Programación Cool Kids 3-4 3º-4º Prim. English Destacados... · Web viewUse of skills and...

COOL KIDS 3-4

AREA OF FOREIGN LANGUAGES

ENGLISH

SECOND CYCLE

COMPULSORY PRIMARY EDUCATION

TABLE OF CONTENTS

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT..................3OBJECTIVES............................................................................................................................................10CONTENTS...............................................................................................................................................14ASSESSMENT CRITERIA......................................................................................................................17KEY COMPETENCES.............................................................................................................................19ATTENTION TO DIVERSITY...............................................................................................................33PROGRAMME OF UNITS: 3RD YEAR - COMPULSORY PRIMARY EDUCATION..................34PROGRAMME OF UNITS: 4th YEAR - COMPULSORY PRIMARY EDUCATION....................79

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT

2nd cycle Primary

School

Address

Town Province Post Code

I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT

1

2

3

4

5

II. DISTRIBUTION OF PUPILS

Level Number of pupils Number of groups

III. STUDENT CHARACTERISICS

(The department should describe the profile of the students using ther following areas as a guide:)

– General characteristics

– Characteristics of different groups

– Characteristics of one particular group

(Give details of basic objectives for dealing with these groups, prioritising the groups’ needs and

outlining strategies to be used and their timing.)

IV. PROFILE OF SCHOOL

(omit those which are not relevant)

Social level High Medium Low Mixed

Geographicalarea

City Centre Suburb Small town Rural

Nº of students with

Special needs:

Observations:

V. LEARNING CHARACTERISTICS OF THE DIFFERENT GROUPS


General

Group A Pupils like learning through play.

Pupils show a lot of/little creativity and imagination.

The curiosity of pupils is easily/not easily engaged.

Pupils like/don’t like expressing their emotions.

Pupils are capable/incapable of organising and analysing their own learning.

Pupils are/are not conscious of the advantages of group work in class.

Pupils express themselves coherently/incoherently and correctly/incorrectly in their

own language.

Pupils need/don’t need to understand all the words in a text to understand it.

Pupils like/don’t like reading at home.

Others.

Group B Pupils like learning through play.







own language.



Others.

Group C Pupils like learning through play.







own language.



Others.

Group D Pupils like learning through play.







own language.



Others.

VI. PRIORITISATION OF NEEDS

(To be completed by teachers)

General needs

Specific needs of different groups

Group AGroup BGroup CGroup D

Specific individual needs

Group A Pupil

Group B Pupil

Group C Pupil

Group D Pupil

VII. STRATEGIES

(To be completed by teachers)

a) With pupils

b) With teachers

c) With parents and tutors

VIII. CRITERIA FOR GROUPING PUPILS


Human resourcesSupport teachers

Psychologist

CriteriaAlphabetical order

Flexible grouping (specify what type and give reasons)

Small support groups within/outside the mainstream class

Pupils with special sensory needs in different groups/classes

IX. ORGANISATION OF SPACE AND TIME

Material resources available in the school(omit those which are not relevant)

Video - DVD

TV

Radio cassette/ CD player

Video camera

Computers

Pizarra Digital Interactiva

Internet connection(WiFi, others…)

(Note here any observations about how, when and why these resources are used for

English classes.)

Spaces available in the school


Multi-use areas

Language laboratory

Computer room

playground

Gymnasium

Teatro

Library

Criteria for use of common spaces(Note here anyobsdervations about when, how and why these spaces are used for

English classes.)

Distribution of classroom space(omit those which are not relevant)

Pupils’ desks arranged in rows

Pupils’ desks arranged in “U”

Specific corners: Class library, transversal topics, games, crafts, etc.

Others

X. OUTINGS AND OTHER ACTIVITIES COMMON TO THE WHOLE SCHOOL AND TO OTHER

GROUPS

(Note here any educational or other outings planned.)

Group/sProfesores

Term/

Dates

Outing and

activity

descriptions

Observations

XI. CLASS TIMETABLES

Teacher’s name and position:

TIME Monday Tuesday Wed. Thursday Friday

Teacher’s name and position:


Teacher’s name and position::


THEORETICAL JUSTIFICATION FOR THE PROJECT

The demands and needs of 21st-century society have brought changes to the school

environment, preparing pupils to live in an ever more international, multicultural,

multilingual and technologically more advanced world. As a member of the European

Union, our country is committed to the promotion of the knowledge of other community

languages as is reflected in one of the objectives of the Lisbon Strategy. Meanwhile, the

Council of Europe in the European Common Reference Framework for the learning of

foreign languages establishes directives for both the learning of languages as well as for

the assessment of competence in different languages. These guidelines have been a

key reference in the elaboration of the curriculum.

The Royal Decree of Minimum Education states that Primary Education will help

develop in children the skills that will enable them to:

a). Know and appreciate the values and norms of coexistence and prepare for active

citizenship and respect for the human rights and pluralism inherent in a democratic

society.

b). Develop habits of individual and team work, effort and responsibility as well as

attitudes of self-confidence, critical sense, personal initiative, curiosity, creativity and

interest in learning

c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to

function independently in the family and household, as well as in the social groups with

which they will relate.

d) Know, understand and respect different cultures and differences between people,

equal rights and opportunities for men and women and the non-discrimination of disabled

people.

e) Know and make appropriate use of the Spanish language and, in its case, the co-

official language of the Autonomous Community and develop reading habits

f) Acquire, in at least one foreign language, skills to enable them to express and

understand simple messages and function in everyday situations.

g) Develop basic Maths skills and initiative in solving problems that require elementary

operations of calculation, geometry and estimates, as well as in being able to apply them

to situations in everyday life.

h) Get to know and appreciate their natural environment both social and cultural, as well

as the possibilities for action and care of it.

i) Get started in the use of information and communication technology to develop a critical

mind to the messages they receive and produce.

j) Use representation and artistic expression and start to build visual proposals.

k) Value the importance of hygiene and the acceptance of one’s own body as well as that

of others, respecting differences and using physical education and sport to encourage

both personal and social development.

l) Know and appreciate those animals closest to us and adopt forms of behaviour that

contribute to their preservation and care.

m) Develop emotional skills in all areas of personality in their relations with others and an

attitude opposed to violence, prejudice and gender stereotype.

n) Promote road safety education and respectful attitudes for the prevention of traffic

accidents.

OBJECTIVES

Objectives of the area of foreign language

The area of foreign language is designed to train students to understand, speak and talk,

read and write. Most of the learning opportunities are in the school environment. This

circumstance demands the inclusion of diverse contents removed from the academic

world such as those of social relations, mass media and the literary world (properly

adapted)

The axis of the area of foreign language, in the curriculum and in our project, is the

achievement of an effective oral and written communicative competence in meaningful

social contexts which will enable students to express themselves more and more

efficiently and correctly encompassing all possible uses and registers as well as the use

of communication strategies both verbal and non verbal.

The Royal Decree of Minimum Education establishes that the objective of the teaching of

a foreign language during this stage will be the development of the following abilities:

1. Listening to and understanding verbal messages in various kinds of interactions,

using the information provided for the execution of diverse specific tasks related to

students’ experience.

2. Expressing themselves orally and interacting in simple and routine within a given

content and development, using procedures and verbal and non verbal language

and adopting a rspectful and co-operative attitude.

3. Producing short simple texts with various purposes on topics covered in class with

the aid of patterns.

4. Reading and understanding various texts, related to their experience and hobbies,

texts to extract general and specific information in accordance with a specific

purpose.

5. Learning to use with increasing autonomy all the means at their disposal,

including new technology, to obtain information and to communicate in the foreign

language.

6. Valuing the foreign language, and languages in general, as a means of

communication and understanding between people of diverse origins and

cultures and as a tool for learning different contents.

7. Expressing a receptive and confident attitude vis-à-vis their own ability to learn

and use the foreign language.

8. Using knowledge and prior experience of other languages for a faster, more

efficient and independent acquisition of the target language.

9. Identifying the phonetic aspects of rhythm, intonation and pronunciation, as well

as linguistic structures and lexical aspects of the target language, using them as

basic elements of communication.

Objectives of the area of foreign language and its integration within our profectThe aim of the area of foreign language is to prepare people who can use it to

understand, speak, converse, read and write, so its use should be the starting point from

the moment teaching begins. The introduction of English in the first year of Primary

Education is an experience which is currently being adopted in numerous schools, and

stems from the premise that learning a second language at an early age contributes to

the development of basic abilities. Primary education begins with a very elementary

competence in the target language, so, throughout this stage, the knowledge, ability and

experience in the languages the children know will be extremely important in order to

understand and construct meanings, structures and strategies when participating in acts

of communication.

The elaboration of our project, which affects the organisation and contents of the

programme, is closely linked to the psycho pedagogic principles which serve as a

foundation for the curricular design of Primary Education. It is our aim that our pupils

acquire communicative competence in English via games and motivating activities, which

at the same time promote effective learning. Whilst engaged in these activities they use

the language to obtain information, express their own opinions and relate with others in a

natural way. It is a question of reinforcing the students’ ability to perceive the knowledge

of a foreign language not just as one more subject, but as the reflection of an outside

world of which we all form a part. The objective, insofar as is possible, is to globalise

experiences whilst not forgetting the specific stage of learning in which students find

themselves.

