unit 1 - cambridge€¦ · web viewcambridge english: starters (below level ... pupils...

Kid’s Box 2ENGLISH FOR SPANISH SPEAKERS

2ND EDITION Caroline Nixon & Michael Tomlinson

Primary Education

Teaching Programme 2

Kid’s Box 2 - 2nd Edition - Teaching Programme - 1 - © Cambridge University Press 2015

INDEX

1 Methodology

1.1 Philosophy

1.2 What does Kid’s Box offer?

1.3 Components

2 Objectives

3 Key competences

3.1 Introduction

3.2 How Kid’s Box helps pupils acquire the Key competences

3.3 The Key competences in Kid’s Box

3.4 Learning styles

4 Contents

4.1 Content blocks

4.2 Core contents

5 Learning standards

6 Assessment

6.1 Introduction

6.2 Assessment criteria

6.3 Assessment in Kid’s Box

6.4 Evaluation in Kid’s Box

7 Individual needs

8 Development of units of teaching

8.1 Contents

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

- Communicative functions- Vocabulary- Syntactic-discursive contents


CONTENTS

- Graphic patterns and sounds- Classroom language

Learning strategiesSociocultural and sociolinguistic aspects

8.2 Key competences: Descriptors – Activities

8.3 Social awareness

8.4 Cross-curricular links


8.6 Contents - Assessment criteria – Key competences

Annex - Key competences Assessment Rubric


1 METHODOLOGY

1.1 Philosophy

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

Kid’s Box has been designed specifically for schools in Spain, taking the Spanish syllabus into account, and so that the linguistic skills taught are appropriate for the pupils' age groups and their cognitive development.

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

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

The contents of Kid’s Box are those of the Cambridge English exams: Young Learners so that each cycle of two levels is that of one of the exams. This means that the material taught in the first cycle is that required to take the Starters exam, is second cycle is that for Movers and the third is the material for Flyers. All levels include examples of the type of activities used in the exams.

At the end of each unit in the Activity Book there is a page for practising one of the parts of the Cambridge English exams: Young Learners. These pages have been designed to reproduce the format of the real exams, but have also been carefully graded to use language which the pupils already know.

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

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

The first six lessons present new language structures, including a chant, a song, an illustrated story (a picture story) with matching activities. Odd number units have two additional lessons for introducing and developing cross-curricular material (CCM) and developing and encouraging inter cultural consciousness and values. The second volume of Kid’s Box has features specifically prepared for Spanish pupils; there is school italic handwriting throughout the Pupil's Book, Activity Book, My Home Booklet, Language Portfolio, posters and word cards for levels 1 and 2. The course also take the


specific needs of centres with bilingual projects into account, for example by making greater use of grammar contents and practising them more.

1.2 What does Kid’s Box offer?

The materials for Kid’s Box have been prepared with the aim of awakening pupils' interest and enthusiasm using the following strategies:

humour around the characters and in the comics. One of the main principles when creating Kid’s Box was to make the most stimulating course possible for the youngest pupils. Motivation is crucial for primary school children in order to make language retention effective. We have tried to introduce a little humour in the presentations and, particularly, in the comics at the end of each unit. These comics are designed for revising what the pupils have studied and to encourage them to study more due to their interest in following the characters' adventures. They are also a motivating factor and a reward at the end of each unit.

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

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

Discovery and development of learner autonomy. So pupils are able to learn effectively, and continue their own process of learning. Children are encouraged to find things for themselves. Kid’s Box includes activities for self-correction, vocabulary lists for revision and other activities to developing pupils' autonomy. The series encourages this approach in order to enable pupils to carry out investigative tasks on their own behalf outside the classroom.

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

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

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

It is only through the use of repetitive practice that skills, reflection and comprehension can be developed. At the end of the day, nobody learns to swim outside the water…


In fact, there is a double page in each unit for Foreign Language Contents Integrated Learning (FLCIL). These lessons aim to place language learning in context and also, at the same time, help the learning of other subjects. They are perfect complements for other areas of the curriculum which the pupils are studying, which provides the opportunity for them to consolidate their general learning. This increases pupils' motivation thanks to the interesting subjects which help them to learn. The careful grading of language means that lessons with foreign language contents are easy to carry out and efficient and fun. Pupils' different levels of skills are also taken into account in order to guarantee the participation of absolutely all of them.

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

In line with the teaching method as a whole, the FLCIL lessons take into account the need for different styles of learning: logical and mathematical, visual and spatial, musical, interpersonal and movement intelligence, as well as linguistic intelligence, which is developed by teaching English as a language.

1.3 Course components

Each of the six levels of Kid’s Box includes a Pupil's Book (with My Home Booklet) and an Activity Book (with stickers, CD-ROM & Language Portfolio) for pupils, and, for teachers: Class Audio CDs, Teacher's Book, Teacher's Resources Book with Audio CD, posters and Digital Box for digital boards. Levels 1 to 4 also have flashcards and word cards. Teachers have a Tests CD-ROM (with Audio CD) every two levels.

The Pupil's Book has 112 full colour pages and is divided into 12 units. There is a revision section every four units called 'Review' which had attractive, stimulating materials for revising vocabulary and grammatical structures learned in the previous units. At the end of each odd numbered unit there are cross-curricular contents and a page for working with values. At the end of the Pupil's Book there is a pronunciation section call “Say it with me”, festivities and a grammar reference section. At the end of Kid's Box 2 there are cut-outs of the characters to use with the comics.

The Pupil's Book also comes with My Home Booklet, 32 pages for pupils to revise the contents and skills worked on in class with their parents at home.

The Activity Book is 104 pages designed to offer pupils the chance to further practise new vocabulary and to help them to consolidate comprehension. All the units come with stickers which are used to revision in the visual dictionary section, in which pupils can also trace basic vocabulary words. The Activity Book comes with a CD-ROM designed to enhance the learning experience using dynamic games to practise the main vocabulary and structures in each unit and, at the same time, encourage pupils to reflect about pronunciation and oral comprehension. The Activity Book also has eight pages of practical activities for Cambridge English: Young Learners exams, as well as a grammar reference section. There is also a story with a pictogram for each unit (a version of the unit story in which key vocabulary is replaced by pictures).

Along with the Activity Book, there is a Language Portfolio for pupils which, in line with the Ministry for Research and Education's guidelines, encourages pupils to assess themselves and also gives a record of each pupil's learning experience throughout primary education.


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

The Teacher's Resources Pack offers a wide range of activities in order to offer varied solutions, as well as back-up and extra material activities for each unit. The gift Audio CD includes YLE exams with extra listening material. Theword cards can be used to consolidate new vocabulary.

The Teacher's Book offers teaching methods for each lesson as well as transcriptions of the recordings of all the listening activities and answers for all the activities, an overall view of the syllabus for each level, extra activities, photocopiable pages and evaluation activities.

The interactive DVD offers animated versions of the comics, songs with animation, documentary videos, crafts, interactive games, a quiz and traditional rhymes.

2 OBJECTIVES

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

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

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

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

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

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

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


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

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

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

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

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

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

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

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

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

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


3 KEY COMPETENCES

3.1 Introduction

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

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

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

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

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

CC - Communication skillsMCST - Mathematical competence and basic competences in science and technologyDC - Digital skillsLL - Learning to learnSCC - Social and civic skillsSIE - Sense of initiative and entrepreneurship.CAE - Cultural awareness and expression.

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

Kid’s Box takes into account the body of law and directives set out by educational authorities. Its approach is holistic, based on the acquisition of procedural knowledge. Its aim is for pupils to be able to develop through life-long learning.

The rich variety of activities in Kid's Box integrates the teaching of the foreign language with other curricular areas. Moreover, it leads to the global development of the seven Key competences.

3.2 How Kid’s Box helps learners acquire Key competences

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


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

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

The educational aims of Kid’s Box and its choice of content are designed to ensure the development and acquisition of these Key competences.

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

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

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

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

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

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

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

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

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


With the interactive DVD and the Teacher’s CD-ROM, Kid’s Box helps learners become more competent in using digital technology. Moreover, there are texts in which handling information plays a crucial role, without undermining the other skills.

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

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

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

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

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

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

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

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

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

The methodological focus of Kid’s Box is interactive and not only does communication in English plays a crucial role it is also the vehicle for teaching about other cultures and societies, as well as the values that guide them. This in turn helps teachers carry out their


own broader educational objectives at school. Throughout the course, widely varied cultural and artistic topics are covered through a range of activities.

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

The main objective of Kid’s Box is the acquisition of English and its culture. This language then serves as the medium for making judgements with coherent values about any manifestation of the English language, whether spoken or written. Thanks to the ample range of activities found in Kid’s Box, ensures that all seven Key competences will be acquired.

3.3 The Key competences in Kid’s Box

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

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

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

The basic skills DESCRIPTORS we have set for this subject are:

Communication skills Listen

Understand simple oral messages and instructions and recognise familiar words.

Identify the main theme of an oral text and some specific details with visual aid.

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

Talk and Converse

Recite or sing a very simple song with correct pronunciation and intonation.

Answer the questions orally using simple vocabulary and structures.

Take part as a group conversations and spoken interaction which arises spontaneously.

Read

Understand the gist of simple signs and posters.

Understand very simple sentences about familiar subjects with previously taught words.

Write

Reproduce very simple words and structures using previously taught models.

Mathematical competence and basic competences in science and technology.Recognise and use numbers 1 - 10.


Interpret and recognise different spatial dimensions.

Follow rhythmic sequences and simple series.

Solve puzzles and crosswords.

Assemble objects and take them apart planning each action.

Identify and differentiate objects and resources in the immediate surroundings.

Move comfortably in space and time.

Respect nature and animals in the surroundings.

Be familiar with a follow healthy living practices.

Digital skills Use ICT to reinforce and support learning English.

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

Locate basic information on digital sources and formats.

Social and civic skillsTake part in class games in a collaborative, friendly way.

Use basic polite language: please, thank you.

Understand and value the use of English for communicating with other people.

Cultural awareness and expressionMake simple artwork following a model or spontaneously.

Take an active part in the games, dances, songs and artistic activities in the classroom.

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

Learning to learnShow interest in carrying out the individual activities which the teacher supervises.

Accept the teacher's instructions and express doubts.

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

Sense of initiative and entrepreneurship.

Participate using your own criteria and take part in group activities without forgetting your own interests.

Identify and recognise your own mistakes and try to correct them.

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

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


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

3.4 Multiple Intelligences

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

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

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

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

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

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

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

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

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


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

The eight learning styles can be identified or linked to the Key competences. Regarding the information and technological ability, Kid’s Box proposes an interactive DVD and a CD-ROM accompanying this course in which pupils will find different resources to practise what they have learned in each of the units, helping to develop their autonomous learning at the same time.

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

4 CONTENTS

4.1 Content blocks

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

1. Comprehension of oral texts 2. Production of oral texts (expression and interaction) 3. Comprehension of written texts 4. Production of written texts (expression and interaction)

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

This didactic programme's contents for the 2nd year of Primary Education are as follows:

Block 1. Comprehension of oral texts (Listening)

1. Comprehension strategies- Previous presentation of information about the task and subject - Text identification and its comprehension. - Distinguishing types of comprehension (gist, essential information, main points).


- Making hypotheses about contents and context.- Inference and making hypotheses about meaning using comprehension of the main points, both linguistic and paralinguistic.- Revising hypothesis using newly understood points.

2. Sociocultural and sociolinguistic aspects: social conventions, registers and rules of common courtesy; customs, values, beliefs and attitudes; non-verbal language. Acquiring skills to introduce yourself and others. Taking in the way to connect with others politely. Ability to talk about your own decisions and to respect other people's. Recognising and following instructions about normal classroom activities. Ability to interact with others and have a short conversation. Communicate with others offering things and responding to offers using polite forms. Ability to learn which garments of clothing are most common in a wardrobe. Ability to respect other people's possessions and look after your own. Ability to talk about the most common hobbies and sports.Ability to respect other people's

possessions and look after your own. Ability to live peacefully at home, respecting people who live there. Help to take care of

the different areas of the house. Help to take care of the different areas of the house. Ability to respect animals and be aware of their rights. Ability to learn which animals live on farms and which in zoos Familiarization with basic food and drinks which children eat and drink at typical English

birthday parties. Familiarization with different types of toys and games and respecting other people

choices for enjoying themselves. Ability to interact with others and take part in conversations when asked and talking about

your family. Valuing the importance of having a family and valuing all the family members. Familiarization with both small and large families. Interest in learning about others' tastes in food. Recognise the importance of following rules in sports. Recognise the importance of responsible consuming and recycling to contribute towards

caring for the environment. Valuing de the importance of having a balanced diet. Ability to learn about being a good citizen. Take in how we should behave in large or small cities.. Valuing the importance of sports for leading a healthy life. Taking in the idea that it is possible to go on holidays to help other people and, at the

same time, enjoy oneself. Valuing the importance of taking care of places wherever we go on holiday. Taking in the importance of environmental voluntary work during free time. Understanding Halloween traditions and how they are celebrated in different parts of the

world on the night of 31st October. Take in St Patrick's Day traditions and how it is celebrated all over the world on 17th of

March.

3. Communicative functions Asking and expressing basic information about a person. Spelling words. Talk and ask about quantities. Talk and ask about possession. Greetings and introducing people.


Talk and ask about actions happening at the moment of talking. Ask and ansewer politelity. Express your opinion about likes and dislikes and agree. Talk and ask about location of places and people. Make and react to offerings and suggestions. Express a taste and ask for help.

