in the CD pointing out the foodstuffs in the illustration in the book (Listen and point).



Become fluent. Participation in pair-based guessing game asking questions to order take-away food in an establishment (Remember and say).






Completion activity 1 of the AB numbering food in the words of box (Write the number).


Completion Activity 2 of the AB writing the names of foods (Write).


Finishing the lesson. Participation in the game Freeze frame with the animated vocabulary (optional).





AB




Start of lesson. Participating in the Snap! Game with flashcards and Wordcards (optional).




Introducing the grammatical structure 1: Do you like fish? Yes, I do. / No, I don’t. He / She likes noodles. He / She doesn’t like rice.

Introducing the grammatical structure and vocabulary consolidation with the animated version of the song Let's go to the takeaway in the iPack (Song animation).









Questions and answers exchange on the food their families like, following the dialogue from the activity anterior as a template (Talk about your family).






Completion of activity 1 in the AB completing the drawings of the faces according to the foodstuffs the child likes in the listening exercise (Listen and complete).


Completion of activity 2 in the AB asking questions and circling the answers of a classmate (Complete. Ask your friend and circle the answer).


Completion Activity 3 of the AB typing phrases as responses Companion previous activity (Write about your friend).


Finishing the lesson. Participation in the game What is it? with flashcards (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.







TR CD-ROM





iPackTG p.92

CB pp.60-61AB p.50



Viewing of the Culture Film Sunday lunch on a typical Sunday lunch in Britain from the the iPack, paying attention to the foodstuffs that appear (Culture film).









Community Values: Understand the importance of eating a varied mix of vegetables

Oral interaction discussing the importance of eating foodstuffs containing different colours and healthy eating (Eating a variety of vegetables).


Practising written expression. Completion of activity 1 in the AB completing the text and circling the false information (What's Charlie saying? Complete. Then read again and circle one false fact).




Finishing the lesson. Completion of activity in pairs finding the fruit or vegetable for each colour for those described on the board (optional).



Extension activities:- Fast finishers: Exercise 2 in the AB, p.70


AB




Start of lesson. Participation in the game Pairs with flashcards and Wordcards (optional).



CDScissors

GlueFlashcardsWordcards

Introduction of everyday language in a context: Can you pass me the potatoes, please? Yes, here you are. Yes, of course, thanks.







Look at the pictures and re-enactment of table orders with a classmate (Look. Act out with a partner).







Personalisation of the mini-book drawing a typical dish from their country.


Finishing the lesson. Communicative exchange practising food orders (with the flashcards) in pairs (optional).





TR CD-ROM




Start of lesson. Participation in the game Word jumble with food vocabulary (optional).


iPackTG p.94

CB pp.62-63AB p.51

CD



Submit the grammar. Viewing of the story Chinese soup in the iPack and answering the comprehension check question.



Identify the vocabulary: peas, beans, onions, carrots, mushrooms, peppers.

Listening exercise using the vocabulary in the CD pointing out the foodstuffs in the illustration in the book (Listen and point).
















Finishing the lesson. Completion of activity in pairs inventing their own soup and writing down the ingredients (optional).





AB




Start of lesson. Participation in the Finger writing game with vocabulary from the previous lesson (optional).



CDFlashcards

Review the story and expose the grammar in a context: There are some onions. There aren't any carrots.



Practise oral comprehension. Listening exercise with the dialogue between the characters of the story and identification of the picture about which they are talking (Listen and say which picture).




Participation in pair-based guessing game asking questions using questions to guess the chopping board with the vegetables that the classmate has chosen (Play the game).




Completion of activity 1 in the AB matching the pairs of children with the soup that they are looking for, according to the listening exercise (Listen and match).


Practising written expression. Completion of activity 2 in the AB circling the difference between the two pictures and describing the differences compared to picture B for each pair (Circle the two differences). Write about picture B).


Finishing the lesson. Participation in the Draw game with the whole class (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.




TR CD-ROM




Start of lesson. Oral interaction discussing their favourite food and identifying the origin of these foodstuffs (optional).




Learning contents of other subjects through a foreign language (edible parts of plants): Natural Sciences.

Presentation of the intercurricular topic in the form of a slideshow on the iPack. Answering the comprehension check questions on different types of food (Cross-curricular introduction).



Look at the pictures locating oranges, peas and carrots (Look). Can you find some oranges, some peas and some carrots?).