Methodological bases that inspire our work are as follows

The starting point in the students’ learning is their previous knowledge; focusing on

this may seem close and familiar to the students but with an aspect of fantasy to strike a

balance between safety/well-being and interest/imagination. The student can transfer

learned concepts and strategies to build meaning and attribute meaning to what he/she

learns (Starting with what he knows and making hypotheses to make rules to help

interiorize the new system) thus, enhancing their personal growth, development and

socialization.

Communicative situations that include humour and play capture the motivation of students and facilitate learning; It is therefore important to take into account the

importance of songs and stories, the features of the characters, illustrations and even

sound effects

Children learn in different ways and at different speeds; for this reason our project is

devised to be used with flexibility so that all group members can take part and find

activities to which they can apply know-how and aptitude, facilitating the development of

one's own daily awareness of achievement and progress. Our project provides extra

support for those who need it, taking into account those cases in which progress does not

respond to expectancy as well as those who may excel in their goal achievement and,

due to lack in programmed activities, lose interest and become unmotivated. To remedy

these situations the programme includes extension activities for the more advanced and

reinforcement for those who may get bogged down at any time. These activities are in the

Activity Book (at the end of the book: ’Extra Writing’ for each unit), in the photocopiable

materials and the Resources Pack and notes in the Teacher’s Book.

Children’s learning is more intense and effective when they are active; they need to

exercise their action skills. Each of the units in our project provides a wide range of

activities and teaching resources for participation. The student is the keystone in the

learning/teaching process but his/her constructive attitude depends on the teacher’s

intervention. This intervention must be both active and reflective and adapt to the

student’s level using input to help the student interaction and feedback to contextualise

activities and render meaningful answers with a view to promoting communication

strategies, consolidating those already acquired and the admission of errors.

Consider both progress and the error as something natural in the learning process.

Errors occur as a result of the underlying dynamism in comprehension and progressive

mastering of the new language. We understand that errors occur when the child tries to

anticipate the functioning of the language or when he transfers rules from his mother

tongue in a natural process of acquisition. It is important to note the difference between

error and mistake. Errors are believed to be systematic failings due to lack of knowledge.

These errors will be dealt with when finishing oral interactions, in groups, taking into

account that they take time to correct. A mistake is an occasional failure due to lack of

attention which may even befall native speakers. Mistakes are not worthwhile correcting

since they are not relevant to the teaching/learning process.

The evaluation of individual and collective progress is an important factor in ensuring quality; We have provided an English language portfolio with photocopiable

Self Evaluation sheets (Teacher’s Book) which will enable teachers to monitor their

students’ progress. It is devised so that it can be adapted by teachers to their own

specific needs

Globalised learning will generate an apprehension of reality as a whole. Our project

takes this into account offering activities related with other areas in the curriculum

beginning with learning about the child, then moving on to the world around him; house,

school, environment and society in general. In each unit, this development is reflected in

those topics related to other areas in the curriculum; Environmental Education, Artistic

Education, Mathematics, Physical Education, etc.

CONTENTS

The contents have been grouped in blocks to sort the elements of analysis of a complex

reality, in relation to four key competences with specific characteristics and needs in

terms of the teaching and learning process: oral language; written language; the

constituents of the linguistic system, their functioning and relationships, and the social

and cultural dimension of the foreign language.

Although oral and written language are two different manifestations of the same capacity,

each requires different skills and knowledge and is therefore dealt with separately.

The Real Decreto de Enseñanzas Mínimas establishes the following contents for the area

of foreign language in the second cycle of Primary Education.

Block 1. Listen, speak and converse

The linguistic model provided by the school is the first source of knowledge and learning

of the language. The discourse employed in the classroom is both the vehicle for and the

object of learning, which is why the Curriculum and our project attend to both the

knowledge of linguistic elements and the ability to use them for other communicative

tasks.

In addition, the linguistic model offered should be provided by a number of different

speakers in order to reflect the variation and nuances which an environmental linguistic

model offers speakers both in phonetic and prosodic terms and in the choice of specific

expressions in recognised communicative situations. Hence the presence in the

Curriculum and our project of the use of conventional audiovisual media and of IT and

communication technology.

The contents of this block for the second cycle for the areas of foreign language in

accordance with the Real Decreto de Enseñanzas Mínimas are as follows:

Block 1. Understand, speak and converse

Listen to and understand progressively more complex oral messages, such as

instructions or explanations, controlled oral exchanges or recordings on audiovisual or

IT sources to extract global or specific information.

Oral exchange in real or simulated situations providing verbal and non-verbal

responses requiring a choice from a limited number of possibilities, in progressively

less controlled contexts.

Production of previously seen oral texts via active participation in sketches, songs,

recitals, plays, controlled exchanges… or prepared by means of prior work with

assistance and models, showing interest in expressing themselves orally in individual

and group activities.

Development of basic strategies to improve comprehension and oral expression: use

of visual and non-verbal context and of previous knowledge of the subject or the

situation transferred from the languages they know to the target language.

Assessment of the foreign language as an instrument of communication.

Block 2. Read and Write

This aims at discursive competence in writing. In the target language written texts are

also models of textual composition and practice and acquisition of linguistic elements.

The progressive use of written language will depend on the degree of knowledge of the

code, which is directly related to the degree of security which the said code offers in the

graphic representation of the sounds of the language. To overcome this lack of security,

the Curriculum and our project include strategies and resources such as the use of

dictionaries and other conventional or digital means of consultation for the

comprehension and composition of every type of text.



Reading and understanding different texts, digital or on paper, adapted to the pupils’

linguistic competence, to use global and specific information, in the execution of a

task or to enjoy reading.

Guided use of reading strategies (use of elements of visual context and of prior

knowledge of the subject or situation transferred from the languages they know),

identifying the most important information, deducing the meaning of unknown words

and expressions.

Reading and writing their own texts about everyday situations and their own

experience such as invitations, congratulations, notes, warnings, brochures….

Composition, using models, of different simple texts, using familiar expressions and

sentences, to transmit information, or with diverse communicative aims.

Use of IT and communication technology to read, write and transmit information.

I.

Block 3: Knowledge of the language

Contact with and use of the target language, enable those learning it to elaborate an

elementary conceptual system regarding how it functions. The starting point is the type of

situation where its use involves the inference of rules concerning the functioning of the

language so that pupils can acquire confidence in their own abilities.



Linguistic knowledge.

o Identification of aspects of phonetics, rhythm, stress and intonation of the

target language and their use as fundamental aspects of comprehension and

production of brief oral texts.

o Recognition and use of previously employed vocabulary and basic forms and

structures particular to the target language. .

o Association of spelling, pronunciation and meaning via written models, familiar

oral expressions and establishment of analytical relation between spelling and

sound.

o Initiation into knowledge and use of basic strategies of production of texts

(choice of addressee, purpose, planning, preparation of draft, revision of text

and final version) using highly structured models.

o Interest in using the target language correctly in different situations.

Reflection upon learning.

o Use of skills and procedures such as memorisation, word association and

expressions with gestures and visual elements, observation of models,

reading of texts, use of multimedia resources, for the acquisition of new

vocabulary, forms and structures of the language.

o Reflection upon their own learning and acceptance of error as part of the

process.

o Progressive use of graphic sources of consultation and information and of the

possibilities afforded by this technology.

o Confidence in their own ability to learn a foreign language and appreciation of

teamwork.

BLOCK 4 – Socio-cultural features and intercultural awareness This block helps pupils to discover customs, forms of socialising, features and

particularities of countries where the target language is spoken, in other words, ways of

life different to their own. This knowledge will encourage tolerance and acceptance,

increase interest in knowledge of different social and cultural realities and facilitate

intercultural communication.



Interest in acquiring information about the people and culture of countries where the

target language is spoken.

Knowledge of some similarities and differences in everyday customs and use of basic

forms of socialising between countries where the target language is spoken and our

own.

Receptive attitude towards people who speak another language and have a different

culture to one’s own

ASSESSMENT CRITERIA

The Real Decreto de Enseñanzas Mínimas establishes the following assessment criteria

for the second cycle of Primary Education in the area of foreign language:

1. Participate in controlled oral exchanges referring to familiar topics in predictable

communication situations, respecting the basic rules of exchange, such as

listening to and looking at the person who is speaking.

This criterion assesses the ability to express immediate needs such as asking

permission, borrowing everyday objects, finding objects or people, talking about

the weather or about likes and abilities. There will be assessment of participation

in everyday situations such as routines, habits, language in class or simulated

situations, dramatisations, songs or recitals. This criterion will also assess pupils’

attitude when participating in exchanges and their degree of interest in the

contributions of others.

2. Grasp general meaning, and identify specific information in oral texts which are

familiar and of interest to pupils.