4. Syntactic-discursive contents

GreetingsHello, we’re the Star family.Who’s he / she?How old are you?This is my brother, Simon. He’s seven,and this is my sister, Suzy. She’s four.

LocationPrepositions (in, on, under, behind, between, in front of, next to)

Existence and quantityHow many (books) are there?There are / aren’t (ten desks).Is there (a ruler) on the (desk)?Yes, there is. / No there isn’t.Are there (ten pens) on the (desk)?Yes, there are. / No, there aren’t.

Possessionthis, theseWhose is this (bag)? It’s Tom’s.Whose are these (shoes)? They’re Sue’s.Whose coat is this? It’s mine. It’s yours.Is that hat yours? Yes, it is. / No, it isn’t.Are those blue socks yours?Yes, they are. / No, they aren’t.

Present continuousWhat are you doing? I’m reading.What’s Grandpa doing? He’s sleeping.

Verb + -ing spellings

OffersCan I have some (chips), please?Here you are.

Likes and agreementI love (horses).So do I. / I don’t.I like / love / don’t like painting.Do you like reading?Yes, I do. / No, I don’t.

Personal descriptionsHe’s / She’s / They’re wearing (glasses).


Have you got (a big car)?Yes, I have. / No, I haven’t.Has he / she got (a big mouth)?Yes, he / she has. / No, he / she hasn’t.

Offers and permissionWould you like (some fries)?Yes, please. / No, thank you.Can I have (some lemonade)?Here you are.Where do you want to go on holiday?I want to go to the beach.I don’t want to go to a big city.

5. Very frequent oral vocabulary (reception) Basic personal information Classroom objects Toys Household objects Family Meals Farm animals Places in town Clothess Sports and hobbies Food and drink Birhtday parties. Holiday activities Halloween San Patrick’s Day.

6. Sound, accent, rhythmic and intonation patterns. /ei/ connected with several letters Alphabet letters /i:/ connected with several letters /ai/ connected with several letters /əʊ/ connected with several letters /u:/ connected with several letters /tʃ/ connected with the letter ch Initial consonant groups /sp/ and /st/ /aʊ/ connected with several letters Contrast of the sounds /s/and /ʃ/ /ŋ/ connected with the final cluster ‘ng’ /ɜː/ Short vowel sounds /a/, /e/, /i/, /o/ and /u/

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

1. Production strategiesPlanning

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


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

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

adjusting it, when necessary, to each type of text's models and forms.- Adjust the task or message after assessing its difficulties and the available resources.- Take advantage of previous knowledge the maximum.- Compensate for language deficits using paralinguistic or paratextual procedures:

Linguisticso Modify words with similar meanings.o Define or paraphrase terms and expressions.

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

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







caring for the environment. Valuing de the importance of having a balanced diet. Ability to learn about being a good citizen. Take in how we should behave in large or small cities.. Valuing the importance of sports for leading a healthy life.


Taking in the idea that it is possible to go on holidays to help other people and, at the same time, enjoy oneself.

Valuing the importance of taking care of places wherever we go on holiday. Taking in the importance of environmental voluntary work during free time. Understanding Halloween traditions and how they are celebrated in different parts of the


March.

3. Communicative functions Asking and expressing basic information about a person. Spelling words. Talk and ask about quantities. Talk and ask about possession. Greetings and introducing people. Talk and ask about actions happening at the moment of talking. Ask and ansewer politelity. Express your opinion about likes and dislikes and agree. Talk and ask about location of places and people. Make and react to offerings and suggestions. Express a taste and ask for help.











Personal descriptionsHe’s / She’s / They’re wearing (glasses).Have you got (a big car)?Yes, I have. / No, I haven’t.Has he / she got (a big mouth)?Yes, he / she has. / No, he / she hasn’t.


5. Very frequent oral vocabulary (production) Basic personal information Classroom objects Toys Household objects Family Meals Farm animals Places in town Clothess Sports and hobbies Food and drink Birhtday parties. Holiday activities Halloween San Patrick’s Day.

6. Sound, accent, rhythmic and intonation patterns. /ei/ connected with several letters Alphabet letters /i:/ connected with several letters /ai/ connected with several letters /əʊ/ connected with several letters /u:/ connected with several letters /tʃ/ connected with the letter ch


Initial consonant groups /sp/ and /st/ /aʊ/ connected with several letters Contrast of the sounds /s/and /ʃ/ /ŋ/ connected with the final cluster ‘ng’ /ɜː/ Short vowel sounds /a/, /e/, /i/, /o/ and /u/

Block 3. Comprehension of written texts (Reading)

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







caring for the environment. Valuing de the importance of having a balanced diet. Ability to learn about being a good citizen. Take in how we should behave in large or small cities.. Valuing the importance of sports for leading a healthy life.


Taking in the idea that it is possible to go on holidays to help other people and, at the same time, enjoy oneself.

Valuing the importance of taking care of places wherever we go on holiday. Taking in the importance of environmental voluntary work during free time. Understanding Halloween traditions and how they are celebrated in different parts of the


March.














5. Very frequent written vocabulary (reception) Basic personal information Classroom objects Toys Household objects Family Meals Farm animals Places in town Clothess Sports and hobbies Food and drink Birhtday parties. Holiday activities Halloween San Patrick’s Day.

6. Graphic patterns and orthographic conventions /ei/ connected with several letters Alphabet letters /i:/ connected with several letters /ai/ connected with several letters /əʊ/ connected with several letters /u:/ connected with several letters /tʃ/ connected with the letter ch


Initial consonant groups /sp/ and /st/ /aʊ/ connected with several letters Contrast of the sounds /s/and /ʃ/ /ŋ/ connected with the final cluster ‘ng’ /ɜː/ Short vowel sounds /a/, /e/, /i/, /o/ and /u/Block 4. Production of written texts: expression and interaction (Writing)

1. Production strategiesPlanning

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

- Identify and use the appropriate linguistic or subject resources.Realization

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

- Adjust the task or message after assessing its difficulties and the available resources.- Take advantage of previous knowledge the maximum.







caring for the environment. Valuing de the importance of having a balanced diet. Ability to learn about being a good citizen. Take in how we should behave in large or small cities..


Valuing the importance of sports for leading a healthy life. Taking in the idea that it is possible to go on holidays to help other people and, at the

same time, enjoy oneself. Valuing the importance of taking care of places wherever we go on holiday. Taking in the importance of environmental voluntary work during free time. Understanding Halloween traditions and how they are celebrated in different parts of the


March.














5. Very frequent written vocabulary (production) Basic personal information Classroom objects Toys Household objects Family Meals Farm animals Places in town Clothess Sports and hobbies Food and drink Birhtday parties. Holiday activities Halloween San Patrick’s Day.

6. Graphic patterns and orthographic conventions /ei/ connected with several letters Alphabet letters /i:/ connected with several letters /ai/ connected with several letters /əʊ/ connected with several letters /u:/ connected with several letters


/tʃ/ connected with the letter ch Initial consonant groups /sp/ and /st/ /aʊ/ connected with several letters Contrast of the sounds /s/and /ʃ/ /ŋ/ connected with the final cluster ‘ng’ /ɜː/ Short vowel sounds /a/, /e/, /i/, /o/ and /u/

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

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

5 LEARNING STANDARDS

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

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

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

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

LEARNING STANDARDSGeneral standards for the stage

DESCRIPTORS2nd Grade Primary


Understanding the gist of adverts about products of interest.

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

Understanding what is said during usual transactions.

Identifying the subject of a predictable daily

LISTEN





conversation which you hear.

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

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

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

Block 2. Production of oral texts (Speaking)

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

Cope in daily situations.

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

Take part in an interview and give personal information.

TALK AND CONVERSE





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

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

Understanding brief, simple correspondence about familiar subjects.

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

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

READING


Understanding simply written texts about familiar subjects with previously learned words.

Block 4. Production of written texts (Writing)

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

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

WRITING

Reproduce simple words and structures using previously learned models.


6 ASSESSMENT

6.1 Introduction

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

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

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

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

Assessment must take place throughout the various learning stages:

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

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

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

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

It is important in each case to use the type of assessment which best corresponds to each situation and the particular areas of the learning/teaching process that the teacher wants to improve. If the aim is to improve pupils’ listening comprehension, the teacher will set up


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


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


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

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

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

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

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

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

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

Block 2. Production of oral texts (Speaking)

Taking part in a simple, comprehensible way in short conversations which involve a direct exchange of information in areas of immediate need or about familiar subjects using a neutral, informal register, using simple phases or expressions of frequent use, which are normally used separately or linking them with basic


connectors, even though the pronunciation may not always be clear, although there may be pauses and hesitations and repetition may be required, as well as paraphrasing and the interlocutor's cooperation in order to keep communication going.

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

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

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

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

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

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

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

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


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

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

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

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

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


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

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

Block 4. Production of written texts (Writing)

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

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

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

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

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

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

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

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

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

6.3 Assessment in Kid’s Box

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

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


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

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

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

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

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

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

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

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

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

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

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

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

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

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


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

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

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

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

6.4 Evaluation in Kid’s Box

The photocopiable evaluation pages in Kid’s Box 2 (Teacher's Book) have been designed for use after every revision section or Review every four units. These evaluation pages use exercises similar to those of the Cambridge YLE exams, in which the four skills are evaluated (oral comprehension, oral production, reading and writing).

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

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

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

The more practice pupils have with different types of activities and the more familiar they are with the exam format, the easier they will find doing YLE Starters with confidence once they have finished Kid’s Box 2.

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


7 INDIVIDUAL NEEDS

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

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

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

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

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

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

Another key factor is the methodology followed by the teacher with his particular group of pupils and more specifically with those with learning difficulties. The most important thing with any kind of task is to make sure that pupils have been well prepared beforehand, that The pupils know all the words The pupils will need and that The pupils understand the purpose of the activity. Equipping pupils properly with the linguistic tools to enable them to carry out the task or activity successfully will ensure that it is challenging and enjoyable for everyone. Without the necessary preparation, pupils may have a negative learning experience which will cause them to lose confidence and become frustrated with an activity that The pupils have not got the ability to do.


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

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

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

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

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

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

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

Activities, Materials and Reinforcement/Extension Ideas

Oral comprehension

- There is an audio CD with all the activities recordings from the Pupil's Book and Activity Book.

- The interactive DVD presents the Star family's house and there are various animated versions of the comics set in Suzy's room, songs with animations and videos of Mr. Star's room, documentary videos set in the sitting room, crafts and games to play at home in Simon's room, a competition in Stella's room, games for break and traditional rhymes for the garden.

- The Teacher's Resources Pack has extra exams for preparing YLE with listening materials and in the complementary Audio CD.

Talk and Converse - Simple, guided oral activities in the Pupil's Book.

- Activities and ideas to represent the story which the pupils have listened to or read.


- The Teacher's Resources Pack (TRP) includes photocopiable communication activities.

- The Warmer and Ending the lesson activities are included in the teachers' guidelines for each page of the Pupil's Book and the Activity Book.

- There is a wide range of materials to continue practising orally (puppets, sentence wheels, cards, etc.)

Written comprehension

- Simple reading activities (words and short sentences).- The Pupil's Book includes the lyrics of the songs and chants

which can be read while listening. - The Teacher's Resources Pack includes exercise sheets to carry

on working with the songs and stories. - The word cards help to teach the alphabet around the classroom.

Write

- Simple writing activities (words and short sentences).- Reinforcement and extension activities in the Teacher's

Resources Pack and guidelines for the teacher. - The word cards help to teach the alphabet around the classroom.- Simple written tasks in the European Portfolio.

Grammarstructures

- Activities in the Pupil's Book and the Activity Book which invite pupils to use the new structures in each unit in a natural way.

- At the end of the Pupil's Book there is an extra grammar reference section for additional practice of the grammar contents taught throughout the course.

- The Teacher's Resources Pack includes extra exams for preparing YLE with help with practising basic grammar structures.

Vocabulary- Simple activities for consolidating vocabulary from different units. - The flashcards help to acquire new vocabulary. - The word cards help to reinforce and revise new vocabulary.

Pronunciation

- Simple repetition activities for practising the phonological sounds and concepts studied.

- Each unit has a specific section for working with pronunciation and spelling (Monty’s phonics)

- The interactive DVD includes recordings which can be used to reinforce what has been studied in class.

Education about values

- Cross-curricular materials and education about values are included in all units; in the reading activities, dialogues and all other activities.

- Furthermore, in all the odd numbered units there are specific sessions for education about values.

Social and cultural

matters and inter-cultural conscience

- Cultural information about lives, habits, literature, music and many other things. Great Britain, English-speaking countries nd the world in general are featured in the dialogues, texts and illustrations.

- Documentary videos in the interactive DVD.

Integrated learning of

contents and

- Every two units there is an FLCIL page which uses English as the

language for teaching other subjects in the syllabus such as natural sciences, social sciences, maths, PT and music.


foreign languages

- Activities designed to give structure to and help pupils' oral and written production.- Use the language as an instrument for learning contents from other

subjects.

8 DEVELOPMENT OF UNITS OF TEACHING

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

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

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

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

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


UNIT 1 HELLO AGAIN!

1 Contents Block 1. Comprehension of oral texts

Listen to and understand simple messages from different audiovisual media.

Listen and understand simple oral messages about the book's main characters, their age, names, etc.

Listen to different words in order to identify the sound /æ/. Listen to different words spelt and then write them. Reading a story while listening to it. Listen to simple dialogues in which the characters describe pictures. Listen to simple polite expressions. Listen to sentences describing figures made of paper. Listen to a short story about the importance of being polite.