The hearing of the text parts of a plant we eat while reading the book (Read and listen).


Read the questions on the pictures and answer these (Read, look and answer).



Completion of activity 1 in the AB labelling the different parts of the plant with the words in the box (Label the parts of the plant).


Completion of activity 2 in the AB matching the sentences with the corresponding foodstuffs and completing the sentences (Match. Then complete).


Completion of activity 3 in the AB drawing the two comestible parts of the plants that they like and writing about them (What plant parts do you like eating? Draw two and write).


Finishing the lesson. Completion of activity in pairs identifying where the fruit or vegetables come from for the plants in activity 1 (optional).





TR CD-ROM




Start of lesson. Participation in the game with descriptions con different types of fruit or vegetables (optional).


iPackTG p.97CB p.66

AB pp.54, 78CD

Focus on the sound /b/ in order to practice pronunciation.



Practice the pronunciation of the sound /b/ as it appears in: Bag, ball, bananas, basketball, beans, buns.

Listening exercise using the pronunciation chant highlighting in the book each elements of the illustration as it is mentioned.








Completion of activity 1 in the AB playing Bingo with a group of classmates (Play the game).


Completion of activity 2 from AB playing again the communication game with another colleague (Play the game again with a different partner).





Finishing the lesson. Participation in The spelling game using the page of the visual dictionary (optional).






ABTR CD-ROM




Start of lesson. Oral interaction discussing their favourite dishes (optional). AA AA2. Using several responsive or interactive strategies to solve communication problems.

iPackTG p.98

CB pp.66-67AB pp.55, 78,

59CD


Viewing of the presentation of a Moroccan girl in the international blog and answering the multiple choice comprehension check questions in the iPack (Rooftops Blog: Meet Shada).





World culture: Recycle the vocabulary within the context of a blog on Moroccan foods

Reading and hearing the text and answering the comprehension question (Read and listen. Is the blog about food or sport? Say).


Reading of the sentences marking who says them (Read again. Say who).









Completion of activity 2 in the AB reading the example blog, drawing a family meal and talking about it (Prepare your blog post. Read. Draw and write).



Finishing the lesson. Participation in the game Find the answer with the whole class (optional).



Completion of the Unit 6 Test. Completion of the Term 3 Test. Completion of the End of year Test.

All TR CD-ROM







PC / Tablet





Start of lesson. Oral interaction discussing what they remember about the Superheroes 2 story (optional).


iPackTG p.99

CB pp.68-69AB p.56

CD


Presentation of the story looking at its vignettes in the iPack and guessing what will happen next (Super City Heroes 3).









Completion activity 1 AB joining the two parts of the sentences (Match the sentence parts).


Completion activity 2 of the AB by circling the correct option in the sentences (Circle the correct words).









Start of lesson. Participation in the game Draw with the animals featured in unit 5 (optional).


iPackTG p.100

CB pp.68-69AB p.57

CD


Review of the comic book superheroes by viewing the cartoons in the iPack and answering the questions of the professor to remember what happened (Super City Heroes 3).


Tell a story. Listening exercise and reading of the story for superheroes 3 and performance of the same in groups (Acting out the story).


Practising written expression. Completion of activity 1 in the AB completing the sentences with are some or aren't any (Complete with 'are some' or 'aren't any').


Completion of activity AB 2 completing the sentences and revising them with hearing (Complete the sentences. Listen and check).







Festivals - Christmas cards

Christmas cards - Session 1 (45 ') - Lesson 1:


Start of lesson. Spoken interaction talking about Christmas cards (optional). SC SC1. Taking part in conversations on familiar topics in settings where communication is predictable.


CD Introduction to vocabulary

relating to Christmas candle, decorations, card, candy cane, sleigh, snowflake, robin, holly.

Viewing of the song It's Christmas in the iPack, listening to it and following the lyrics (Song).


Practice vocabulary playing Christmas words in the iPack (Game).


Identification of vocabulary associated with Christmas.

Look at the Christmas Cards in the book illustration and explaining what they see. Identification of the number for each word in the box (Read. Look and say the number for each word).


Reading of the descriptions matching them with the corresponding cards (Read and point to the card).


Listening exercise and reproduction of a brief dialogue following this in the book. Find three classmates that like the same Christmas card (Listen and repeat). Find three children who like the same card).



Second vocabulary practice playing Don't pop the balloon! in the iPack (Game 2).