This criterion seeks to assess whether pupils are able to grasp the general

meeting of an oral message, employing linguistic and non-linguistic elements

present in the communication situation. It also refers to the ability to recognise and

extract familiar words and expressions which appear in longer expressions

although the text is not understood in its entirety.

3. Read and grasp global meaning and some specific information in simple texts

about familiar topics and with a specific purpose.

This criterion assesses whether pupils are capable of reading, aloud too, different

texts, appropriate to their communicative skills, such as notes, classroom rules,

letters, posters or stories, containing familiar vocabulary and expressions, to

extract general and specific information, employing fundamental reading

comprehension strategies such as using elements of linguistic and non-linguistic

context, and transferring knowledge of known languages.

4. Write sentences and short texts in everyday and school situations and from

models with a specific purpose and an established format, both on paper and in

digital form.

This criterion seeks to assess the ability to write diverse texts such as notes,

Instructions or rules, letters, posters, brochures, comics or simple descriptions. It

will assess the ability to use a model to produce a text with a certain degree of

autonomy, as well as correct spelling as a result of the observation of models and

the knowledge of the relationship between sound and spelling.

5. Use in a meaningful way forms and structures particular to the target language,

including aspects of sound, rhythm, stress and intonation in different

communicative contexts.

This criterion seeks to assess pupils’ ability to recognise and reproduce sounds,

rhythm, stress and intonation when participating actively by listening to repeating

and anticipating expressions in reading aloud activities and with the use of

models.

6. Use some learning-to-learn strategies, such as requesting clarification,

accompanying communication with gestures, using visual and bilingual

dictionaries, recovering, seeking and compiling information about familiar topics in

different sources and identifying certain personal features which help them to

learn better.

This criterion aims to assess the use of basic strategies which favour the learning

process such as the use of visual resources and gestures, requesting help and

clarification, gradually more autonomous use of bilingual dictionaries and some

basic technology. It will also assess the ability to evaluate their own progress, to

provide examples of strategies to learn better and the acquisition of a degree of

autonomy in the spontaneous use of simple, everyday forms and structures.

7. Appreciate the target language as an instrument of communication with other

people and show curiosity and interest towards people who speak the target

language.

This criterion assesses whether pupils have an attitude of curiosity towards those

who speak the target language or other languages different to their own, and also

the capacity to appreciate linguistic diversity as an enriching element of society

and value sociocultural particularities of speakers of other languages.

8. Identify aspects of everyday life in countries where the target language is spoken

and compare them with their own.

This criterion assesses the capacity to observe and identify differences and

similarities in aspects of everyday life in countries where the target language is

spoken with regard to timetables, meals, traditions, festivals and ways of

socialising with people.

The section Programme of Units of this document lists the assessment criteria and tools

specific to each teaching unit.

KEY COMPETENCES

In the Ley Orgánica de Educación (LOE) definition of the curriculum, we find both the

traditional components (objectives, contents, teaching methods and assessment criteria)

as well as key competences. This is one of the guiding elements of the curriculum as a

whole and, consequently, a guide in the processes of teaching and learning. In fourth

grade of primary school pupils have to participate in the so-called diagnostic assessment,

in which they have to demonstrate the acquirement of certain skills. This assessment

does not have academic consequences for students, but the fact that the results help

guide centres to take decisions regarding students’ learning gives us some idea as to

how educational processes are conditioned by this element in the sense of being much

more functional. In sixth grade of primary school the decision as to whether pupils are

promoted to the subsequent level is partly based on whether or not they have acquired

the key competences, as a result of which they become a reference for student

assessment.

As opposed to an educational model focused upon the the acquirement of more or less

theoretical knowledge, often unrelated, an educational process based upon the

acquirement of skills emphasises, above all, the acquirement of some vital know-how,

practical and integrated, know-how which students will have to demonstrate (this is rather

more than functional training). In brief, a skill is the putting into practice and

demonstration of the capacity to integrate knowledge, abilities and attitudes to resolve

problems and situations in different contexts. In a very graphic and succinct manner,

there is a definition of the putting into practice of acquired knnowledge, knowledge in

action, in other words, mobilising knowledge and skills in a specific situation (real and

different from the one in which these were learned), activating existing resources or

knowledge (although one thinks they are absent because they have been forgotten).

There is one aspect which should be highlighted, regarding what might be called the

combined character of the skill: the pupil, via what he knows, must demonstrate what he

can apply, but also what he can be. In this way we see how a skill integrates the different

contents which are worked on in the classroom (concepts, procedures and attitudes), an

example of integral training of the pupil. To summarise, we are acknowledging that the

academic instiitution wil not only prepare students in the knowledge of technical and

scientific know-how, but also as citizens, so they should evince a series of civic and

intellectual attitudes which imply respect towards others, being responsible, team-work...

Another aspect is also important: acquiring competences allows one to tackle the

constant renewal of knowledge which occurs in any area of learning. The student’s

academic training takes place in school over a limited number of years, but the need for

personal and/or professional preparation never ends, so that a competence in the use,

for example, of information and communication technology, will enable access to this tool

to obtain the information necessary at any given moment (obviously, after analysing its

quality). If we also bear in mind that it is often impossible to consider in depth all the

contents of the curriculum, it is clear that the student must acquire this competence, that

of learning to learn.

In our educational system, the key competences regarded as those which students

should possess when they finish their obligatory education in order to deal with the

demands of their personal and working lives are as follows:

Competence in linguistic communication

Mathematical competence.

Competence in knowledge of and interaction with the physical world.

Data processing and digital competence.

Social and civic competence.

Cultural and artistic competence.

Learning-to-learn.

Autonomy and personal initiative.

But, what do we understand by each of these competences? In essence, and

concentrating on the most important aspect of the school curriculum, each of them

contributes the following to the student’s personal and intellectual preparation:

COMPETENCE IN LINGUISTIC COMMUNICATIONThis competence involves using the language as a spoken and written

communication tool, and as a means of learning and self regulation of thought,

emotions and behaviour. It contributes to the creation of a positive self-image and

encourages constructive relationships with others and with the environment. Learning

to communicate meaning establishing links with other people and cultures. It is

fundamental in resolving conflict and for peaceful coexistence. Acquiring this

competence involves a command of oral and written language in a variety of contexts

and the functional use of at least one foreign language.

MATHEMATICAL COMPETENCEThis competence consists, above all, of the ability to use numbers and basic

mathematical operations, symbols and mathematical reasoning to produce and

express information. Students learn about quantitative and spatial features and

resolve everyday problems. The acquisition of this competence means applying skills

and attitudes which allow for mathematical reasoning, understanding of mathematical

arguments, and the ability to express oneself and communicate in mathematical

language integrating mathematical concepts with other types of knowledge.

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD

This involves the ability to interact with the physical world in it’s natural state and see

how it has been affected by human intervention. It helps to understand events and the

consequences of different activities designed to improve and preserve conditions for

life, of other people, and other living things. This competence implies the acquisition

of scientific rational thought which enables the student to interpret information and

make decisions with autonomy and personal initiative, and to use ethical values in

personal and social decisions.

DATA PROCESSING AND DIGITAL COMPETENCESearching, finding, and processing skills are developed in this competence, as are the

communication of information and its transformation into knowledge. Aspects such as

the access to, and selection of information are included, and the transmission of this

information in different formats. Students learn to use ITC as an essential media for

information and communication. The acquisition of this competence involves use of

technology to solve problems efficiently and having a critical attitude towards the

information available.

SOCIAL AND CIVIC COMPETENCEThis competence involves understanding the social reality of the world in which we

live and being a democratic citizen in the today’s plural society. It incorporates

individual behaviour patterns that allow us to function and coexist in society, have

contact with others, cooperate, assume commitments and deal with conflict.

Acquiring this competence means knowing how put oneself in the place of others,

accept differences, be tolerant and respect their values, beliefs, cultures and the

culture and personal history. To summarise, it implies an understanding of the social

reality we live in, the ability to deal with conflict applying ethical values and

understanding of the rights and obligations we have as citizens, showing solidarity

and responsibility.

CULTURAL AND ARTISTIC COMPETENCEThis competence involves learning about, appreciating, understanding and evaluating

a variety of cultural and artistic statements, and treating them as a source of pleasure

and personal enrichment and as part of the cultural patrimony of different societies.

Appreciation and enjoyment of art and other cultural statements and an open and

receptive attitude to the variety of art forms lead to the conservation of a common

cultural legacy and encourages the student’s own creative capacity.

LEARNING-TO-LEARNThis competence involves on the one hand starting the learning process, and on the

other hand being capable of continuing the process in an autonomous fashion. It

implies the acceptance of a variety of possible answers to the same problem, and

motivation to search for these answers using different means. To sum up, it implies

an organisation of the student’s own capacity to efficiently manage resources and

intellectual processes.

AUTONOMY AND PERSONAL INITIATIVEThis competence refers to the ability to decide using one’s own criteria and to

successfully take the necessary initiatives to develop and take responsibility for the

chosen option, both at a personal and social level and in the workplace or school.