Block 2. Production of oral texts

Speaking about the names of the main characters. Greet classmates in English. Introducing yourself and others and requesting information (name and age). Saying where different objects are using prepositions. Spell your name and other familiar words. Oral production by pupils about what they see. Communication using polite expressions. Oral interaction in which pupils guess the object represented by the paper figure. As a groups, act out a short story about the importance of being polite.

Block 3. Comprehension of written texts Reading the names of the characters from the Star family. Reading simple sentences to ask for basic information (age, name, identification). Reading words connected with colours, classroom objects, numbers, garments of

clothing and food. Reading a story using visual aids. Reading sentences to connect with other politely. Reading simple sentences to say where they are right or not for the pupils. Reading a song lyric while listening to it. Reading a short story about the importance of being polite. Reading a pictogram with the summary of the unit story.

Block 4. Production of written texts

Writing sentences with the verb to be to introduce the characters from the Star family. Writing sentences about their names and ages. Writing words connected with classroom objects. Writing some sentences in order to complete polite expressions to use during the class. Writing words connected with figures that can be made using paper. Writing sentences and simple expressions to show politeness.

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


Communication functions: Requesting basic information: name and age. Greetings. Ability to introduce yourself and others. Find where some objects are connected with others in the classroom. Questions and answers to identify somebody using Who’s he/she? Following the teacher's instructions. Take part in a game to revise classroom actions and language. Describing things in various pictures. Using simple expressions to show politeness.

Vocabulary: Revise Level 1: characters' names, numbers (1 – 10), colours, classroom objects, food,

prepositions Other words: his/her, apple, car, ball, hand, jacket, train, toy box, come alive Classroom language: May I come in, please?, Come in, Sorry, I’m late, Can I have a

pencil, please?, Here you are, Thank you

Syntactic-discursive contents Hello, I’m … We’re … My name’s … Goodbye. What’s your/his/her name? How old are you? Stand up. Sit down. Open/Close the book. Point to … Pick up … Can you spell … , please? What’s this … ? Sorry. It’s my turn. Listen to … Sing. What can you see in the picture? I can see … I haven’t got a … I am punctual. I share my things. I put my hand up.

Pronunciation and spelling: Recognising and pronouncing the sound /ei:/ in connection with letters "ay" and "a_e".

Classroom language: Open your books at page … , please. Where’s … ? Here it is. Point to … What’s his/her name? How old is he/she? Who can you see? He/She‘s … Whose picture goes here?


Who’s number … ? Listen and answer. Look at number … . Who’s she? Now you ask and answer in pairs. Now draw the lines for this sum and the other sums. Which letters are … ? Can you spell your name, please? They’re the same. They’re different. Can anybody tell me which word is first? Now put … in alphabetical order. Give me a … What does that spell? Listen for the /ae/ sound. Can you hear the /ae/ sound? Look at the picture … Listen, draw and colour. Write ‘yes’ or ‘no’. Say.

Learning strategies:

Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Evaluate your ability to respond to class instructions. Show interest by participating actively in class. Understand the importance of behaving politely.

Socio-cultural and socio-linguistic features:

Acquiring skills to introduce yourself and others. Recognising and following instructions about normal classroom activities. Taking in the way to connect with others politely.

2 Basic skills

Descriptors Activities

Linguistic communicationLISTEN


Listen to simple oral messages to introduce yourself and greet people.


Listen to an illustrated story about the book's characters.


Listen to a chant about the letters of the alphabet.

TALK AND CONVERSE


Recite in a group the unit chant and/or song.



Answer the teacher's questions with short answers.


Introduce yourself and greet classmates.Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonemes connected with greetings and introductions.

Understand the gist of simple signs and posters. Recognise the sentences in the unit's illustrated story.

WRITING


Write words connected with numbers and colours.Write sentences following the structures for greeting and introducing yourself to other people.

Mathematical competence and basic competences in science and technology.Recognise and use numbers 1 - 10. Practise numbers 1 – 10 by doing sums.


Make a piece of origami following the instructions.

Digital SkillsUse ICT to reinforce and support learning English.

Carry out the exercises explained in the pupils' CD-ROM for this unit.

Social and Civic Skills.Take part in class games in a collaborative, friendly way.

In groups, recite or sing the unit chant or song.


Practise basic greetings in English and how to introduce somebody into a conversation.

Use basic polite language: please, thank you. Practise useful expressions for behaving politely.

Cultural conscience and expressions.Take an active part in the games, dances, songs and artistic activities in the classroom.

Recite a chant and repeat the unit song.

Make simple artwork following a model or spontaneously.

Make a piece of origami.

Learning to LearnShow interest in carrying out the individual activities which the teacher supervises.

Do the exercises in the Activity Book and My Home Booklet for the unit by yourself.


At the end of the unit, revise the main vocabulary studied.

Complete the Picture Dictionary at the end of the unit in the Activity Book. .


Sense of initiative and entrepreneurial spirit.Participate using your own criteria and take part in group activities without forgetting your own interests.


Pupils talk about themselves to introduce themselves to their classmates, expressing their personal identity.


Do the self-evaluation exercise in the My Progress section at the end of the unit in the Activity Book and in My Home Booklet.

3 Social awareness

Moral and civic education Show interest taking an active part in class and following the teacher's instructions

correctly.

Cooperative work in the classroom Be able to work with the whole class respecting other pupils' turns to talk Be polite when connecting with classmates.

4 Cross-curricular links

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

This unit is connected with arts education. Pupils learn about the art of origami.

5 Assessment criteria

Recognise and use a limited repertoire of frequently used oral vocabulary about information about other people orally and in writing.

Ask and answer questions using Who’s he/she? Introducing yourself and others using greetings. Say and recognise the letters of the alphabet and spell the different words. Recognise and correctly produce orally and in writing the sound /ei/ in familiar words. Recite a chant with correct intonation and pronunciation. Recognise and use a limited repertoire of frequently used oral vocabulary about origami

orally and in writing. Identify basic sociocultural and sociolinguistic features such as the importance of being

polite.


6 Contents - Assessment criteria - Key Competences

Contents Evaluation criteria Basic skills

Recognising and practising vocabulary about basic information about other people.

Recognise and use a limited repertoire of frequently used oral vocabulary about information about other people orally and in writing.

CCSCC

Recognising and practising the structure Who’s he/she?

Practise the letters of the alphabet

Recognise and use the functions and meanings associated with the basic syntactical structures.

Distinguish and comply with habitual communication functions: giving and asking for basic information about other people. Spell words.

CC

Practise pronouncing the sound /ei/. Recognise and pronounce and write the sound /ei/.

CC

Recite a chant about the letters of the alphabet.

Use correct pronunciation and intonation.

CCCAESIE

Listen to and read a picture story.Identify the parts of the illustrated story which have been studied previously.

Read and understand a story using visual and audio aids. CC

Recognising and practising vocabulary about the art of origami.

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

CAE

Talk about the importance of behaving politely and reflect about what has been learned.

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

CCSCC

Do a drawing of yourself and present it to your classmates.

Make yourself understood in short, simple oral statements.

CCCAESIE


UNIT 2 BACK TO SCHOOL

1 Contents

Block 1. Comprehension of oral texts

Listen and understand simple messages from different audiovisual media. Listen to and understand simple oral messages about where different things are in the

classroom. Listen to a simple description of a classroom in which the speaker uses different plural

forms. Listen to various monologues to understand and learn to use there is and there are. Listen to a series of familiar words to distinguish the sound which is different. Listen to a story while pupils read it.


Say numbers 11 – 20. Practise the plural forms of classroom objects. Oral interaction using questions and answers about classroom objects using How many

… are there? Say where various objects are using prepositions. Answer comprehension questions after listening to the story.

Block 3. Comprehension of written texts Recognise and read words connected with the unit vocabulary. Find words connected with classroom objects in a word soup. Read brief instructions for colouring in drawings. Reading a simple text while pupils listen to it. Reading sentences with There’s/There are, saying if they are true or false according to

the drawing. Read and reposition the parts of a sentence. Reading a story while listening to it. Reading a song lyric while listening to it. Reading a pictogram with the summary of the unit story.


Writing words connected with classroom vocabulary. Writing numbers 11 – 20. Writing de yes or no depending on the sentence which comes up and the picture with it. Put words in order to obtain correct sentences.


Communication functions: Oral production about the number of objects and people in a classroom. Questions and answers about the number of things (How many?) using the correct plural

form for each noun and structures There’s/There are. Questions and answers about things in the current situation (Is there … ? Are there … ?). Oral production about where objects are in a classroom using prepositions. Answer questions connected with the story.


Follow the teacher's instructions correctly.

Vocabulary: Classroom objects: board, bookcase, cupboard, desk, ruler, teacher, window,

whiteboard, wall Numbers 11 – 20 Other words: playground, a lot of, any, beautiful Revision: alphabet, colours, familiar classroom objects, numbers (1 – 10), prepositions,

food

Syntactic-discursive contents Is this a … ? Yes, it is./No, it isn’t. What’s this? It’s a … What are these? They’re … There is … /There isn’t … There are … /There aren’t … How many … are there? There is a … /There are some … + preposition Can you … , please?

Pronunciation and spelling: Recognising and pronouncing the sound /i:/ in connection with the letter "ee".

Classroom language: Hello, I’m … . My name‘s … How are you? I’m fine, thank you. Open your books at page … , please. Point to … Find the hidden star. Where is it? Is it Meera’s classroom? Is Maskman Simon’s favourite toy? Where‘s Lenny’s ruler? What’s this? Who’s this? What colour’s this? What’s in the cupboard? Where is the … ? Put … under … , please. Point to the … How many desks are there? Read and tell me the colours you need. What do you do here? Is there a … ? There are three teachers in the classroom. True or false? Give me a + letter Which sound is different? What’s this word? Ask each other and tick or cross the sentences.


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language.


Understand the importance of learning to communicate in a language other than your mother tongue.

Show interest, listen to other members of the group. Take part in the class with respect and consideration towards classmates.


Find where basic classroom objects are. Ability to spell classroom objects. Recognising and following instructions about normal classroom activities.

2 Basic skills




Listen to simple oral messages about classroom objects.




Listen to a song about classroom objects.

TALK AND CONVERSE






Ask classmates where classroom objects are. Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonemes connected with classroom objects.


WRITING


Write words connected with classroom objects.Write sentences using the structure: there is / there are.

Mathematical competence and basic competences in science and technology.Recognise and use numbers 1 - 10. Practice numbers 11 - 20, revise 1 - 10 and

play bingo.


Recognise basic classroom things and the correct way to behave in the classroom.







Ask for basic information in English, about where certain objects are.










Talk about personal objects in the classroom, expressing a personal choice.



3 Social awareness


correctly.

Cooperative work in the classroom Be able to work in groups or pairs, respecting classmates' turns to speak when taking

part in group games.

Education for Peace Use dialogue to solve problems in the classroom.



At this level, themes tend to coincide with other areas of the syllabus, different subjects overlapping continually. This unit is connected with language, maths, art and music.


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

Use correct plural forms to talk about classroom objects. Ask and respond about quantities using How many. Recognise and correctly produce orally and in writing the sound /i:/ in familiar words. Recite a chant and sing a song with correct pronunciation and intonation.



Recognising and practising vocabulary about classroom objects.

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

CCMCST

Recognising and practising How many.


Distinguish and comply with habitual communication functions: expressing and asking about quantities.

CC

Practise pronouncing the sound /i:/. Recognise and pronounce and write the sound /i:/.

CC

Recite a song about classroom objects.


CC

CAESIE




UNIT 3 PLAY TIME!


Listen and understand simple messages from different audiovisual media. Listen to and understand simple dialogues in which different pupils talk about their toys. Listen to a simple description using There is/There are and decide whether the

statements are true or false. Listen to a series of simple sentences using the genitive whose and ‘s to express

possession. Listen to a song about garments of clothing using structures to express possession. Listen to a series of numbers and then join the dots. Listen to and understand the non-explicit meaning of a story. Listen to a simple dialogue in which the characters speak in different ways. Listen to simple sentences describing data from a bar graph. Listen to brief descriptions de recycled objects.


Oral production about the owners of various toys. Questions and answers about possession using Whose and ‘s to express possession. Acting out de the story which the pupils have just heard. Answers to questions asked by the teacher after listening to the story to confirm that the

pupils have understood. Say the forms of the numbers which the pupils have heard. Answer comprehension questions after listening to the story. Carry out an oral survey on classmates about their favourite animals. A conversation about recycled objects.

Block 3. Comprehension of written texts Reading different words in order to distinguish the ones about toys. Reading a brief text explaining which toys each character has. Reading questions about who things belong to. Reading a story using visual aids. Reading a song lyric while listening to it. Reading questions about data from a bar graph. Reading the names of different objects which can be recycled. Reading a pictogram with the summary of the unit story.


Writing vocabulary about toys. Finishing sentences with This/These and vocabulary about toys. Joining syllables to make new words. Writing questions using Whose is the … ?


Communication functions:


Oral production about different toys saying who they belong to. Questions and answers about possession using Whose and ‘s to express possession. Familiarization with the use of This/These and That/Those to talk about toys. Answer questions connected with the story. Follow the teacher's instructions correctly. Present data from a bar graph.