Completion of activity 1 in the AB finding the words corresponding to the pictures of the objects relating to Christmas in a word search (Find the Christmas words).


Completion of activity 2 in the AB completing song according to the imagines with the correct words. Listening exercise using the song. Second Listening exercise and reproduction (Complete). Listen and check). Sing).


Finishing the lesson. Participation in one of the vocabulary games to revise the words in the lesson (optional).



Christmas cards - Session 2 (45 ') - Lesson 2:


Start of lesson. Participation in one of the vocabulary games to revise the words in the previous lesson (optional).


iPackTG p.102AB p.81

CDScissors

Glue

Vocabulary revision. Viewing of the song It's Christmas in the iPack, listening to it and singing along (Song).


Practice vocabulary playing Christmas words in the iPack (Game).


Read a series of instructions and carry out the creative activity.

Completion of activity 1 in the AB reading the instructions to make a Christmas card (Read and make).


Participation in one of the vocabulary games to revise words relating to Christmas and the vocabulary of other levels (Vocabulary games).


Finishing the lesson. Participation Missing letters game with the vocabulary studied in the lesson (optional).



Reinforcement and extension activities:- Festivals worksheets- Christmas cards worksheet


TR CD-ROM


Festivals - Environment Day

Environment Day - Session 1 (45 ') - Lesson 1:


Start of lesson. Oral interaction discussing previous knowledge students have on the World Environment Day (optional).

SC AA3. Valuing the use of foreign language as a learning tool.


CD Introduction to vocabularies’

relating to recycling clothes, plastic, glass, paper, organic waste, batteries, electronic waste, cans.

Viewing of the song Recycling is easy in the iPack, listening to it and following the lyrics (Song).


Practice vocabulary playing Environment Day words in the iPack (Game).


Identification of vocabulary associated with recycling

Classify objects according to the material from which they are made.

Reading of the text in the book about the World Environment Day. Matching the words in the box with the correct bin, writing them in the notebook (Read. Match each word with the correct bin. Write in your notebook).

CLCMCT

CL4.4. Reading texts on various topics of interest.CMCT3. Sorting the recorded data according to a

classification criterion.

Reading of the sentences about recycling completing them with the correct bin (Read and say which bin).


Listening exercise and reproduction of a brief dialogue on recycling as it appears in the book (Listen and repeat).


Practice speaking saying what they recycle.

Communicative exchange asking and answering about what they recycle at home (What do you recycle at home? Ask and answer).






Completion of activity 1 in the AB classifying the lyrics to form words and drawing an object in each recycling bin (Order the letters and write. Draw an ítem in each bin).


Completion of activity 2 in the AB writing the correct number next to each line of the song. Listening exercise using the song to revise the answers and reproduction (Match). Then listen and check. Sing).





Finishing the lesson. Participation in one of the vocabulary games to revise the words in the lesson (optional).





Start of lesson. Participation in one of the vocabulary games to revise the words in the previous lesson (optional).


iPackTG p.104AB p.83

CDScissors

Glue

Revision of vocabulary relating to recycling

Viewing of the song Recycling is easy in the iPack, listening to it and singing along (Song).

Construction of sentences about recycling, replacing the words of the song each type of container (Song).

CL

SC



Make a creative activity. Completion of activity 1 in the AB cutting out the cards and putting them into groups according to the type of container (Cut out the cards).


Participation in the game Snap in pairs with the card they have cut out and making sentences about recycling (Play snap).


Indicate the type of container to be used for each waste product.

Make a poster with the cards on recycling matching them with the containers to the different types of waste product as applicable (Poster).


Vocabulary revision after the game.

Participation in a vocabulary game to revise what has been learnt in the lesson (Vocabulary games).


Finishing the lesson. Brainstorm saying words on objects that can be recycled in each type of bin (optional).



Reinforcement and extension activities:- Festivals worksheets- Environment Day worksheet


TR CD-ROM


6. Annex I : Heading of competency evaluation



EVALUATION INSTRUMENTS

QUALIFICATION LEVELS

Obs

erva

tion

Writ

ten

Tes

t

Ora

l Tes

t

Cla

ss N

oteb

ook

Por

tfolio

(Oth

ers)

F D C B A

Not

Ach

ieve

d

Ach

ieve

d w

ith

low

leve

l

Ach

ieve

d

with

med

ium

Ach

ieve

d w

ith

high

leve

l

Com

plet

ely

Suc

ceed

ed

LINGUISTIC COMMUNICATION SKILLS

LISTENING

Recognize the lexicon and linguistic achievements, identifying essential words and phrases related to your environment more everyday.