The acquisition of this competence implies creativity, innovation, responsibility and a

critical approach to the development of individual or group projects.

How is each key competence attained by using this material?

We are going to explain in brief the most relevant aspects of our project, subject to the

denands of daily teaching practice at any given time.:

In essence and reflecting the most significant elements of the school currículum, each

competence contributes the following to the student’s personal and intellectual

preparation:

A. KEY COMPETENCES DIRECTLY RELATED TO THE LEARNING OF THE FOREIGN LANGUAGE

COMPETENCE IN LINGUISTIC COMMUNICATIONThis competence involves using the language as a spoken and written communication

tool, and as a means of learning and self regulation of thought, emotions and behaviour.

It contributes to the creation of a positive self-image and encourages constructive

relationships with others and with the environment. Learning to communicate meaning

establishing links with other people and cultures. It is fundamental in resolving conflict

and for peaceful coexistence. Acquiring this competence involves a command of oral and

written language in a variety of contexts and the functional use of at least one foreign

language.

Foreign language learning contributes directly to the development of this competence,

completing, enriching and adding new aspects of comprehension and expression to the

general communicative competence of the student. All textbooks published by Oxford

University Press offer a wide range of activities which encourage authentic

communication in the classroom, with a systematic development of written and oral skills

and opportunities for personalisation

Lessons 6 in every unit include a communicative game that consists of peer dialogues to

find out some information. E.g.: Cool Kids 3 CB p.11.

In lessons 3, children perform the story and, in AB, they have oral and written

comprehension exercises about it. E.g.: Cool Kids 3 CB p.8, y AB p.8.

DATA PROCESSING AND DIGITAL COMPETENCE

Searching, finding, and processing skills are developed in this competence, as are the

communication of information and it’s transformation into knowledge. Aspects such as the

access to, and selection of information are included, and the transmission of this

information in different formats. Students learn to use ITC as an essential medium for

information and communication. The acquisition of this competence involves use of

technology to solve problems efficiently and having a critical attitude towards the

information available.

Information and communication technology offers the possibility to comunícate in

real time with any part of the world, as well as simple and immediate access to a

constant flow of information which increases every day. Knowledge of a foreign

language offers the possibility to communicate using new technology real,

functional contexts for communication.. This competence consists of having the

ability to obtain, process and communicate information and turn it into knowledge.

Cool Kids series have their own web page where students are able to communicate with

children around the world through e-cards. These interactive games give them the

opportunity of processing information and consolidating their knowledge. Teacher´s web

page (www.oup.com/elt/coolkids) provides links to other web pages to perform activities

in real time. Multirom offers interactive games to practice the language.

http://www.oup.com/elt/coolkids

SOCIAL AND CIVIC COMPETENCEThis competence involves understanding the social reality of the world in which we live

and being a democratic citizen in today’s plural society. It incorporates individual

behaviour patterns that allow us to function and coexist in society, have contact with

others, cooperate, assume commitments and deal with conflict. Acquiring this

competence means knowing how put oneself in the place of others, accept differences,

be tolerant and respect their values, beliefs, culture and personal history. To summarise,

it implies an understanding of the social reality we live in, the ability to deal with conflict

applying ethical values and understanding of the rights and obligations we have as

citizens, showing solidarity and responsibility.

Languages are used for social communication, but also as a vehicle for cultural

communication and transmission. Learning a foreign language involves an understanding

of cultural features and information related to the communities which speak the language.

This favours an understanding of the society we live in through respect and acceptance of

different cultures. Tolerance and integration are developed and an appreciation of

features of, and differences in, cultural identity.

In lessons 7, the section My World, starring by two British kids, encourages the children

to think about different cultures compared to their own one. E.g.: Cool Kids 3 CB p.20 y

AB p.20.

At the end of CB, the cultural section deals with festivities in English speaking countries.

E.g.: Cool Kids 3 CB p.60-64.

The DVD contains traditional rhymes and dialogues/scenes starring British Children.

CULTURAL AND ARTISTIC COMPETENCEThis competence involves learning about, appreciating, understanding and evaluating a

variety of cultural and artistic statements, and treating them as a source of pleasure and

personal enrichment and as part of the cultural patrimony of different societies.

Appreciation and enjoyment of art and other cultural statements and an open and

receptive attitude to the variety of art forms lead to the conservation of a common cultural

legacy and encourages the student’s own creative capacity.

Learning a foreign language helps to develop this competence if the linguistic models

contain, even in the limited way possible at this level, cultural information. This

competence, then, encourages expression and communication in order to perceive and

understand different realities and products of the artistic and cultural world.

Artistic competence involves a basic understanding of techniques, resources and

conventions related to the different artistic idioms, music, literature, visual and stage arts

or different aspects of so-called popular culture.

Throughout the course kids use musical language (songs in lessons 5 and chants,

lessons 2) drawings, etc. In lesson 6 they make crafts cut-outs from the end of AB. In

lesson 3 they play the story. E.g.: Cool Kids 3 CB p.15 (chant), 18, 16, 18, y AB p.67-77.

LEARNING-TO-LEARNThis competence involves on the one hand starting the learning process, and on the other

hand being capable of continuing the process in an autonomous fashion. It implies the

acceptance of a variety of possible answers to the same problem, and motivation to

search for these answers using different means. To sum up, it implies an organisation of

the student’s own capacity to efficiently manage resources and intellectual processes.

Learning a foreign language is far more effective if it includes contents directly

related to reflection upon one’s own learning, so that each child identifies how to

learn better and which strategies to use to improve.

This involves the awareness of those capacities which form a part of learning,

such as attention, concentration, memory, comprehension, linguistic expression

and motivation, for example.

At the end of each unit in the Activity Book, the students have to complete with stickers a

dictionary/glossary to use as reference. E.g.: Cool Kids 3 AB p. 61-66. At the end of each

unit in the Activity Book, students review and reflect on the unit and colour in the relevant

page. E.g.: Cool Kids 3 AB p.21.

The Assessment Notebook has in each level a Portfolio of photocopy material (self-

assessment) the same way they do in the European Language Portfolio.

B. KEY COMPETENCES NOT DIRECTLY RELATED TO FOREIGN LANGUAGE LEARNING

MATHEMATICAL COMPETENCEThis competence consists, above all, of the ability to use numbers and basic

mathematical operations, symbols and mathematical reasoning to produce and express

information. Students learn about quantitative and spatial features and resolve everyday

problems. The acquisition of this competence means applying skills and attitudes which

allow for mathematical reasoning, understanding of mathematical arguments, and the

ability to express oneself and communicate in mathematical language integrating

mathematical concepts with other types of knowledge.

Using numbers and basic operations,symbols and forms of expression and mathematical

reasoning to produce and interpret information, to know more about quantitative and

spatial aspects of reality and to resolve problems related to daily life. Part of mathematical

competence is the ability to interpret and express with clarity and precision information,

data and arguments.

Numerous activities offer throughout the course the opportunity of developing the

mathematical competence through sequencing exercises, (cartoon frames in the

Photocopy Master), counting, putting in order and reasoning exercises to interpret the

information. E.g.: Cool Kids 3 CB p.33, 35. PMB p.2 and the cartoon frames.

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD

This involves the ability to interact with the physical world in it’s natural state and see how

it has been affected by human intervention. It helps to understand events and the

consequences of different activities designed to improve and preserve conditions for life,

of other people, and other living things. This competence implies the acquisition of

scientific rational thought which enables the student to interpret information and make

decisions with autonomy and personal initiative, and to use ethical values in personal and

social decisions.

Interacting with the physical world, both in its natural aspects and those generated by

human action, in such a way that facilitates the understanding of events, the prediction of

consequences and activity directed towards the improvement and preservation of the

conditions of one’s own life, that of other people and of all other living creatures.

Taking as a starting point knowledge of the human body, nature, and the interaction of

mankind with nature, this competence allows students to discuss rationally the

consequences of different lifestyles and take decisions about a healthy physical and

mental way of life in a healthy and safe environment. The responsible use of natural

resources, environmental conservation, and preservation of individual and collective

health are recognised as key to quality of life.

Cool Kids 3&4, deal with a variety of themes that include, e.g., knowledge of the body,

meals, nature, animals, social relationships with friends and family, their environment, etc.

E.g., Cool Kids 3 CB p.24, 43, 54.

AUTONOMY AND PERSONAL INITIATIVEThis competence refers to the ability to decide using ones own criteria and to successfully

take the necessary initiatives to develop and take responsibility for the chosen option,

both at a personal and social level and in the workplace or school.

The acquisition of this competence implies creativity, innovation, responsibility and a

critical approach to the development of individual or group projects.