Vocabulary: Toys: camera, watch, kite, robot, lorry, computer game Grammar: this, these, that, those, whose, his, hers Other words: new, tail Revision: already familiar toys, prepositions, numbers 1 – 20, colours, adjectives, action

verbs, can/can’t, sports and activities Fruit: lemon, pear, pineapple Recycling: bottle, flowerpot, keyboard, paper, plastic bag

Syntactic-discursive contents Can you spell … ? What’s your favourite toy? There’s … /There are … Whose … is this/are these? Whose is it? It’s/They’re his hers/Suzy’s. Can you say that again? Where’s … ? Circles have got … side. Triangles have got … sides. Do you want to play? Your turn! Are you OK? Yes, I’m fine. Thank you. Sorry.

Pronunciation and spelling: Recognising and pronouncing the sound /ai/ in connection with letters "I", "i_e", "y" /w/.

Classroom language: Where are the … ? What colour is the … ? What is Stella’s favourite toy? Whose … is this/are these? Who’s this? What’s Suzy looking at? Look and think. Open your books at page … , please. What’s this? What are these? Make some more words. These are the beginning of the words and these are the ends of the words. Do the activity in pairs. Look at the picture. What clothes are they? Let’s listen and see. Whose black jacket is this? It’s John’s. Can you say that again? What colour is it? Is the robot beautiful? Whose is it?


Can it talk? Is it Simon’s favourite toy? Who is Simon’s favourite toy? Act out the story. What’s number … ? Ask and write ‘yes’ or ‘no’. Listen, draw and say. Read, draw and colour.


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Show interest in learning and expressing yourself in English. Take part in the class with respect and consideration towards classmates. Show a positive attitude to team work with classmates.


Recognise the importance of responsible consuming and recycling to contribute towards caring for the environment.

Familiarization with different types of toys and games and respecting other people choices for enjoying themselves.

Ability to talk about your own decisions and to respect other people's.

2 Basic skills




Listen to simple oral messages about toys and games.




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

TALK AND CONVERSE






Ask classmates about their favourite toys and games. Act out the previously read illustrated story.

READING



Recognise the words in the grammar section and phonemes connected with toys, games and other people's possessions.


WRITING


Write words connected with toy and games.Write sentences following the structure: This/These and That/Those and the apostrophe 's'.

Mathematical competence and basic competences in science and technology.Recognise and use numbers 1 - 10. Interpret data on bar charts.

Study with numbers 1 – 20.

Follow rhythmic sequences and simple series. Listen to a series of numbers to join the dots

Respect nature and animals in the environment. Talk about responsible consuming and recycling to contribute to looking after the environment.






Ask for basic information in English about other people's possessions.







Complete the Picture Dictionary at the end of the unit in the Activity Book.



Talk about your favourite toys and games and state a personal choice.



3 Social awareness


Moral and civic education Learn to have fun in a healthy way. Accept other people's tastes in toys as a symbol of freedom of expression. Learn to play at break respecting and helping others.



Education for Peace Show respect for other people's tastes in toys and how they dress.

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

Consumer education Identify basic socio-cultural and socio-linguistic features such as responsible consuming

and recycling to contribute to looking after the environment.



This unit is connected with maths. Pupils work with graphs of statistics.


Recognise and use frequently used orally and in writing frequently used oral vocabulary about different games and preferences.

Use This/These and That/Those. Ask and answer about possession using Whose and ‘s to express possession. Recognise and correctly produce orally and in writing the sound /ai/ in familiar words. Recite a chant and sing a song with correct pronunciation and intonation. Recognise and use a limited repertoire of frequently used oral vocabulary about bar

charts orally and in writing. Identify basic sociocultural and sociolinguistic features such as the importance of

recycling things.



Recognising and practising vocabulary about different toys.

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

CC

Recognising and practising Whose and ‘s to express possession.

Practice using This/These and That/Those.


Distinguish and comply with habitual communication

CC


functions: expressing and asking about possession.

Practise pronouncing the sound /ai/. Recognise and pronounce and write the sound /ai/.

CC

Recite a song about various people's possessions.


CCCAESIE



Recognising and practising vocabulary about bar charts.

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

MCST

Talk about the importance of recycling objects and reflect about what has been learned.

Identify basic sociocultural and sociolinguistic features such as the importance of recycling things.

CCSCC

MCST

Make a drawing of a robot made using recycled materials and present it to your classmates.

Make yourself understood in short, simple oral statements. CL

CAESIE


UNIT 4 AT HOME


Listen to and understand simple messages from different audiovisual media. Listen to and understand simple dialogues about where things are in the house. Listen to a simple description of what is happening in a house and correct the sentences

which are wrong. Listen to a dialogue which makes use of possessive adjectives. Listen to and understand the non-explicit meaning of a story.


Oral production about where different things are in the house using prepositions. Questions and answers about possession using Whose, possessive pronouns and ‘s to

express possession. Acting out the story the pupils have listened to. Answer comprehension questions after listening to a story.

Block 3. Comprehension of written texts Reading words connected with things in the house. Reading simple dialogues to practise the use of possessive pronouns. Reading sentences to complete them using possessive pronouns. Reading words in a table to identify those with the same sound. Reading a story using visual aids. Reading a song lyric while listening to it. Reading a pictogram with the summary of the unit story.


Writing words connected with the house. Finishing sentences to describe where things are in a house. Finishing sentences with mine, yours, his and hers. Finishing sentences with this/these/that/those.


Communication functions: Oral production about objects you can find in a house and where they are using

prepositions. Questions and answers about possession using Whose and ‘s to express possession

and possessive pronouns. Differentiate between this/these/that/those depending on the distance between the

person talking and the object. Answer comprehension questions after listening to a story. Acting out a story.

Vocabulary: Objects in the house: mat, lamp, clock, phone, sofa, mirror, bath, bed, armchair,

cupboard Prepositions: in, on, next to, under


Other words: furniture, puppet’s house, hide, seek, look for us, come out Possessive adjectives: mine, yours, his, hers Revision: rooms in the house which are already familiar, colours, whose, ‘s to express

possession, garments of clothing, classroom objects

Syntactic-discursive contents Can I have … ? Yes, you can. / No, you can’t. There’s a … Where’s … ? Yes, there is. / No, there isn’t. Whose is this/are these? It’s mine/yours/his/hers. Whose are those? Whose turn is it now?

Pronunciation and spelling: Recognising and pronouncing the sound /əʊ/ in connection with the letters “oa”, “”o_e”

and “ow”.

Classroom language: Where can I find my … ? Have you got…? Find the hidden star. Where is it? Here it is. Whose … is this/are these? Draw a line in pencil. Open your books at page … , please. There’s a car under the kite. Whose is it? Is it yours? What colour are Dad’s socks? Which T-shirt is Simon’s? What colour is the/are the … ? Which one’s yours? The red one is mine. Where are the toys? Who is next to the bookcase? What game are they playing? What’s Trevor doing? Why? What can Trevor see? What’s this? Have you got one in your house? Act out the story.


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Take an active part in class and also let others contribute. Use polite forms in English in order to keep a calm atmosphere for everybody. Take part in the class with respect and consideration towards classmates. Be respectful in class; do not make noises which may bother others.



Ability to live peacefully at home, respecting people who live there. Help to take care of the different areas of the house.

2 Basic skills




Listen to simple oral messages about objects in a house.




Listen to a song about other people's possessions.

TALK AND CONVERSE






Ask classmates about where things are in a house.Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonemes connected with where things are in the house.


WRITING


Write words connected with household objects.Write sentences following the structure: this/these/that/those and possessive pronouns.

Mathematical competence and basic competences in science and technology.Identify and differentiate objects and resources in the immediate surroundings.

Recognise objects in a house and where they are.



Social and Civic Skills.


Take part in class games in a collaborative, friendly way.



Ask for basic information in English about where things are in a house.










Talk about your house as a symbol of your identity.



3 Social awareness

Moral and civic education Show respect and interest towards your classmates' houses. Show interest taking an active part in class and following the teacher's instructions

correctly.



Education for Peace Understand the importance of treating the family home with respect, as the main

environment in which pupils grow up. Learn to respect rules about living with other people, not making much noise and helping

to keep the house clean.




At this level, themes tend to coincide with other areas of the syllabus, different subjects overlapping continually. This unit is connected with maths, art and music.


Recognise and use frequently used orally and in writing frequently used oral vocabulary about different household objects and where they are using prepositions.

Talk about possession using mine, yours, his and hers. Ask and answer about possession using Whose, ‘s to express possession and

possessive pronouns. Recognise and correctly produce orally and in writing the sound /əʊ/ in familiar words. Recite a chant and sing a song with correct pronunciation and intonation.



Recognising and practising vocabulary about objects and rooms in a house

Recognise and use a limited repertoire of frequently used oral vocabulary about different household objects and where they are orally and in writing

CCMCST

Recognising and practising possessive pronouns mine, yours, his and hers.

Practice the use of whose, ‘s to express possession and possessive pronouns


Distinguish and comply with habitual communication functions: ask and give answers about ownership.

CC

Practise pronouncing the sound /əʊ/. Recognise and pronounce and write the sound /əʊ/.

CC

Recite a song about some people's possessions.


CCCAESIE



Take part in a game of questions in pairs.


CCCAESIE


Revise Units 1 – 4


Listen to and understand simple dialogues and then link them with the picture described. Listen to and understand simple messages about the vocabulary in the previous four

units.


Oral presentation about the family showing a photo brought to class. Spot the differences between the two drawings. Take part in a visual game to revise the vocabulary.

Block 3. Comprehension of written texts Read and understand words and then use them to make sentences.


Writing questions using words obtained from a table using a code and the words' answers.



Practise describing family members, talking about them using a photo brought from home.

Describe your house. Take part in a game to revise the vocabulary. Make statements using can do based on Units 1 - 4. Interact with other pupils using English as the main means of communication.

Vocabulary: Greetings and presentations, objects and people in the classroom, toys, household

objects and rooms in the house.

Syntactic-discursive contents This is my … These are my … This is our … My house is … It’s got a … I’ve got a … in … I can …

Classroom language: This is your world.


Open your books at page … , please. What can you see in the pictures? Listen and point as you hear the key words. Tick or cross the box. Listen and write the numbers. The phone’s on the table. This is my family. This is my mother and my father. This is our house. These are my children. Write and answer the questions. What can you do? I can ... Which lesson was your favourite?


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Value your ability to respond to an instruction given. Show interest by participating actively in class. Be aware of the value of family ties and having a home.


Ability to interact with others and have a short conversation.

2 Basic skills




Listen to simple oral messages about objects and people in the classroom, toy, objects and rooms in a house..

TALK AND CONVERSEAnswer the questions orally using simple vocabulary and structures.



Take part in a game as a group.

READING


Recognise the words connected with objects and people in the classroom, toys, objects and rooms in a house.

WRITING


Write words connected with objects and people in the classroom, toys, objects and


rooms in a house.











3 Social awareness


correctly. Listen to classmates with interest and respect and take an active part in the class.

Cooperative work in the classroom Be able to work with everybody, respecting others' turns to speak. Study as a group to revise vocabulary.

Education for Peace Understand the importance of treating the family home with respect, as the main

environment in which pupils grow up.



At this level, themes tend to coincide with other areas of the syllabus, different subjects overlapping continually. This unit is specifically connected with nature, social sciences, maths and art.


Recognise and use a limited repertoire of frequently used oral vocabulary about objects and people in the classroom, toys and rooms and objects in a house orally and in writing

Practise greetings and different ways of introducing new people to other classmates. Practise using the beginning They’re followed by possessive pronouns.




Recognising and practising vocabulary about objects and people in a classroom, rooms and objects in a house.

Recognise and use a limited repertoire of frequently used oral vocabulary about objects and people in the classroom, toys and rooms and objects in a house orally and in writing

CCMCST

Revise and practise 'They’re' followed by possessive pronouns


Distinguish and comply with habitual communication functions: greeting and introducing people.

CC

Revise the language learned during the unit.

Take part in a game to revise what has been learned in the last three units.

CAESIE


UNIT 5 MEET MY FAMILY


Listen to and understand simple messages from different audiovisual media. Listen to and understand simple dialogues in which various pupils talk about their

families. Listen to simple sentences about what each character is doing at the moment of

speaking. Listen to and understand the non-explicit meaning of a story. Listen to the description of various families. Listen to some domestic chores. Listen to descriptions of places on a map. Listen to sentences about voluntary work during holidays.


Oral production about the members of your family. Using the genitive to talk about somebody's family members. Oral production about what different characters are doing at the moment of talking.

Questions about what other people are doing. Answer comprehension questions after listening to a story. Oral production about famous families. Oral production about domestic chores. Take part in a game about places on a map.

Block 3. Comprehension of written texts Reading a description of a character and his/her family and then identify them with a

picture. Reading questions about what is happening at the moment and then link the actions with

the corresponding pictures. Reading a song lyric about what different family members are doing. Reading various action verbs and then make sentences. Reading a story using visual aids. Reading instructions to draw and colour in objects on a map. Reading various examples of voluntary work on holiday. Reading a pictogram with the summary of the unit story.


Writing words from a box in the correct semantic field: domestic objects, family members, toys and classroom objects.

Decode vocabulary about the family and then classify the words as masculine or feminine.

Questions about classmates' families using the genitive or the possessive whose. Do a crossword with food vocabulary. Finish some sentences using present continuous. Writing a guided description of each pupil's family. Writing tasks in which pupils work together in their free time or holidays.



Communication functions: Oral production about family members using possessive forms. Questions and answers about classmates' families. Oral production about what is happening at the moment of talking. Answer comprehension questions after listening to a story. Follow the teacher's instructions correctly. Proper communication with classmates.