Identifies phonetic aspects, rhythm, intonation and accent of the foreign language in different communicative contexts.

Capture the overall meaning in oral texts on familiar themes and of interest.

Identifies specific information in oral texts on familiar themes and of interest.

Having a general understanding and extracting specific information from short and simple situations, with repeated watching of the audiovisual file.

SPEAKING

Sing a song using the appropriate form of linguistic and paralinguistic elements appropriate.

Recite jingles, tongue twisters, small poems, etc., with appropriate intonation and pronunciation.

Producing simple speech.

TALKING

Taking part in conversations on familiar topics in settings where communication is predictable.

READING

Read simple texts on familiar topics capturing the overall meaning of the same.

Read simple texts on familiar topics by identifying the most important information.

Read simple texts on familiar topics using the global and specific information in the development of a task.

Reading texts on various topics of interest.

WRITING

Write phrases referring to everyday situations coming to experience from models.





Obs

erva

tion

Writ

ten

Tes

t

Ora

l Tes

t

Cla

ss N

oteb

ook

Por

tfolio

(Oth

ers)

F D C B A

Not

Ach

ieve

d

Ach

ieve

d w

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low

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l

Ach

ieve

d

with

med

ium

Ach

ieve

d w

ith

high

leve

l

Com

plet

ely

Suc

ceed

ed

Write texts referring to everyday situations coming to experience from different models of simple texts to transmit information with various communicative intentions.

MATHEMATIC, SCIENTIFIC AND TECHNOLOGICAL SKILLS

Solve simple problems on family situations.

Representing data about facts and objects of everyday life using the most proper graph, table or chart.

Sorting the recorded data according to a classification criterion.

Recognize the relationship between some factors of the physical environment (highlighted, soil, climate, vegetation) and ways of life and actions of the people.

Apply concepts and basic scientific concepts to understand the world around them.

Identifies different species of living beings.

DIGITAL SKILLS

Looking for and collect information on familiar topics in digital media.

Using digital media for learning a foreign language.

LEARN HOW TO LEARN

Using several strategies for learning to learn, such as visual and bilingual dictionaries.

Using several responsive or interactive strategies to solve communication problems.

Valuing the use of foreign language as a learning tool.

CIVIC AND SOCIAL SKILLS


Respecting basic rules of conversation, such as listening and looking at the speaker, respecting the right to speak.

Valuing the use of foreign language as a means of communication with other people, and displaying curiosity and interest towards people who speak the foreign language.

Identifying the customs of countries where foreign language is spoken.





Obs

erva

tion

Writ

ten

Tes

t

Ora

l Tes

t

Cla

ss N

oteb

ook

Por

tfolio

(Oth

ers)

F D C B A

Not

Ach

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d

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d w

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low

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l

Ach

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with

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Ach

ieve

d w

ith

high

leve

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Com

plet

ely

Suc

ceed

ed

SENSE OF INITIATIVE AND ENTREPRENEURIAL SPIRIT

Looking for and collect information on familiar topics in various media.

Use simple strategies for the planning and monitoring of work.

CUTURAL AWARENESS AND EXPRESSION

Displaying curiosity and interest in learning about the people and culture of countries where the foreign language is spoken.

Using artistic techniques in projects or papers.

Taking place in the development of group musical compositions using various musical and/or scenic resources.






Obs

erva

tion

Writ

ten

Tes

t

Ora

l Tes

t

Cla

ss N

oteb

ook

Por

tfolio

(Oth

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F D C B A

Not

Ach

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d

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d w

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low

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l

Ach

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with

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ium

Ach

ieve

d w

ith

high

leve

l

Com

plet

ely

Suc

ceed

ed


LISTENING






SPEAKING




TALKING


READING





WRITING







Obs

erva

tion

Writ

ten

Tes

t

Ora

l Tes

t

Cla

ss N

oteb

ook

Por

tfolio

(Oth

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F D C B A

Not

Ach

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d

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with

med

ium

Ach

ieve

d w

ith

high

leve

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Com

plet

ely

Suc

ceed

ed








DIGITAL SKILLS



LEARN HOW TO LEARN