Decisions which result from reflection on the learning process favour autonomy. As

autonomy and personal initiative often involve others, this competence necessitates

social skills such as cooperation, flexibility, negotiation, teamwork, seeing others’ points

of view, dialogue, and the assertiveness to explain one’s own decisions. Autonomy and

personal initiative involve being able to imagine, begin, develop and evaluate one’s

actions or individual or group projects with creativity, confidence, responsibility and a

critical attitude. In this sense it requires the ability to revise previous ideas or create new

ones

The Guide suggests numerous activities to be carried out by peers or teams emphasising

on diversity and through projects, games, etc, that encourage self-confident and self-

esteem. E.g.: Cool Kids 3 Didactic Guide p.172-176 (cross themes) and p.21-22.

Continuous learning

In a competence there iis no knowledge which is only acquired in and valid for a

particular subject (especially in and for this one). Everything students learn in different

subjects (and not only at school) forms a background of culture and information which

should serve them throughout their lives, which they should be able to use at specific

moments and in differerent situations (language is, in this sense, paradigmatic) . For this

reason, any of these competences may be achieved if not in all, certainly in most

curriculum subjects and for that reason too these competences can be used and applied

in all these subjects, regardless of in which one they have been acquired (transversality).

Being competent should guarantee the completion of determined learnings, but also

permit the attainment of others, both at school itself and beyond, a guarantee of

continuous learning (or, in this case, the capacity to communicate in very diverse

situations, some of which pupils themselves may not yet even perceive as likely in the

future).

Nevertheless, clearly there is an obvious interrelation between the different elements of

the curriculum, one which we must highlight in order to make suitable use of all the

curriculum subjects employed in the teaching-learning process. When in a didactic

programme like this one the objectives of a unit are indicated formulated ( like the

assessment criteria, in terms of abilities), we know that these determine the choice of

contents, in the same way that we should employ assessment criteria which demonstrate

whether or not pupils attain them. Thus, assessment criteria allow for a double

interpretation: on the one hand, those related to the pupils’ learning as a whole, in other

words, there will be some assessment criteria specifically linked to concepts, others to

procedures and others to attitudes, as all of these contents need to be assessed

because they were worked on in class and are those which are assesssed at different

stages during application of continuous assessment; and on the other, there will be

assessment criteria which have been formulated more with regard to their relationship

with key competences.

The assessment of key competences is an assessment model which differs from that of

assessment criteria, both because it is applied at different stages of other assessments,

and because its purpose, though complementary, is different. If we assume that key

competences involve a real and practical application of knowledge, abilities and

attitudes, the way of checking or assessing whether the pupil has acquired them is to

reproduce application situations which are as real as possible, and in these situations it is

customary for the pupil to use this accumulated background (all kinds of contents) but to

respond, above all, to practical situations. In this way, when we assess competences we

are essentially, though not exclusively, assessing procedures and attitudes, which is why

we relate them to assessment criteria that are more procedural and attitudinal.

SUBCOMPETENCESThe competences by their very nature are generic. To use them as a reference for

pedagogical actions and to really demonstrate the competences acquired by the

students, they need to be broken down into more specific objectives related to other

elements of the curriculum. We have called these objective subcompetences, and without

covering all the possibilities, they do include those most closely related to the subject

curriculum and most prominent in all subjects on account of their interdisciplinary nature.

In foreign language learning, these subcompetences are as follows (there are other

competences/subcompetences which are also acquired in the area of Foreign Language–

English, though not in this grade):

Competence in linguistic communication Express thoughts, emotions, experiences and opinions orally and simply.

Adapt spoken style to a variety of communicative contexts, taking into account non-

verbal features and respecting norms of communicative exchanges.

Understand social and cultural conventions when producing texts

Understand a variety of texts types typical of the academic setting and understanding

the communicative intention and formal features.

Take pleasure in reading and use reading to discover other places, languages and

cultures.

Be conscious of the need to respect spelling rules in the production of written texts

Understand principles of word formation as a means of extending vocabulary

Use a sufficient range of vocabulary to be able to express oneself orally and in writing

in specific situations.

Compose texts typical of the academic environment, appropriate to the

communicative objective.

Write texts to express ideas, feelings and experiences

Data processing and digital competence Search for, obtain, process and communicate information in the foreign language,

transforming it into knowledge, using the computer or the internet.

Analyse critically the information obtained

Social and civic competence Use dialogue as a basic tool for interpersonal communication and in the resolution of

conflict.

Understand the values which characterise a democratic society: freedom, solidarity,

participation, citizenship, tolerance.

Value linguistic diversity as a cultural advantage.

Cultural and artistic competence Appreciate cultural diversity as seen though artistic statements.

Learning-to-learn

Understand and habitually use the main techniques and strategies which favour the

intellectual process (summary, note taking, concept maps...).

Use a variety of sources for finding and processing information

Autonomy and personal initiative Show initiative and personal creativity

Develop social skills.

Mathematical competence Apply logical reasoning to chains of argument, identifying the fundamental ideas.

Competence in knowledge of and interaction with the physical world

Recognise geographical spaces and conditions where other cultures are located or

come from and which may determine and influence the development of these

cultures.

Identify questions or problems and obtain conclusions based on evidence.

All these competentes and subcompetences bring into play different strategies and

different linguistic and discursive skills are employed in a contextualised manner.

Therefore, the activities in which the foreign language is used are set within fields which

may be public (everything related to daily social interaction), personal family relationships

and individual social habits), professional or educational. Students will use

communication strategies in a natural and systematic manner in order to make effective

the communication activities performed by means of communicative skills. The skills

developed will be: productive (speaking and writing), receptive (listening and reading) and

based on interraction or mediation.

Learning tasks or activities will constitute the core of didactic planning, and will integrate

objectives, contents and assessment, making up units of programming. Amongst other

criteria, the design of activities and tasks has taken into account the stages to be followed

in their development, prior knowledge, integrated treatment of linguistic components,

skills and strategies, proposed final objectives and the classroom’s potential for

adaptation and diversity.

Learning English will not only provide students with competences in order to

communicate, but also with cultural and social knowledge of the culture whose language

they are studying, which will help them develop a personality which is open and tolerant

towards what is different.. In this way one achieves the integral prepararation of the

individual

As we have noted, one of the characteristics of the key competences is that they allow

for and encourage transversality in the learning with which they are associated, in other

words, that which can and should be achieved, though from a different but

complementary perspective, via the development of the curriculum of the various areas of

the same educational stage. In this grade, these areas are Conocimiento del Medio, Art,

P:E., Spanish Language, Foreign Language, Mathematics, Music and, optionally,

Religion.

For the overall work required of teachers in this grade, we indicate in the table below the

key competences which, as a minimum, should also be attained in other areas, in some

with more interrelation and in others with less:

ÁREAKEY COMPETENCES*

1 2 3 4 5 6 7 8

Science X X X X X X X X

Art X X X X X X

P.E. X X X X X X

Spanish Language X X X X X X

Foreign Language X X X X X X

Mathematics X X X X X X X X

*n.b.:

1. Linguistic communication.

2. Mathematics.

3. Knowledge of and interaction with the physical world.

4. Data processing and digital competence.

5. Social and civic..

6. Cultural and artistic.

7. Learning-to-learn.

8. Autonomy and personal initiative.

As can be seen, the transversality of the key competences is evident, so within the

framework of the centre’s educational standard criteria should be formulated for their

collective treatment.

ATTENTION TO DIVERSITY

One of the elements upon which the LOE places most emphasis is attention to diversity.

It is clear that the same educational method employed with a single group of students

has differing results depending on each pupil’s knowledge and previous experience, their

intellectual capacity and their interests and motivation with regard to teaching.

This si why, on many occasions, we have to modify. or adapt contents or methodology in

order that all pupils may attain the objectives established. Similarly, we should offer

extension activities for more able or receptive students. attention to diversity should

always be practised in both directions. Therefore, these differences should always be

catered for, by presenting the same activities in different ways by means of the activities

included in the students’ book and the workbook.. Teachers need to evaluate towards

whom they should direct one type of activity or the other, and need to be constantly

aware of these differences, not only when assessing, but also when teaching and

planning the process of teaching-learning.

Surprise! includes reinforcement and extension activities which allow for individualised

attention to pupils, depending on their needs and learning rhythm. Every lesson in our

project includes ideas to help teachers respond to the different situations which arise in

the classroom

The Teacher’s Book suggests reinforcement and consolidation activities for students as

well as notes for the teacher, teaching advice, better to deal with different types of

student.

In one of the components of the Teacher’s Resource Pack, , the Photocopy Masters

Book, the teacher will find photocopiable consolidation and extension pages for each

unit.

Criteria and procedures adopted for the development of special curricular adaptation for students with special educational needs

(The department can describe and detail these criteria and procedures here if necessary.

If this is not the case then this section can be omitted)

Adaptations will focus on:

1- The time and rhythm of learning

2- A more personalised methodology

3- A reinforcement of study skills

4- The improvement of procedures, habits and attitudes

5- Ways of increasing amount of counselling

a) For the more gifted students, extension materials will be provided

b) For pupils with serious learning problems, as sufficient progress in the conceptual

contents of the course is more difficult to attain, procedures and attitudes will be the

priority, with social integration being the overall aim. Core instrumental skills need to be

the key content of the adapted curriculum. Modifications to the curriculum may be quite

significant (they will probably entail the elimination of contents, objectives and

consequently of the assessment criteria which might otherwise be considered essential).