Vocabulary: Family: family, cousin, mummy, daddy, grandma, grandpa, baby, family tree Action verbs (gerund): run, hit, jump, get, sleep, throw, catch, fly, clean, walk, play Other words: finish, egg, spoon race, sweets, ready, steady, go Domestic chores: lay the table, help in the kitchen, make the bed, take the rubbish out,

cook, clean Maps: mountains, river, train, sea, forest, beach, road, city Revision: family members, parts of the body, toy, food, adjectives, have got, garments of

clothing, physical description

Syntactic-discursive contents Here you are. What’s his/her name? Who’s + Present continuous? He/She is walking. He/she isn’t walking. They are walking. These are their … Whose shoes are you cleaning? What are you doing? What’s he doing? This is my family. There are ... people in my family. It’s a big /small family. My mummy has got long hair. My daddy has got blue eyes.

Pronunciation and spelling: Recognising and pronouncing the sound /u:/ in connection with letters "u" and "ue".Classroom language: Find the hidden star. Who’s with … ? What’s his cousin’s name? Who has got the kite? Who’s that? How many cousins has Simon got? Who’s Stella’s father? Find Lenny. What’s your mother’s name? What’s Lenny hitting? Who’s sitting next to Frank? What’s Grandpa doing? Is he walking? They are eating cake. He/She’s eating chocolate. Those are their mothers.


What’s today sound? Now ask each other. Listen and say the country. Point to … How many people are there in your family? Put your hand up if … You’re a robot. You do everything in the house.


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Take an active part in class and also let others contribute. Use polite forms in English in order to keep a calm atmosphere for everybody. Take part in the class with respect and consideration towards classmates. Be respectful in class; do not make noises which may bother others.


Ability to interact with others and take part in conversations when asked and talking about your family.

Valuing the importance of having a family and valuing all the family members. Familiarization with both small and large families. Taking in the importance of environmental voluntary work during free time.

2 Basic skills




Listen to simple oral messages about relatives.




Listen to a song about what some family members are doing.

TALK AND CONVERSE






Ask classmates about family members and what they are doing at the moment.Act out the previously read illustrated story.

READING



Recognise the words in the grammar section and phonics connected with family members and actions which are being carried out at the moment.


WRITING


Write words connected with family members.Write sentences using the structure: present continuous.

Mathematical competence and basic competences in science and technology.Move comfortably in space and time. Interpret data about and descriptions of places

on a map.






Ask for basic information in English about other people's family members and about what they are doing at the moment of speaking.

Learn about voluntary work which can be done during the holidays.




Make a family tree.





Complete the Picture Dictionary at the end of the unit in the Activity Book..



Talk about the members of your family as a sign of personal identity.


Do the self-evaluation exercise in the My Progress section at the end of the unit in the


Activity Book and in My Home Booklet.

3 Social awareness

Moral and civic education Show respect and interest towards classmates' families, irrespective of any differences

which there may be between them. Show interest taking an active part in class and following the teacher's instructions

correctly.



Education for Peace Understand the importance of treating the family home with respect, the main

environment in which pupils are brought up, and develop respect towards different family members.




This unit is specifically connected with social sciences. Pupils learn to identify the main information on maps.


Recognise and use a limited repertoire of frequently used oral vocabulary about members of the family orally and in writing.

Describe actions which are happening at the moment of speaking. Sing a song with correct pronunciation and intonation. Describe families and classify them as small or large. Recognise and correctly produce orally and in writing the sound /u:/ in familiar words. Recognise and use a limited repertoire of frequently used oral vocabulary about maps

orally and in writing. Identify basic sociocultural and sociolinguistic features such as the importance of helping

at home.




Recognising and practising vocabulary about family members.

Recognise and use a limited repertoire of frequently used oral vocabulary about members of the family orally and in writing.

CCSCC

Practice the use of present continuous.


Distinguish and comply with usual Communication functions: describe actions which are happening at the moment of speaking.

CC

Practise pronouncing the sound /u:/. Recognise and pronounce and write the sound /u:/.

CC

Recite a song about what different family members are doing.


CCCAESIE



Recognising and practising vocabulary about maps.

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

MCST

Talk about the importance of helping at home and reflect about what has been learned.

Identify basic sociocultural and sociolinguistic features such as the importance of helping at home.

CCSCC

Make a drawing of the activity which pupils do during the holidays and present it to your classmates.

Make yourself understood in short, simple oral statements. CC

CAESIE


UNIT 6 DINNER TIME


Listen to and understand simple messages from different audiovisual media. Listen to and understand simple dialogues in which various pupils talk about meals. Listen to a song about different meals. Listen to a dialogue in which various polite forms are used. Listen to a story and then say if some sentences are correct or not.


Oral production about food at each meal of the day. Questions and answers about different tasting food. Questions and answers about different food asked politely. Answer comprehension questions after listening to a story.

Block 3. Comprehension of written texts Reading various shopping lists to later recognise different ingredients. Reading a song lyric about food to later practise and learn. Reading a song lyric describing what different family members are eating. Reading a series of words to later identify the sound which is different. Reading a brief text in which a character talks about his/her favourite foods for each meal

of the day. Reading a story using visual aids. Reading a pictogram with the summary of the unit story.


Writing words connected with food and meals. Writing brief sentences about favourite foods. Decoding letters in words connected with food.


Communication functions: Oral production about tastes in food. Questions and answers about classmates' tastes. Ability to ask and answer about something politely. Answer comprehension questions after listening to a story. Follow the teacher's instructions correctly. Proper communication with classmates.

Vocabulary: Food: bread, water, milk, juice, chicken, eggs, chips, rice, potatoes, carrots, lemons,

meat, tea, food, chips, brown bread Meals: breakfast, lunch, dinner, dinner Moments of the day: morning, afternoon, evening, lunch time, dinner time, tonight, at

night Polite requests: Can I have … , please?, thank you, I’m sorry, here you are Other words: evening, fridge, list, with, floats, sinks, after, good, but, picnic


Revision: food already studied, family members, possessive pronouns, numbers (1 – 20), colours

Syntactic-discursive contents What’s this? What are these? What’s your favourite food? My favourite food is … Can I have some … , please? Here you are. It isn’t mine. There isn’t … What’s he/she eating? What are they doing?

Pronunciation and spelling: Recognising and pronouncing the sound /tʃ/ in connection with the letter "ch".

Classroom language: Can you find the hidden star? What’s Suzy’s favourite drink? What’s for dinner/lunch/breakfast? It’s breakfast time. I’m having … What meal is it? Can I have some eggs, please? This is a story about Alex. Can you say that again? Sorry? Which one is different? What’s May doing? Is there any chocolate cake? Whose is the orange juice? What’s Trevor doing? What are they doing? What does Monty ask? Let’s read the sentences together.


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Value the advantages of learning a foreign language. Show interest in listening to classmates and respect their turns. Take part in the class with respect and consideration towards classmates.


Familiarization with different basic foods which children eat throughout the day in English-speaking countries.

Interest in learning about others' tastes in food.


2 Basic skills




Listen to simple oral messages about different food and daily meals.




Listen to a song about the meals of the day.

TALK AND CONVERSE






Ask classmates about their favourite foods. Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonics connected with food.


WRITING


Write words connected with food.Write sentences using polite forms to ask for things.

Mathematical competence and basic competences in science and technology.Move comfortably in space and time. Recognise food eaten at the different meals of

the day.

Be familiar with and follow healthy living practices.

Talk about the importance of food, crucial for our existence and health.





Understand and value the use of English for Use appropriate expressions for making


communicating with other people. requests.

Use basic polite language: please, thank you. Practise polite forms for making requests.




Draw your favourite food








Talk about your favourite food and state a personal choice.



3 Social awareness

Moral and civic education Value how fortunate we are being able to choose the food we want. Show solidarity towards those who suffer malnutrition due to lack of food.

Education for Health Be aware of the responsibility of having a balanced diet and respecting meal times.

Consumer education Be responsible and do not waste food. Differentiate between food which is necessary for a healthy diet and that which is not.


At this level, themes tend to coincide with other areas of the syllabus, different subjects overlapping continually. This unit is specifically connected with maths, natural sciences, social sciences, art and music.



Recognise and use frequently used oral vocabulary orally and in writing about different meals of the day.

Ask for something and reply using polite forms. Sing a song with correct pronunciation and intonation. Recognise and correctly produce orally and in writing the sound /tʃ/ in familiar words.



Recognising and practising vocabulary about the different meals of the day.

Recognise and use frequently used oral vocabulary orally and in writing about different meals of the day.

CCMCST

Recognising and practising Can I? Recognise and use the functions and meanings associated with the basic syntactical structures.

Distinguish and comply with usual Communication functions: ask for something and reply politely.

CC

Practise pronouncing the sound /tʃ/. Recognise and pronounce and write the sound /tʃ/.

CC

Recite a song about the different meals of the day.


CCCAESIE



Make a drawing of your favourite food and present it to your classmates.


CAESIE


UNIT 7 AT THE FARM


Listen to and understand simple messages from different audiovisual media. Listen to and understand simple dialogues about a zoo and about where the animals are

in the zoo. Listen to a dialogue in which the characters express their tastes in animals. Listen to and understand the non-explicit meaning of a story. Listen to a dialogue in which the characters talk about animals, plants and farm food. Listen to sentences about animals and their connection with music. Listen to various simple descriptions about rules in sports.


Oral production about animals. Oral production about what pupils like and do not with regard to farm animals. Express agreement and disagreement with classmates about their preferences. Answer comprehension questions after listening to a story. Acting out the story as groups of four, using the CD recording as a aid. Oral production about animals, plants and farm food. Take part in a game about rules in sports.

Block 3. Comprehension of written texts Find animals vocabulary in a word soup. Reading a description of a zoo and then mark the various cages on a drawing. Reading a song lyric while listening to it. Find animal vocabulary in a “word snake”. Do a crossword after understanding the sentences which describe each animal. Reading a story using visual aids. Reading various words connected with animals. Reading various sentences about rules in sports. Reading a pictogram with the summary of the unit story.


Writing words connected with animals after being given a description. Complete a dialogue connected with what they like and what they do not. Reading different words para to identify some drawings and revise vocabulary. Do a crossword with animals vocabulary. Writing various types of food which come from animals and others which come from

plants.


Communication functions: Oral production about farm animals and where they are. Questions and answers about tastes in animals. Ability to express agreement with classmates. Answer comprehension questions after listening to a story.


Follow the teacher's instructions correctly. Proper communication with classmates. Vocabulary: Farm animals: farm, cow, duck, goat, lizard, sheep, spider, frog, farmer Animal sounds: moo, boa, quack, croak, cluck Animals: birds, fish, frog, horse, a snake, a spider Rules in sports: bounce, stick Other words: nice, shoo, very funny, cages, word snake, across, down Revision: animals already studied, adjectives, prepositions, garments of clothing, food,

rooms in a house, numbers, colours, parts of the face, action verbs, how many?, Let’s … , can I have … ?

Syntactic-discursive contents Let’s … What’ can we do? How many…? I love ... . So do I. / I don’t. Can I have … ? Here you are. I’m trying to … I know. What are you doing? I’m … (Food) + comes from animals/plants.

Pronunciation and spelling: Recognise and correctly pronounce initial consonant groups /sp/ and /st/

Classroom language: Can you find the hidden star? Where are the pupils? What is under the tree? What is on Stella’s T-shirt? Who likes lizards? What’s the goat doing? The lizards are next to the snakes. Can you say that again? Where are the cows? In the kitchen. How many cows are there? Sorry? Your turn. What’s your favourite animal? One’s different. Which one? What can’t they do? What is Maskman counting? Who is sleeping? Is it day or night? What are the sheep doing? Is it a good idea? What food can you see? Write ‘good’ or ‘bad’. Circle, do the actions and say.


Memorize and use the vocabulary in the unit.


Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Take an active part in class and also let others contribute. Be aware of the process of individual learning. Take part in the class with respect and consideration towards classmates. Show interest in dividing class time between study and games.


Ability to respect animals and be aware of their rights. Ability to learn which animals live on farms and which in zoos. Familiarization with which foods come from animals and which from plants. Recognise the importance of following rules in sports.

2 Basic skills




Listen to simple oral messages about farm animals.




Listen to a song about animals.

TALK AND CONVERSE






Ask classmates about the animals the pupils like.Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonemes connected with farm animals.


WRITING


Write words connected with farm animals.Write sentences following the structure: I love…

Mathematical competence and basic competences in science and technology.



Make a guitar using cardboard and string.


Identify food of animal and vegetable origin.

Move comfortably in space and time. Identify some sounds made by animals.

Respect nature and animals in the environment. Talk about respecting animals and their rights.






Express in English if you like something or do not.

Use basic polite language: please, thank you. Talk about the importance of following rules in sports.




Draw your favourite animal.








Talk about your favourite animal and state a personal choice.




3 Social awareness

Moral and civic education Take responsibility for animals at home. Show an interest in how to look after animals properly. Show an interest in animals on farms and in zoos. Learn to be kind to animals.

Education for Peace Show respect and consideration for animals and their rights in order to create a balanced

world in which to live. Learn to value and respect rules for playing a sport.






This unit is specifically connected with natural sciences and music. Pupils learn to identify some sounds made by animals.


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

Express your opinion about animals you like or do not. Express agreement with classmates' opinions. Sing a song and recite achant using correct intonation and pronunciation. Recognise and correctly produce orally and in writing the initial consonant groups /sp/

and /st/ in familiar words.




Recognising and practising vocabulary about farm animals.

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

CCMCST

Recognising and practising I love ... . So do I. / I don’t..


Distinguish and comply with usual Communication functions: express opinions about what you like and do not and show agreement.

CC

Practice pronouncing the initial consonant groups /sp/ and /st/.

Recognise and correctly produce orally and in writing the initial consonant groups /sp/ and /st/.

CC

Recite a song about animals. Use correct pronunciation and intonation.

CCCAESIE



Make a drawing of your favourite farm animal and present it to your classmates.


CAESIE


UNIT 8 MY TOWN


Listen to and understand simple messages from different audiovisual media. Listen to and understand simple dialogues about places in a city. Listen to a dialogue to later guess why one character is not happy. Listen to and understand the non-explicit meaning of a story.


Oral production about places in a large or small city. Say where various places in a city are using prepositions. Questions and answers about where some places are. Answer comprehension questions after listening to a story.

Block 3. Comprehension of written texts Read some sentences and then say if they are true or not depending on the drawing

given. Reading questions about the picture of a city. Reading descriptions about where some characters are and then write their names in the

right places. Reading a song lyric while listening to it. Reading a story using visual aids. Reading a pictogram with the summary of the unit story.


Link two halves of various words connected with places in a city and then write them correctly.

Writing sentences which explain the differences between two drawings. Write words and then classify them in the right lexical field. Writing the names of the characters in the right place after having read about where they

are. Writing brief sentences about your ideal city.


Communication functions: Oral production about places in a city and where they are using prepositions. Describe a picture of a large or small city. Answer questions connected with a story which pupils have listened to. Follow the teacher's instructions correctly. Proper communication with classmates.

Vocabulary: Places in a city: park, shop, street, hospital, café, flat, town, cinema, daytime Plural nouns: plurals, children, men, women, babies Prepositions: between, behind, in front of, next to. Other words: music, see, buggy, Dogzilla, Catzilla


Revision: prepositions already studied, furniture, parts of the body, school objects, animals, adjectives, colours

Syntactic-discursive contents

Can you see … ? What’s that? Where is it? How many…? Are there … ? There are … /There is … Where is the … ? Are there … ? It’s... They‘re … I can’t …

Pronunciation and spelling: Recognising and pronouncing the sound /aʊ/ in connection with letters "ow" and "ou".

Classroom language: Can you find the hidden star? Where’s Grandpa’s flat? Is it a big town or a small one? What colour are Grandpa’s windows? What colour shoes does Suzy want? Spot the differences. There’s one car in A, but in B there are two cars. In the town there’re … Who’s in front of/between … ? Suzy isn’t happy. Why? Put a … between/on/behind/in front of/under/back on … Where’s the blue book? I’m thinking of a bag. It’s green and it’s under a chair … What is Simon watching on television? Can Suzy look at the television? Where is the dog? Is Maskman a superhero? Is Catzilla behind Monty? Is the dog behind Maskman? You can talk/write about the city.


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Write short texts to develop writing skills. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Show respect for classmates' work. Show interest by participating actively in the oral activities. Take part in the class with respect and consideration towards classmates. Show interest in listening to texts and information which classmates

give.



Take in how we should behave in large or small cities. Familiarization with the most usual places in cities in English-speaking countries.

2 Basic skills




Listen to simple oral messages about different places in a city.




Listen to a song about the city.

TALK AND CONVERSE






Ask classmates about their ideal cities. Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonemes connected with different places in the city.


WRITING


Write words connected with different places.Write sentences using the structure: where?


Talk about cities and locate places in them.







Recognise basic information in English, about the city where the pupils lives or where he/she is..




Draw your ideal city.








Talk about your ideal city, expressing a personal choice.



3 Social awareness

Moral and civic education Show respect for public places. Understand the importance of being a good citizen.

Education for Peace Show consideration towards other residents of the city. Collaborate to make the city run smoothly, respecting the laws.




At this level, themes tend to coincide with other areas of the syllabus, different subjects overlapping continually. This unit is specifically connected with nature, social sciences, art and music.



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

Ask and answer about where places and people are. Learn the irregular plurals of some nouns. Sing a song with correct pronunciation and intonation. Express agreement with classmates' opinions. Recognise and correctly produce orally and in writing the sound /aʊ/ in familiar words.



Recognising and practising vocabulary about places in a city.

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

CCMCST

Recognising and practising There are … /There is.

Practice the use of some nouns' irregular plurals.


Distinguish and comply with habitual communication functions: ask and give answers about where places and people are.

CC

Practise pronouncing the sound /aʊ/. Recognise and pronounce and write the sound /aʊ/.

CC

Recite a song about places in the city.


CCCAESIE



Make a drawing of a city and present it to your classmates.


CCCAESIE




Listen to and understand simple messages which describe different drawings and then choose the right one for each situation.

Listen to and understand simple messages about the vocabulary in the previous four units.


Oral production about about what pupils see in some drawings and how they can describe them.

Take part in a visual game to revise the vocabulary.

Block 3. Comprehension of written texts Read some sentences to decide whether they are true or not after listening the the

recording. Reading a description about where some things are in a house and then situate them

correctly.


Complete a song lyric while listening to it.



Practise talking about family members, food, farm animals and places in a city. Reply to questions asked by the teacher or be a classmate. Interact with other pupils using English as the main means of communication. Take part in a game as a group with a visual dictionary to revise the vocabulary Makes statements using can do based on Units 5 - 8.

Vocabulary: Members of the family, food, farm animals and places in a city

Syntactic-discursive contents Present continuous He/she‘s from … . I’m from … This is my/your/his/her/its/our/their … I’ve got … . He/she got … Whose/Who/Which/What/How many/Where? How old is/are … ? It is on/behind/between/in/under …

Classroom language: Look at the pictures. Listen and point to the pictures.


What’s the boy’s name? How old is he? What animals has he got on his farm? Open your books at page … , please. Listen and write the numbers. What can you see in the pictures? What can you do there? You can play. Which lesson/topic/activity was your favourite?


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Value your ability to respond to an instruction given. Show interest by participating actively in class. Be aware of the value of family ties and having a home.

Socio-cultural and socio-linguistic features: Communication with classmates talking about the city, places in it and saying what you

can do in each place.

2 Basic skills




Listen to simple oral messages about family, food, farm animals and places in the city.

TALK AND CONVERSEAnswer the questions orally using simple vocabulary and structures.


READING


Recognise the words connected with family, food, farm animals and places in the city.


WRITING


Write words connected with family, food, farm animals and places in the city.



Social and Civic Skills.Take part in class games in a collaborative, In groups, recite or sing the unit chant or song.


friendly way.







3 Social awareness


correctly. Show respect and look after public places.

Cooperative work in the classroom Be able to work with everybody, respecting others' turns to speak. Study as a group to revise the vocabulary learned in Units 5 - 8.

Education for Peace Show consideration towards other residents of the city. Collaborate to make the city run smoothly, respecting the laws.



At this level, themes tend to coincide with other areas of the syllabus, different subjects overlapping continually. This unit is specifically connected with natural sciences, social sciences, art and music.


Recognise and use a limited repertoire of frequently used oral vocabulary about members of the family, food, farm animals and places in the city orally and in writing.

Practise using prepositions para situate different places in a large or small city. Ask questions using various question words and responding. Recite a chant with correct intonation and pronunciation.




Recognising and practising vocabulary about family members, food, farm animals and places in the city..

Recognise and use a limited repertoire of frequently used oral vocabulary about members of the family, food, farm animals and places in the city orally and in writing.

CCMCST

Recognising and practising question words.

Practice the use place prepositions.


Distinguish and comply with habitual communication functions: asking questions.

CC



CAESIE


UNIT 9 OUR CLOTHES


Listen to and understand simple messages from different audiovisual media. Listen to and understand simple dialogues in which a character describes what he/she is

wearing. Listen to a dialogue which illustrates the use of have got when speaking about

ownership. Listen to and understand the non-explicit meaning of a story. Listen to a simple dialogue in which the characters talk about what they are wearing. Listen to a simple sentences about objects in a Venn diagram. Listen to various dialogues about attitudes for being a good citizen.


Describing the clothes pupils are wearing. Questions and answers about classmates' possessions. Interview classmates about the

things they have (have / haven’t got). Answers to questions asked by the teacher after listening to the story to confirm that the

pupils have understood. Oral production about garments of clothing that we wear in different seasons. Practise simple dialogues. Take part in a game to revise clothes and objects made out of wool. Oral interaction to revise norms about civic behaviour.

Block 3. Comprehension of written texts Read a series of words and the choose the ones about garments of clothing. Read the lyrics of a chant and a song while pupils listen. Reading words in a table and then link those with similar sounds. Reading a story using visual aids. Reading simple sentences describing a Venn diagram. Read sentences connected with norms and attitudes for being a good citizen. Reading a pictogram with the summary of the unit story.


Writing words connected with garments of clothing and accessories. Writing a brief description the clothes which somebody is wearing. Writing, using have got, to complete sentences about the characters' possessions. Writing words to complete a Venn diagram connected with red clothes and objects. Complete sentences about civic rules in the city or town.



Communication functions: Oral production about garments of clothing and accessories. Questions and answers about possession using have got. Interview classmates to guess what clothes they are wearing and present the results in a

graph. Answer questions connected with a story which pupils have already listened to. Follow the teacher's instructions correctly. Proper communication with classmates.

Vocabulary: Garments of clothing: dress, handbag, glasses, hat, shirt, jeans, watch, sunglasses,

clothes, boots, trousers, jumper, jacket, shorts, scarf, baseball cap Materials: wool Verbs: wear, have got Other words: fashion show, gold, lizard, code, mask, a good life, June, trollman Revision: garments of clothing already studied, colours, adjectives, family members, food Behaviour in the city: balloon, bin, grass, road, rubbish, traffic lights

Syntactic-discursive contents You’re/She’s/They’re … wearing … Have you got … ? Yes, I have. / No, I haven’t. Has he/she got … ? Yes, he/ she has. / No, he/she hasn’t. So do I. / I don’t. Can you … ? Yes, I can./No, I can’t. I’ve got you. (Clothes) are made of wool/cotton. Do you wear a … in summer/winter? What do you wear to keep warm/cool? What do you do to keep our town clean?

Pronunciation and spelling: Recognise and correctly pronounce the sounds /s/ and /ʃ/ connected with the letters “s”

and “sh” respectively.

Classroom language: Can you find the hidden star? What are Simon and Alex wearing? What’s Lenny wearing? What colour is Suzy’s hat? Who’s got grey trousers? Listen for the words. Join the words to make a picture. Can you describe your clothes? Have you got a blue crayon? No, I haven’t. Has he got a bag? I can see something in the classroom. It’s small, blue and beautiful and it’s under a chair. Can Trevor fly? What colour’s Maskman’s hair? What’s Maskman eating? Good, you can talk about your clothes/the things you have got. I wear a T-shirt in summer. I wear trainers in winter and summer. Is it hot or cold? Write ‘wool’.



Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Show interest, understanding and expressing yourself in English. Take part in the class with respect and consideration towards classmates. Show that you are aware of what being a good citizen means.


Ability to respect other people's possessions and look after your own. Ability to learn which garments of clothing are most common in a wardrobe. Ability to learn about different styles of clothing in other countries and respect those

cultures as much as their own. Ability to learn about being a good citizen.

2 Basic skills




Listen to simple oral messages about clothes.




Listen to a song about clothes.

TALK AND CONVERSE






Ask classmates about what they are wearing.Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonemes connected with garments of clothing.


WRITING


Write words connected with garments of clothing.Write sentences describing what other people


are wearing.

Mathematical competence and basic competences in science and technology.Follow rhythmic sequences and simple series. Make and interpret a Venn diagram.






Talk about attitudes for being a good citizen.

Ask for basic information in English, about garments of clothing.










Talk about what they are wearing, expressing a personal choice.



3 Social awareness

Moral and civic education Show respect for different options and tastes in clothes. Accept other people's tastes as freedom of expression. Learn rules of road safety.

Education for Peace Show respect for other people's opinions.


Consumer education


Shop choosing carefully, knowing the differences between bits of clothing and accessories, knowing differences between garments and brands.



This unit is connected with maths. Pupils learn to carry out and interpret Venn diagrams. It is also connected with social sciences. Pupils learn to identify basic socio-cultural and

socio-linguistic features such as respecting the environment and rules in the city to be a good citizen.


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

Ask and answer about classmates' possessions using have got. Be able to write a brief description of your clothes. Recite a chant and sing a song with correct pronunciation and intonation. Recognise and correctly produce orally and in writing the sounds /s/ and /ʃ/ in familiar

words. Recognise and use a limited repertoire of frequently used oral vocabulary about clothes'

materials orally and in writing. Identify basic sociocultural and sociolinguistic features such as the importance of

respecting the environment and rules in the city.



Recognising and practising vocabulary about garments of clothing.

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

CCMCST

Recognising and practising have got. Recognise and use the functions and meanings associated with the basic syntactical structures.

Distinguish and comply with usual Communication functions: talk and ask about other people's possessions.

CC

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

Recognise and pronounce and write the sounds /s/ and /ʃ/.

CC

Recite a song about items of clothing. Use correct pronunciation and intonation.

CCCAESIE




Recognising and practising vocabulary about garments of clothing and materials in Venn diagram.

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

MCST

Talk about rules in the city and reflect about what has been learned.

Identify basic sociocultural and sociolinguistic features such as the importance of respecting the environment and rules in the city.

CCSCC

Take part in a game of questions and answers in pairs.