When such adaptations are not enough, the alternative is to have the pupil study part of

the core curriculum in special groups, with different contents and educational activities.

This learning can take place in the mainstream classroom with special support, or in a

separate physical space. This pupil will have the general objectives of this stage of

primary education as a reference, but will work towards those aims through different

contents and activities.

PROGRAMME OF UNITS: 3rd YEAR - COMPULSORY PRIMARY EDUCATION

This programming and scheduling constitutes a model of timed learning for 3rd year of Primary Education and taking into account the specific objectives of English as a subject.

This is an adaptable timetable which may be adjusted to the group-class profile as it may be used simultaneously with students who struggle to learn languages as well as with those who have slightly superior knowledge. It may also be adapted to the teacher’s and students’ own tastes and initiatives and the evolution of the course.

This is a guiding and extendable programme, with numerous optional possibilities suggested in the Teacher’s Guide and the Photocopy Masters Book. The teacher may introduce these activities at the appropriate moment, according to students’ needs and attitudes, bearing in mind learning speed – individual and collective – and teaching hours available.

STARTER UNIT: HAPPY BIRTHDAY!

1. - DIDACTIC GOALSStudents will be able to: Meet and become familiar with the characters in the book. Know how to introduce themselves and greet each other. Learn vocabulary and expressions related to birthday situations. Sing a song Read and understand a short story. Understand and execute instructions and simple orders. Learn to deduce information through observation and listening.

2.- CONTENTS

BLOCK 1- Listening, speaking and conversingPROCEDURES Listen to a conversation related to one of the character’s birthdays; repeat and

represent the dialogues out loud (CB pg. 2). Listen and identify the name of certain objects; relate them with their drawings

and corresponding numbers (CB pg. 2). Ask and answer questions to identify objects and define their colours. Listen to

a recording and check the answers (AB pg. 3). Listen and recite a light hearted song. Interpret the actions carried out in the

song (CB pg. 3). Listen and repeat out loud, the name of the months of the years. Locate and

identify them (CB pg. 5).

BLOCK 2- Reading and writingPROCEDURES Read, listen to and represent a short story (More presents). Ask and answer

questions about it (CB pg. 4). Read and repeat the dialogue between two characters, Gizmo and Hoot.

Represent this same dialogue, practicing between the students (CB pg. 5). Observe a drawing and deduce the age of the characters. Listen to a

recording and check the information. Write the correct age of each character on their corresponding card (AB pg. 2).

Draw a personal picture in the corresponding box and complete the sentences with information about it (AB pg. 2).

Complete the name of each object with the words from the box. Colour the object based on the descriptions (AB pg. 3).

Observe the illustrations related to the story from the book and read the contents of the speech bubbles. Deduce whether they are true or false (Yes/No) (AB pg. 4).

Solve a puzzle, substituting each number with its corresponding letter. Draw a picture related to the word obtained (AB pg. 4).

Complete a calendar with the names of the months of the year from a box (AB pg. 5).

Listen to the characters talking about their birthdays, complete a table with the information obtained. Re-listen and check (AB pg. 5).

Write the name of the month of own birthday (AB pg. 5).

BLOCK 3- Reflection and understanding of the language through its useCONCEPTS

TopicBirthdays

VocabularyActive: months of the year; January, February, March, April, May, June, July, August, September, October, November, December.

Passive: number, dance, too, window, floor, table, door, pencil, pen, present, cap, torch, magic.

Review: book, ball, robot, bag, car, kite, skateboard, watch, ruler; numbers from 1 to 10, the colours, the days of the week.

Functions and linguistic exponents

- Greet- Introduce themselves

StructuresActivesHello!, Hi!, I’m (Pedro), I’m (eight).When’s your birthday?, My birthday’s in (January).What colour’s the ..., It’s a ..., It’s (blue).

Passives This is (Molly), Look at ..., What number is it?, Is that correct?,Who’s this?, Let´s play a game!, How many (children)?, Thank you, Bye!Point to ..., Touch..., Stand up!, Turn around!, Pick up a pencil!, Samp your feet!,Count to (ten), What’s this?, Is that correct!, Happy Birthday!, Today is (Thursday) the (twentieth) of (September), When is (Gizmo) birthday?

Phonetics (rhythm, accentuation and intonation)PROCEDURES Listen and repeat (CB pgs. 3 and 5).

BLOCK 4- Socio-cultural aspects and intercultural awareness

CONCEPTS Approaching the English culture by relating their own reality with different English socio-cultural contexts; for example birthday parties, presents, songs, etc

3.- CONTRIBUTION OF THE AREA OF FOREING LANGUAGE TO THE DEVELOPMENT OF BASIC COMPETENCES

See in the introduction, the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are reflected in this unit:

ii. competence of learning to learn; The children will draw up the Picture Dictionary, with the illustrated and

vocabulary stickers (AB pg. 61 to 66), which they will use as a reminder and as a grammar consult.

iv. social and civic competence as the knowledge of a language implies the knowledge of the traits and social facts linked to the speakers of the language and this can be worked parallel to the unit.

Moral and civic education: the importance of greeting and courtesy formulae to obtain a good communication. Education for leisure: the importance of celebrating parties (for birthdays) to relate with other people and enjoy our free time. v. artistic and cultural competence Draw a picture of oneself. AB. Pg. 2

4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMGeneral knowledgeBased on learning the months of the year and knowing the different events that take place in each one (CB pg. 5).

5.- TREATMENT OF DIVERSITYReinforcement activitiesGuess my age! Ask and answer questions about age (Guide pg. 36).Mime it! Represent with mime an object (Guide pg. 36).Happy Birthday! Sing and learn a song (Guide pg. 36).Calendar ask and answer questions to know the dates of the student’s

birthdays (AB pg.5) (Guide pg. 36).

Extension activities Draw it! Draw different objects and identify them (Guide pg. 36).Colour it! Colour the objects and identify them (AB pg. 60) (Guide pg.

36).Presents! Make a list with possible presents (Guide pg. 36).Picture Dictionary cut out and make up an image dictionary and add new pages

in each unit (AB pgs. 61 to 65).

5. - ASSESSMENTFormativeCorrection of the Activity Book (pages 2 to 5).Student’s participation in different activities.

UNIT 1: OUR HOUSE

1.- TEACHING GOALSStudents will be able to: Learn vocabulary and expressions related to bedrooms and house furniture. Know and adequately use the place prepositions: in, on, under, behind. Sing a song. Read and understand a short story. Understand and execute instructions and simple orders. Deduce information through observation and listening. Phonetically differentiate the sounds /b/ and /v/.

2.- CONTENTSBLOCK1- Listening, speaking and conversingPROCEDURES Listen to the listing of a series of pieces of furniture and locate them in the

book as they are heard. Repeat the words out loud (CB pg. 6). Listen to the name of the pieces of furniture, relate them with their

corresponding number and point them out in the book (CB pg. 6). Listen and recite a light hearted song. Locate the animals mentioned in the

song, in the book. Interpret the actions carried out in the song (CB pg. 7). Listen to a recording which explains where the animals are located. Repeat

out loud and point them out in the CB and interpret, using mime, their positions (CB pg. 7).

Read, listen and represent a short story (Tidy your bedroom!). Ask and answer questions about it (CB pg. 8).

Listen to a conversation and express the number of the drawing to which the characters refer. Re-listen and check the answer (CB pg. 9).

Ask and answer questions about the location of the objects in a drawing (CB pg. 9).

Listen to a recording where the position of certain objects in a room is asked. Answer the questions indicating their location, based on the model (CB pg. 9).

Observe the drawing that accompanies a song. Listen, sing and stage the lyrics of the song (CB pg. 10)

Listen to a recording where instructions are given to place the objects in certain places. Carry out the actions as indicated (CB pg. 10).

Make a cut-out. Colour the bedroom and cut-out the animals. Place the animals in different places of the bedroom and ask and answer questions to situate and locate them (AB pg. 67).

Play a game (Gizmo’s game) where a message is heard and the numbers of the chosen drawings are crossed out as their corresponding description is heard (CB pg. 13).

Listen and orally repeat the sounds that come out of Gizmo’s machine to practice the pronunciation of the sounds /b/ and /v/ (CB pg. 13).

BLOCK 2- Reading and writingPROCEDURES

Distinguish the sentences Yes/No based on the corresponding position of the furniture in the rooms of the illustration of the CB (CB pg. 6).

Read and repeat the dialogue between the characters Gizmo and Hoot, who are playing a guessing game. Represent the same dialogue, practicing, between the students (CB pg. 11).

Listen and read a text about a boy who lives in Great Britain (My home). Ask and answer comprehension questions about it (CB pg. 12).

Read the names of seven pieces of furniture, locate them in the illustration and relate them to their corresponding drawing using lines (AB pg. 6).