CCCAESIE


UNIT 10 OUR HOBBIES


Listen to and understand simple messages from different audiovisual media. Listen to and understand simple dialogues in which some characters talk about sports

and hobbies. Listen to various sentences which describe a hobby and then say its name. Listen to a dialogue in which two characters talk about sports, saying which they like and

which they do not.


Name of the hobby which has been described. Oral production about what they like and what they do not in connection with hobbies and

sports. Ask classmates about their hobbies and answer the questions. Answer comprehension questions after listening to a story.

Block 3. Comprehension of written texts Find words connected with sports in a crossword. Reading a brief text which describes what some children are doing right now and then

answer some questions. Reading some cards about what different characters do and do not like. Reading a song lyric while listening to it. Reading the description of a character and then fill in the gaps with the right words. Reading a story using visual aids. Reading a pictogram with the summary of the unit story.


Decode some letters and then write the sports' names. Do a crossword about hobbies and sports. Writing sentences with information about the crossword. Writing sentences about what you do and do not like. Complete a text writing words represented in the drawings. Classify and write words depending on whether they have the sound /r/ or not.


Communication functions: Oral production about sports and hobbies. Questions and answers about what classmates like and do not like. Mime the sports mentioned while reciting a chant. Complete a table with the information which a classmate has about what the characters

do and do not like. Answer comprehension questions after listening to a story. Follow the teacher's instructions correctly. Proper communication with classmates.

Vocabulary:


Sports: sports, hockey, table tennis, baseball, badminton, soccer, team, player, touch, goalkeeper, kick

Hobbies: hobby, painting, take a photo, cooking, gardening, driving, reading Other words: ID card, What a great game!, It’s your turn Revision: hobbies and sports, colours, garments of clothing, adjectives, present

continuous, can, have got

Syntactic-discursive contents Present continuous What’s your favourite hobby? Do you like (verb + ing)? Yes, I do. / No, I don’t. I like/love/don’t like … Does she/he like..+ ing? Yes, he/she does. / No, he/she doesn’t. I like/love/don’t like … He/she likes/loves doesn’t like … Have got Can/ can’t.

Pronunciation and spelling: Recognising and pronouncing the sound /ŋ/ in connection with the letter "ng" at the end

of a word.

Classroom language: Can you find the hidden star? Here it is. Suzy and Stella are talking about some of these things. What are Lenny and Simon doing? What’s Grandma doing? Quickly read the text and find the other name for this sport. Is she kicking the ball? Is she bouncing the ball? Can you touch the ball in football? Tell me about him/her. What does he/she like doing? What does he/she dislike doing? I’m thinking of a sport or hobby. It’s something I love doing. Can you say that again, please? Sorry? What do you like doing? Who’s kicking the ball? Does Marie like playing football? Is it the same as the pictures or not? Let’s read the sentences together.


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Show interest by participating actively in the oral activities. Show interest in sharing materials with classmates and in working in pairs and groups

efficiently. Take part in the class with respect and consideration towards classmates. Show interest and do not interrupt during the class.



Respect what other people like and do not like. Ability to talk about the most common hobbies and sports. Valuing the importance of sports for leading a healthy life.

2 Basic skills




Listen to simple oral messages about hobbies and sports.




Listen to a song about sports.

TALK AND CONVERSE






Ask classmates about their favourite hobbies and sports.Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonemes connected with sports and hobbies.


WRITING


Write words connected with hobbies and sports.Write sentences using the structure: like..+ ing

Mathematical competence and basic competences in science and technology.Be familiar with and follow healthy living practices.

Talk about the importance of playing sports to lead a healthy life.



Social and Civic Skills.Take part in class games in a collaborative, In groups, recite or sing the unit chant or song.


friendly way.


Ask for basic information in English, about sports pupils play and the ones which other people like.




Pupils draw themselves playing their favourite sport.








Talk about your favourite sport and state a personal choice.



3 Social awareness

Moral and civic education Show respect for different opinions and tastes connected with sports and hobbies. Show interest taking part in different sports activities organized by the centre.

Education for Health Connect sport directly with leading a healthier lifestyle. Encourage sport as another form of enjoyment.

Cooperative work in the classroom Be able to work in pairs or groups effectively, respecting other people and being

cooperative.


At this level, themes tend to coincide with other areas of the syllabus, different subjects overlapping continually. This unit is specifically connected with natural sciences, social sciences, PT, art and music.


Recognise and use a limited repertoire of frequently used oral vocabulary about usual sports and hobbies orally and in writing.


Ask and answer about what you like and what you do not. Recite a chant and sing a song with correct pronunciation and intonation. Recognising and pronouncing and writing the sound /ŋ/ in connection with the letter "ng"

at the end of a word.



Recognising and practising vocabulary about sports and hobbies.

Recognise and use a limited repertoire of frequently used oral vocabulary about usual sports and hobbies orally and in writing.

CCMCST

Recognising and practising I like/love/don’t like …


Distinguish and comply with habitual communication functions: expressing and asking about what people like and do not.

CC

Practice the pronunciation of the sound /ŋ/ connected with the letter "ng" at the end of words.

Recognising and pronouncing and writing the sound /ŋ/ in connection with the letter "ng" at the end of a word.

CC

Recite a song about sports. Use correct pronunciation and intonation.

CCCAESIE



Do a drawing of yourself and present it to your classmates.


CCCAESIE


UNIT 11 MY BIRTHDAY!


Listen to and understand simple messages from different audiovisual media. Listen to and understand simple dialogues in which some characters talk about food

while others are cooking. Listen to simple descriptions about where some characters are, using prepositions. Listen to a dialogue using polite forms to offer and accept them. Listen to sentences about food obtained from animals or plants. Listen to the description de various types of food to distinguish whether they are healthy

or not.


Oral production about what is happening at the moment of talking. Questions and answers offering things and responding to offers. Revise the spelling of food vocabulary. Acting out a role play based on a menu. Answer comprehension questions after listening to a story. Acting out a story which the pupils have listened to. Oral production about food eaten at different moments of the day: breakfast, lunch and

dinner. Oral interaction asking whether certain types of food come from animals or plants. Take part in a game to identify if some food is healthy or not. Interview a classmate about his/her favourite food for breakfast, lunch and dinner.

Block 3. Comprehension of written texts Reading a series of words and identify the odd ones out. Reading some sentences and complete them with the right nouns. Read the lyrics of a chant and a song while pupils listen. Reading a text about a birthday party to find out whose party it is and how old he/she is. Read a text about a birthday party and then complete the table Read a series of words and then link them to the next identical sound. Reading a story using visual aids. Reading words connected with food. Reading a pictogram with the summary of the unit story.


Writing the first letter of various drawings to get a new word. Complete some sentences using the correct noun. Writing some sentences after putting some words in order. Writing the missing information in a table following the indications in the text. Writing the greatest number of words possible Circle words with the sound /ʌ/. Writing food in order depending on its origin, animal or vegetable. The following points are studied indirectly in the four previous blocks:


Communication functions: Oral production about different food. Reading and oral production about birthday parties. Using some polite forms to offer things and respond to offers. Using present continuous to describe what is happening at the moment. Answer comprehension questions after listening to a story. Acting out a story in groups of four. Follow the teacher's instructions correctly. Proper communication with classmates.

Vocabulary: Food: sausage, lemonade, burger, cake, orange, watermelon, fries/chips, menu, animals,

carrots, eggs, lemons, meat, milk, plants, potatoes, trees Party: happy birthday, party Meals: meal, breakfast, lunch, dinner Other words: at the bus stop, playground, smile at me, bug, understand, great, big Grammar: any, don’t, me, you, him her, it, us, them, would you like some ...?, lots, too Revision: food already studied, prepositions, present continuous, hobbies and actions,

adjectives, Can I have … ?, Here you are, Sorry, Let’s … It’s morning/lunchtime/evening

Syntactic-discursive contents We’ve got … Look at me/you/him/her/it/us/them. Would you like some/a … ? Yes, I’d love some/a … I’d like some/a … What would you like to drink/eat? What would she/he like to drink/eat? She/he’d like … Can I have ... , please? Here you are. Can you say that again, please? Sorry? I’m hungry! I eat … too. So do I. No, I don’t.

Pronunciation and spelling: Recognising and pronouncing the sound /ɜː/ in connection with letters “ir” and “ur”

Classroom language: Which are your favourite foods? The children are talking about some of these things. What’s Mr Star cooking? What have they got to drink? Where are the pupils? Can you find the hidden star? Show your partner. What’s the first letter? Do the same for the other pictures. Write the food word here. Look at Juan. What can he do? Look at her. What’s she wearing? The toys are talking about food. What would Maskman like to eat and drink? Who would like some fruit juice? What does he say? Can you make another word from the letters?


Write the words you can think of there. Let’s read the sentences together. Good, you can ask for food and drink. What kind of food and drink is it? Do we eat it every day? I have breakfast in the morning. I have cereal, fruit and milk for breakfast. Draw a ‘good’ and ‘bad’ breakfast.


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Show interest by participating actively in the oral activities. Show interest listening to the texts and information which classmates share with the

class. Take part in the class with respect and consideration towards classmates. Develop a motivational attitude when working with a written text to increase levels of

comprehension.


Familiarization with basic food and drinks which children eat and drink at typical English birthday parties.

Valuing de the importance of having a balanced diet. Communicate with others offering things and responding to offers using polite forms. Ability to identify basic socio-cultural and socio-linguistic features, such as having a

balanced diet.

2 Basic skills




Listen to simple oral messages about food and drink at birthday parties.




Listen to a song about offerings and answers to them.

TALK AND CONVERSE





Take part as a group conversations and spoken Ask classmates about their birthday parties.


interaction which arises spontaneously.Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonics connected with usual food and drinks at birthday parties..


WRITING


Write words connected with usual food and drinks at birthday parties.Write sentences offering things and appropriate answers.


Identify food of animal and vegetable origin.

Be familiar with and follow healthy living practices.

Talk about the importance of having a balanced diet to be healthy.Identify healthy and unhealthy foods.






Invite people to parties.

Use basic polite language: please, thank you. Respond appropriately and with polite forms to offers.








Sense of initiative and entrepreneurial spirit.Participate using your own criteria and take part in group activities without forgetting your own



interests. Talk about birthday parties expressing a personal choice.



3 Social awareness

Moral and civic education Show interest by participating actively in class. Value how fortunate we are being able to choose the food we want. Be aware of the correct way to interact with others using polite forms learned in the unit.

Education for Health Be aware of the responsibility of having a balanced diet and keeping regular meal times.

Cooperative work in the classroom Be able to work in pairs or groups effectively, respecting other people and being

cooperative.

Consumer education Differentiate food needed for a healthy diet and that not needed.



This unit is specifically connected with sciences and social sciences. Pupils learn about different groups of food depending on their origin: animal or vegetable.

They also learn which foods are healthy and which are not.


Recognise and use a limited repertoire of frequently used oral vocabulary about usual food and drinks at birthday parties orally and in writing.

Offer things and respond to offers appropriately. Recite a chant and sing a song with correct pronunciation and intonation. Use pronouns correctly. Recognise and correctly produce orally and in writing the sound /ɜː/in familiar words. Recognise and use a limited repertoire of frequently used oral vocabulary about different

types of food orally and in writing. Identify basic sociocultural and sociolinguistic features such as the importance of a

balanced diet.




Recognising and practising vocabulary about food and drinks at birthday parties.

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

CCMCST

Recognising and practising would like.

Practice the using pronouns.


Distinguish and comply with usual Communication functions: making offers and responding to them appropriately.

CC

Practise pronouncing the sound /ɜː/. Recognise and pronounce and write the sound /ɜː/.

CC

Recite a song about offers and answering offers.


CCCAESIE



Recognising and practising vocabulary about groups of food.

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

MCST

Talk about healthy food and reflect about what has been learned.

Identify basic sociocultural and sociolinguistic features such as the importance of a balanced diet.

CCMCST

Make a drawing of your favourite food and present it to your classmates.


CCCAESIE


UNIT 12 ON HOLIDAY!

1 Contents

Block 1. Comprehension of oral texts

Listen and understand simple messages from different audiovisual media. Listen to and understand simple dialogues in which some characters talk about their

holidays on the beach and in the mountains. Listen to various words and find the odd one out. Listen to instructions to colour in a drawing. Listen to a dialogue in which the characters talk about where they are going to spend

their holidays and what they want to do. Listen to simple sentences and choose the correct answers to various questions. Listen to and understand the non-explicit meaning of a story.


Oral production about the different places the pupils want to go on holiday. Practise questions and answers. Answer comprehension questions after listening to a story.

Block 3. Comprehension of written texts Find words connected with the unit vocabulary in a word soup. Reading the lyrics of a chant and the learn it. Read and look for partners who have the same initial sound but different endings. Reading a text and then fill in the gaps with words from a box. Reading questions and then choose the correct answers. Reading a story using visual aids. Reading a song lyric while listening to it. Reading a pictogram with the summary of the unit story.


Writing the words obtained after linking the two halves. Complete a text describing a holiday scene using words from a box. Answer questions about a character using Yes, he does./No, he doesn’t. Complete question using the correct word and answer.


Communication functions: Oral production about holiday activities. Questions and answers about holiday activities. Practise with questions about holiday preferences using want. Mime holiday vocabulary. Answer comprehension questions after listening to a story. Follow the teacher's instructions correctly. Proper communication with classmates.