Locate the name of seven pieces of furniture in a word search. Write the names under each of their corresponding drawings (AB pg. 6).

Read the sentences related with the story from CB page 8 and answer Yes/No as appropriate (AB pg. 8).

Identify and name the objects. Read the sentences which express the location that the previous objects must have in the illustration. Draw them as indicated (AB pg. 8).

Complete the questions on the position of the objects. In pairs, ask and answer the questions when they’re finished (AB pg. 9).

Observe the drawing of a word-searching machine. Relate, in the drawing, the objects with their correct preposition. Answer the questions about the drawing (AB pg. 9).

Read the descriptions of the pieces of furniture and colour them as appropriate (AB pg. 10).

Complete the sentences identifying the name of the pieces of furniture that appear in them. Read the questions related with the location of these pieces of furniture and answer Yes/No as appropriate (AB pg. 10).

Read and complete the sentences with the help of the pictograms (AB pg. 11). Observe the drawings and write questions and answers in relation to the

location of the animals in each one of them (AB pg. 11). Complete the description using the words from the box (AB pg. 12).


TopicHouse rooms and furniture.

VocabularyActive: cooker, fridge, bookcase, cupboard, lamp, sink, bath, television,In, on, under, behind.

Passive: torch, cap, desk, garage.

Review: kitchen, bathroom, living room, bedroom, yes, no; numbers from 1 to 10, the animals (fish, cat, dog, mouse, rabbit, bird), the colours, the toys (ball, teddy, doll, robot), school material, parts of the body

Functions and linguistic exponents- Express situation- Ask and answer location questions

Structures

ActivesWhere’s the (cat)?It’s (on) the (sofa)I’ve got a (bed)

Passives It’s a (cooker), is it a (cooker)?, How many)?, What’s this?, What’s in the (bedroom)?, What’s number (2)?, Look (at the picture), Let’s listen!, Who’s this?, Let’s play a game!, How many (children)?, Thank you, Is that correct!, Thank you, Bye! Oh, no!,Well done!, Act out the story, Find (a red ruler), Is it (on the table)?, Here it is!,Yes, it is, No, it isn’t, Point to ..., Show me..., Find (the bird), Close your books.

Phonetics (rhythm, accentuation and intonation)PROCEDURES Be able to phonetically differentiate the sounds /b/ and /v/. listen and sing a

chant (CB pg. 13). Orally reproduce and interpret the story from the unit (CB pg. 8). Listen, sing and stage a song (CB pg. 10).

BLOCK 4- Socio-cultural aspects and intercultural awarenessCONCEPTS Approaching the English culture by relating their own reality with different English socio-cultural contexts; for example the houses in Great Britain; their design and organization, contributing in this way to knowledge of customs, forms of social relation, traits and particularities of the countries where the foreign language is spoken.

3.- CONTRIBUTION OF THE AREA OF THE FOREIGN LANGUAGE TO THE DEVELOPMENT OF BASIC COMPETENCESSee in the introduction, the general aspects of the contribution of learning a foreign language to basic competences and particularly how they are reflected in this unit:


vocabulary stickers (AB pg. 62), which they will use as a reminder and orthographic reference.

Every two units a review will be completed (Jungle Fun 1) learning how to classify the vocabulary learnt. Units 1 and 2, AB pages 22 and 23.

iv. social and civic competence as the language knowledge implies the understanding of social facts and traits linked to the speakers of the language that can be worked parallel to the unit.

Draw a picture of their own bedroom. Describe the things that appear in the bedroom following the model offered (AB pg. 21). Compare the surroundings that appear in the model offered (My bedroom) with their own.

Answer the questions in section My world CB page 12. Approach English culture and compare the environment that appears in the pictures, with their own.

Moral and civic education: the importance of maintaining our home and our possessions clean and tidy for a good co-existence.Education for the equality of both sexes: the importance of having all members of the family help out taking care of the house and garden.Environmental education: the role of animals at home and the importance of taking care of them.

v. artistic and cultural competence AB pg. 67, carry out a simple art activity like colouring, cutting out and pasting

the animals in a room.

4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMArt It’s a question of drawing and colouring several pictures related with the vocabulary of home (AB pages 8, 10 and 12).

5.- TREATMENT OF DIVERSITY

Reinforcement activitiesInvisible words. Trace in the air and guess the vocabulary from the unit (Guide pg. 54).Do it! Play a game with the furniture flashcards (Guide pg. 54).Photocopy Master 25. Cut out and pair up the illustrated and vocabulary cards (Guide pg. 54).Photocopy Master 1 Colour, cut out and putt he cartoons in order (Guide pg. 54).Photocopy Master 29. Pelmanism; play with the illustrated cards, making pairs (Guide, pg.55).Photocopy Master 2. Classify words in categories (Guide pg. 54).Pair work . Ask and answer questions to locate and define the position of various objects (school material) (Guide pg. 54).Vocabulary race. Play with different vocabulary groups to practice vocabulary

(Guide pg. 55).Finish the sentence Decide what is the missing word in the sentences (Guide pg. 55).Picture dictation Draw and describe the drawings (Guide pg. 55).

Extension activitiesMix and match. Relate the flashcards and the vocabulary cards (Guide pg. 54).Artist’s corner. Draw a living room and write sentences about it (Guide pg. 54).My favourite part . Draw a cartoon and write the speech bubbles from the dialogue (Guide pg. 54).In my bag. Repeat and add new words of objects that can fit in a bad(Guide pg. 54).Write a song. Complete the lyrics of the song from the unit (Guide pg. 55).In your bedroom. Ask and answer questions to guess the location of the objects (Guide pg. 55).

My World poster Talk about the pictures of the student’s families (Guide pg. 55).Photocopy Master 3. Answer the questions using codes and symbols (Guide pg. 55).Unit Poster write sentences describing the poster from unit 1 (Guide pg. 55).

6.- ASSESSMENT

FormativeCorrection of the Activity Book (pages 6 to 12).Student’s participation in different activities.

SummativeTest 1, assessment notebook page 16-17

Self-assessmentCarry out the activities proposed on page 13 of AB:Complete the Picture Dictionary.Write the name of the foods drawn.Make and answer questions to identify the objects.Write and read the words from the sentences, in the correct order.Express the favourite words and pages in the boxes.Indicate the opinion they have of your personal work; effort, participation, achievements, etc coloring the face that bests reflects it.

UNIT 2: MEALS

1.- TEACHING GOALSThe students will be able to:

Learn vocabulary and expressions related to food and meals. Express likes and dislikes in relation to food: I like/ I don’t like Differentiate and adequately use the singular or plural verb tenses: is/are Sing a song Read and understand a story Understand and execute instructions and simple orders Learn to deduce information through observation or listening Phonetically differentiate the sound /h/.

2.- CONTENTSBLOCK 1- Listening, speaking and conversingPROCEDURES Listen to a list of foods and locate them in the book whilst hearing the name.

Repeat the words out loud (CB pg. 14). Listen to names of foods, relate them with their corresponding number and

point them out in the book (CB pg. 14).

Discriminate the sentences Yes/No according to the position of the foods in the illustration in CB (CB pg. 14).

Listen and recite a light hearted song, setting the rhythm by clapping (CB pg 15).

Listen to a recording and in function of what is heard, place the mini-cards in the corresponding box based on the likes of the children (CB pg. 15).

Listen to a recording and classify the foods based on whether the message indicated if the food is liked or disliked (I like/I don’t like) (CB pg. 15).

Listen to a person explaining what he likes to eat for breakfast, lunch and dinner. Draw, on a face, the expression of like or dislike based on what is heard (AB pg. 15).

Read, listen and represent a short story (Lunch with Anna). Draw up and answer questions about it (CB pg. 16).

Draw up and answer questions, based on the model, expressing likes in food. (AB pg. 16).

Listen to a recording and deduce which dish is for each character, writing the number of each dish next to the corresponding character (CB pg. 17).

Listen to a recording which speaks about three different menus. Identify which menu it is in each case. (CB pg. 17).

Observe a drawing that accompanies a song. Listen, sing and stage the song lyrics. (CB pg. 18).

Listen to a recording which indicates the foods that are going to be eaten. Deduce what day of the week it is, based on the illustrations. (CB pg. 18).

Play a game (Gizmo’s Bingo Machine) consisting of listening to a message, crossing out the numbers as the descriptions of the corresponding drawings are heard. (CB pg. 21).

BLOCK 2- Reading and WritingPROCEDURES Arrange the letters to form words related to meals. Write under each word, the

name of the foods that appear in the drawings (AB pg. 15). Listen and read a dialogue between the characters Gizmo and Hoot who are

trying to guess the likes and dislikes of other characters. Play the same game (Gizmo’s Meal Machine) deducing each time which character it is (CB pg 19).

Listen and read a text about a girl who lives in Great Britain (My meals). Draw up and answer comprehension questions about the text (CB pg. 20).

Read a list of foods and relate them with their corresponding drawing. Write in each box the number of its drawing (AB pg. 14).