Vocabulary: Holidays: mountain, sea, sand, beach, sun, shell, on holiday


Verbs: pick up, watch Other words: a new song, end of school, this year, notebook, sunhat, all, yoyo, postcard,

fishing Revision: animals, toy, food, city, colours, objects de the house, question words, hobbies,

actions, adjectives, present continuous, can/can’t, I love + ing, Let’s go, want, one, ones, have got

Syntactic-discursive contents I love + ing Does he/she want a … ? Yes, he/she does. / No, he/she doesn’t. What do you want … ? Where do you want to go on holiday? I want … He/She wants … Do you like + ing? Yes, I do. / No, I don’t. Does she/he like … + ing? Yes, he/she does. / No, he/she doesn’t. Present continuous Have got Can / can’t

Pronunciation and spelling: Recognise and correctly pronounce short vowel sounds /a/, /e/, /i/, /o/ and /u/ associated

with the vowels.

Classroom language: These are holiday words. Do you go fishing on holiday? Lenny and Simon are talking about their holidays. What does Simon love doing? Can Simon fish in the city? Who’s singing? What’s she doing? Listen for the colours. Look, but don’t colour this time. What’s the boy’s name? Does his sister like swimming? Who loves looking at birds and animals? Who likes beach holidays? Where are they going? The mountains or the beach? Who wants some sunglasses? Who wants a sunhat? Does he/she want a new computer? Which one do you want? Don’t speak, but point with your partner. Tell me about the picture. What can you see? Which sound is different? Let’s read the sentences together. Good. You can talk about your holidays.


Memorize and use the vocabulary in the unit. Learn a chant to assimilate new structures. Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work.


Have confidence in your own ability to learn a foreign language. Show interest by participating actively in the oral activities. Take part in the class with respect and consideration towards classmates. Show interest listening to the texts and information which classmates share with the

class. Show interest and do not interrupt during the class.


Familiarization with what people do when they go to the beach or to the mountains. Respect other people's choices about holidays. Valuing the importance of taking care of places wherever we go on holiday.

2 Basic skills




Listen to simple oral messages about holidays.




Listen to a song about holidays.

TALK AND CONVERSE






Ask classmates what they would like to do over the holidays.Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonics connected with holidays.


WRITING


Write words connected with holidays.Write sentences which express tastes and preferences.

Mathematical competence and basic competences in science and technology.Follow rhythmic sequences and simple series. Play dominoes.

Respect nature and animals in the environment. Talk about the importance of taking care of places we go on holiday to.







Ask for basic information in English about personal tastes and preferences.










Talk about what you like doing on holiday, expressing a personal choice.



3 Social awareness

Moral and civic education Show respect looking after public places (the beach). Respect everybody without judging because of their physical appearance.

Education for Health Look after the environment and enjoy it without spoiling it.

Education for Peace Show consideration and do not bother anybody while they are on the beach.


At this level, themes tend to coincide with other areas of the syllabus, different subjects overlapping continually. This unit is specifically connected with nature, social sciences, art and music.



Recognise and use a limited repertoire of often used oral vocabulary about the most usual holiday activities (on the beach or in the mountains) orally and in writing.

Ask and responder using want. Recite a chant and sing a song with correct pronunciation and intonation. Recognise and correctly produce orally and in writing short vowel sounds /a/, /e/, /i/, /o/

and /u/ in familiar words.



Recognising and practising vocabulary about different holiday activities.

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

CCMCST

Recognising and practising want. Recognise and use the functions and meanings associated with the basic syntactical structures.

Distinguish and comply with habitual communication functions: expressing desires and requests.

CC

Practise pronouncing short vowel sounds /a/, /e/, /i/, /o/ and /u/.

Recognise and correctly produce orally and in writing short vowel sounds /a/, /e/, /i/, /o/ and /u/..

CC

Recite a chant and a song about the holidays.


CCCAESIE



Take part in a game of dominoes as a group with questions and answers.


CCCAESIE




Listen to descriptions various people's holidays and then identify the corresponding drawings.

Listen to and understand simple instructions and then colour in a drawing. Listen to and understand simple messages about the vocabulary in the previous four

units.


Oral production about what different people are doing in the drawings. Take part in a mnemonic game mnemonic to see how much pupils have remembered

about the holidays described. Take part in a visual game to revise the vocabulary.

Block 3. Comprehension of written texts Read and answer a questions about a text which has been listened to previously.


Reply to questions about a text which describes various people's holidays. Writing vocabulary from Units 9 - 12 in alphabetical order. Writing various words changing a single letter each time (eat – ear – car – cat).


Communication functions: Practise conversations about garments of clothing, sports and hobbies, food, party

vocabulary, holidays. Familiarization with what people of different ages like to do on holiday. Questions and answers orally. Interact with other pupils using English as the main means of communication. Take part in a game to revise the vocabulary. Make statements using can do based on Units 9 - 12.

Vocabulary: Garments of clothing, sports and aficionados, food, parties, holidays on the beach and in

the mountains. Revision: animals, holidays, adjectives, school objects, question words, prepositions

Syntactic-discursive contents Present continuous This is someone’s photo. She/he is at the beach/in the mountains. She/He’s a … She/He ‘s … (age) These are … Can she … ? Does she want to … ?


Question words + subject + do/does … ?

Classroom language: These four people are on holiday in different places. What’s the woman’s name? Is she in the mountains? Do you think these people are just having fun on holiday? Are they helping people? Would you like to go on holidays where you could help people? Look at the pictures. Listen and colour. What can you remember about the four holidays? Do you want to go there? What can you do there? Write some sentences saying what you like/want to do on holidays. Listen and point to the pictures. What can you do? Which lesson/topic/activity was your favourite?


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Show respect for classmates' work. Show interest by participating actively in the oral activities. Show interest listening to the texts and the information which classmates

share with the class. Show interest and do not interrupt during the class.


Familiarization with holiday people go on to help other people. Taking in the idea that it is possible to go on holidays to help other people and, at the

same time, enjoy oneself.

2 Basic skills




Listen to simple oral messages about garments of clothing, sports and hobbies, food, vocabulary about parties, holidays.



TALK AND CONVERSE





Take part in a visual game to revise the vocabulary.

READING


Recognise the words connected with garments of clothing, sports and hobbies, food, vocabulary about parties, holidays.


WRITING


Write words connected with garments of clothing, sports and hobbies, food, vocabulary about parties, holidays.




Take part in a group game to revise the vocabulary.





3 Social awareness


correctly. Show interest in learning about the type of holidays taught in this revision section. Show interest in learning about different types of holidays and classmates' favourite types

of holidays.

Cooperative work in the classroom Be able to work with the whole class respecting other pupils' turns to talk Study in groups of three to revise vocabulary.

Education for Peace Show consideration and do not bother other people while they are on holiday. Help to conserve the environment on holiday, whether on the beach or in the mountains. Respect others' choices about holidays.



At this level, themes tend to coincide with other areas of the syllabus, different subjects overlapping continually. This unit is specifically connected with nature, social sciences, maths and art.


Recognise and use a limited repertoire of often used oral vocabulary about garments of clothing, sports and hobbies, food, parties, holidays on the beach and in the mountains orally and in writing.

Practise using prepositions, colour in a picture as per the instructions. Make questions using question words and respond appropriately.



Recognising and practising vocabulary about garments of clothing, sports and hobbies, food, vocabulary about parties and holidays.

Recognise and use a limited repertoire of often used oral vocabulary about garments of clothing, sports and hobbies, food, parties, holidays on the beach and in the mountains orally and in writing.

CCMCST

Revise and practise question words.

Practice the use place prepositions.


Distinguish and comply with habitual communication functions: ask and give answers about where places and people are.

CC



CAESIE


HALLOWEEN


Listen to a chant about Halloween to be able to recite it with correct intonation and pronunciation.


Repeat a chant about Halloween. Oral production about actions taking place at the moment of speaking.

Block 3. Comprehension of written texts Reading a simple text which describes a Halloween scene to colour in as instructed. Reading some sentences about a picture to be able to complete them using Halloween

vocabulary.


Finishing sentences connected with a drawing, using words about Halloween.


Communication functions: Practise new vocabulary about Halloween. Recite a chant about Halloween with correct intonation and pronunciation. Oral production to describe different pictures about Halloween.

Vocabulary: Halloween: Halloween, witch, bat, skeleton, haunted house, ghost, pumpkin, cobweb,

broomstick Extra Vocabulary: wary, scary, thank goodness, vampire Revision: spider

Syntactic-discursive contents It’s Halloween. Present continuousPronunciation and spelling: Recite a chant with correct intonation and pronunciation.

Classroom language: Open your Pupil’s Book at page … , please. Look, it’s Halloween. Is there a witch in the picture? Can you see a ghost? How many bats are there? What colour is the ghost? What are the children doing? What else can you see? What’s in picture … ?


The witch has got a …


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Show interest and respect for the different ways of celebrating Halloween around the

world.


Understanding Halloween traditions and how they are celebrated in different parts of the world on the night of 31st October.

2 Basic skills




Listen to simple oral messages about Halloween.


Listen to a song about Halloween.

TALK AND CONVERSE






Ask classmates about Halloween.

Act out the previously read illustrated story.

READING


Recognise the words connected with Halloween.

WRITING


Recognise the words connected with Halloween.



Social and Civic Skills.


Take part in class games in a collaborative, friendly way.





Learn about Halloween, a festivity with Anglo Saxon origins.







3 Social awareness

Moral and civic education Show interest in learning about Halloween traditions in different parts of the world.

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

Education for Peace Show respect for other people's beliefs and opinions.




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

- Recite a Halloween chant.




Recognising and practising vocabulary about Halloween.

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

CCSCC

Recite a chant about Halloween. Use correct pronunciation and intonation.

CCCAESIE


ST PATRICK’S DAY


Listen to a chant about St Patrick's Day to be able to recite it with correct intonation and pronunciation.


Repeat the poem about St Patrick. Take part in a game about St Patrick.

Block 3. Comprehension of written texts Reading about St Patrick's Day while pupils listen to it. Reading a series of questions in the game connected with St Patrick's Day and find the

right answers. Do a word soup connected with St Patrick's Day.


Communication functions: Practise the new St Patrick's Day vocabulary. Recite a rhyme about St Patrick's Day with correct pronunciation and intonation.

Vocabulary: San Patrick: St Patrick’s Day, March, shamrock, flag, snakes, leprechaun, pot of gold,

lucky, horseshoe Extra Vocabulary: Ireland Revision: rainbow, green

Syntactic-discursive contents It’s St Patrick’s Day. Procedural language to use when taking part in games.

Pronunciation and spelling: Recite a chant with correct intonation and pronunciation.

Classroom language: Open your Pupil’s Book at page … , please. I can’t find my leprechaun. Where is it? I can’t find it. Oh, look! Here it is. I found it. Look, it’s St Patrick’s Day. Look at the game on page … Who’s this? He’s lucky. If you are here, you are lucky too, you can go forward 1 space. Find the words and colours.



Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Acting out different movements connected with the actions being learned. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Show interest and respect for the different ways to celebrate St Patrick's Day around the

world.


Take in St Patrick's Day traditions and how it is celebrated all over the world on 17th of March.

2 Basic skills




Listen to simple oral messages about St. Patrick's Day.



Listen to a poem about St. Patrick's Day.

TALK AND CONVERSE


Recite the unit chant in a group.



READING


Recognise the words connected with St Patrick's Day.

WRITING


Write words connected with St Patrick's Day.





Play the unit poem.




Learn about the origin of St Patrick's Day as celebrated in English-speaking countries.







3 Social awareness

Moral and civic education Show interest in learning about St Patrick's Day traditions in different parts of the world.

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

Education for Peace Show respect for other people's beliefs and opinions.




Recognise and use a limited repertoire of frequently used oral vocabulary about St Patrick's Day orally and in writing.

Recite a St Patrick's Day poem. Communicate in a poem about St Patrick's Day.




Recognising and practising vocabulary about St Patrick's Day.

Recognise and use a limited repertoire of frequently used oral vocabulary about St Patrick's Day orally and in writing.

CCSCC

Recite a poem about St. Patrick's Day.


CCCAESIE

Take part in a game about St Patrick's Day.


CCCAESIE


ANNEX - KEY COMPETENCES ASSESSMENT RUBRIC

Exce

llent

Very

Goo

d

Goo

d

Fair

Poor

Communication competence Listen



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



Take part as a group conversations and spoken interaction which arises spontaneously.Read



Write


Mathematical competence and competences in science and technologyRecognise and use numbers 1-10.

Interpret and recognise different spatial dimensions.

Follow rhythmic sequences and simple series.

Solve puzzles and crosswords.



Move comfortably in space and time.

Respect nature and animals in the surroundings.

Be familiar with a follow healthy living practices.


Exce

llent

Very

Goo

d

Goo

d

Fair

Poor

Digital competence Use ICT to reinforce and support learning English.

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

Locate basic information on digital sources and formats.Social and civic competencesTake part in class games in a collaborative, friendly way.

Use basic polite language: please, thank you.

Understand and value the use of English for communicating with other people.Cultural awareness and expressionMake simple artwork following a model or spontaneously.

Take an active part in the games, dances, songs and artistic activities in the classroom.

Show interest in and respect for the culture of English-speaking countries.Learning to learnShow interest in carrying out the individual activities which the teacher supervises.

Accept the teacher's instructions and express doubts.

Use basic comprehension and expression strategies to help carry out tasks.Sense of initiative and entrepreneurshipParticipate using your own criteria and take part in group activities without forgetting your own interests.



unit 1 - cambridge€¦ · web viewcambridge english: starters (below level ... pupils...

Documents