Solve a crossword puzzle related to food, with the help of some visual clues (AB pg. 14).

Read the sentences related to the short story in CB page 16 and complete the sandwiches with the correct word (AB pg. 16).

Read the sentences someone´s likes for breakfast, lunch and dinner. Indicate in the box the personal likes, ticking the desired foods. (AB pg. 16).

Listen to a recording and based on it, relate each question from one of the characters with a drawing. Write the name of the food with the help of the words in a box. (AB pg. 17).

Observe a drawing. Read the questions and write the corresponding answers (AB pg. 17).

Write the days of the week on the lines as they are listed in a recording. (AB pg. 18).

Read the sentences and consult the previous exercise to deduce if they are True or False. (AB pg. 18).

Complete the word to form a food name from a question. Use the codes in the previous boxes relating each letter to a number. (AB pg. 18).

Read and complete the sentences with the help of the pictograms. Observe the drawings and write questions and answers related to these,

based on the model (AB pg. 19). Complete the spaces in blank, using the illustrations of the foods and the

words in the box (AB pg. 20).

BLOCK 3- Reflection and understanding of the language through its use.CONCEPTS

TopicFood and meals

VocabularyActive: jam, yogurt, toast, cereal, sausages, eggs, bacon, honey; breakfast, luch, dinner.

Passive: Thank you, Sorry, Bye! Yes, No, Munch, Wow, ham, chips, peas, today, Indian restaurant, vegetables, hamburger, school canteen, town, curry, house,

Review: In, on, cupboard, cooker, floor, fridge, chair, table; the numbers 1 to 8. Chicken, cheese, pizza, bananas, salad, rice, fish, orange juice, milk, tomatoes, sandwiches ice cream; the colours; the days of the week (Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday); dad, granny, Functions and linguistic exponents- Express likes and preferences related to food.

StructuresActivesDo you like (eggs)? Yes, I do. No, I don’t.For (breakfast), I like (toast).I have (ham).

Passives Is it (bacon)?, What’s this?, Do you like (sausages)?, What’s for breakfast/lunch/dinner?Don’t worry, It’s time for lunch, I can’t rememberWhat’s number (2)?, What number is it? Look (at this), Let´s listen!, Who’s this?, Let´s play a game!, How many (children)?, Thank you, Is that correct!, Thank you, Bye! Oh, no!, Well done!, Act out the story, What day is it?, Oh how nice,What’s her name?, What can you see?, I have lunch here, Are they at (school)?Look at (picture number 1), On (Sunday),

Phonetics (rhythm, accentuation and intonation)PROCEDURES Listen and orally repeat the sounds that come out of Gizmo’s machine, to

practice the pronunciation of the sound /h/ (CB pg. 21).

Orally reproduce and interpret the short story in the unit (CB pg. 16). Listen and sing a song (CB pg. 18).

BLOCK 4- Socio-cultural aspects and intercultural awarenessCONCEPTS Approaching the English culture by relating their own reality with different English socio-cultural contexts; for example the food, the times of the meals, children’s dining halls, the aesthetics when preparing a dish, etc

3.- CONTRIBUTION OF THE AREA OF FOREING LANGUAGE TO THE DEVELOPMENT OF BASIC COMPETENCESSee in the introduction, the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are reflected in this unit:

ii. competence of learning to learn The children will put together the Picture dictionary, with the illustrated

stickers and vocabulary (AB pg. 63), which they will use as a reminder and a grammar consult.


Make a drawing about the foods that they like to eat at each meal and complete the sentence expressing these likes (AB pg. 20). Approach the English culture and compare the information from the box My Meals with their own.

Listen and answer the questions from the section My World CB page 20. Approach the British culture and compare the environment that appears in the photographs.

Moral and civic education: appreciate the cultural and national differences regarding food habits.Health education: the importance of a healthy and balanced diet. Mention how fast food and sweets are not adequate for growing children.

v. artistic and cultural competence AB page 69, carry out a simple art activity like colouring and cutting the food

cards.

4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMGeneral knowledgeBased on the learning of the different properties of the foods and applying them to their daily life (CB page 14).


Reinforcement activitiesPoint to the flashcard. Point out the flashcards accordingly as they are being named. (Guide page. 72).Touch!! Indicate, on the signs, the foods that are liked and disliked. (Guide page. 72).

Photocopy Master 26. Cut and pair the illustrated cards and vocabulary cards. (Guide page. 72).Photocopy Master 4. Colour, cut and put in order the cartoons. (Guide page. 72).Photocopy Master 5 Complete the sandwiches in the dialogue with the names of the foods from a drawing. (Guide page. 72).Observe the drawings and write corresponding questions (Guide page.71).Food! Play with the vocabulary mini-cards until they coincide.(Guide páge. 72)On Monday I have... Write sentences expressing the foods they have eaten. (Guide page. 73).Do you like...? Draw up and answer questions about likes and preferences. (Guide page. 73).Food lists. Draw up lists of favourite foods for each meal. (Guide page.73).

Extension activitiesDraw a cupboard Draw a wardrobe and situate in it the foods that are

mentioned, making and answering questions about it. (Guide page. 72).

Meal posters Make up a poster with photographs or drawings of food (Guide page. 72).

Food lists Make two lists of meals, one with foods that are liked and one with foods that aren’t liked. (Guide page. 72).

Make a menu Write and draw the menus for breakfast, lunch and dinner. (Guide page. 72).

Write a chant Complete and substitute the lyrics of the song from the unit. (Guide page. 73).

Likes and dislikes Orally express, without repeating, sentences with I like/I don’t like.(Guide page. 73).

My World poster Talk about the photographs of the children’s families. (Guide page. 73).

Photocopy Master 31 Cut out the illustrated mini-cards and the vocabulary mini-cards and play snap. (Guide page.73).

Photocopy Master 6 Observe an illustration and complete the sentences. (Guide page.73).

Unit Poster Write sentences describing the poster in unit 2. (Guide page. 73).

6.- ASSESSMENT

FormativeCorrection of Activity Book (pages 14 to 21).Student’s participation in different activities.

SummativeTest 1, assessment notebook pages 16-17

Self-assessmentCarry out the activities proposed on page 21 of AB:Complete the Picture Dictionary.Write the name of the foods drawn.Make and answer questions to identify the objects.Write and read the words from the sentences, in the correct order.

Express the favourite words and pages in the boxes.Indicate the opinion they have of your personal work; effort, participation, achievements, etc coloring the face that bests reflects it.

REVISIÓN 1 & 2: JUNGLE FUN 1

1.- TEACHING GOALSThe students will be able to: Review vocabulary and expressions learnt in lessons 1 and 2. Read and understand a short story. Understand and execute instructions and simple orders. Learn to deduce information through observation and listening.

2.- CONTENTSBLOCK 1- Listening, talking and conversingPROCEDURES Read and listen to a short story (Jungle Fun 1) (CB pages 22 and 23). Repeat the short story out loud acting out and representing the characters.

(CB pages 22 y 23). Write and answer comprehension questions on the short story. (CB pages 22

y 23)

BLOCK 2- Reading and writingPROCEDURES Observe the drawings and indicate which one corresponds with the short story

from CB pages 22 and 23. Write the names of the drawings that do correspond with the story. (AB pg. 22).

Relate two parts of the sentences that appear in the short story of CB pages 22 and 23.

Write the complete sentences, once both parts have been joined. (AB pg. 22). Listen to a recording and locate, in a drawing, a series of foods. Answer the

questions situating the objects and characters and using the words from a box. (AB pg. 23).

BLOCK 3- Reflection and understanding of the language through its useCONCEPTSVocabulary

Review: related with the rooms and furniture in a house, as well as the meals.

Passive: Let’s (listen to the story), I love (bananas), Wait for me!, go home, Stop!, Help!, Hurray!, Look!, Close your books!, Look at (the kitchen), What’s this?, tree house.

BLOCK 4- Socio-cultural aspects and intercultural awarenessCONCEPTS Relate the English language with its own reality through vocabulary about food, rooms of the house, contributing in this way to the knowledge of the customs, forms of social relation, traits and particularities of the countries in which the foreign language is spoken.3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCESSee in the introduction the general contribution of learning a foreign language to the acquisition of basic competences and particularly how they are reflected in this unit:


Moral and civic education: relate good eating habits with maintaining the rooms of a house clean and tidy.

v. cultural and artistic competence Make drawings of different foods following the instructions of a listening. (AB.

pg. 23)

4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMGeneral knowledgeReview the properties of food. (CB pgs. 22 and 23)

5.- TREATMENT OF DIVERSITYReinforcement activitiesCan you remember? Write the name of the foods studied in this lesson.

(Guide pg. 75).Say a sentence Orally express the sentences using the prepositions

related to the poster in unit 1. (Guide pg. 77).Spelling RACE In pairs, complete the letters omitted in the words.

(Guide pg. 77).Photocopy Masters 7 y 8 Complete a short story. Colour, cut and order the

cartoons (Guide pg. 75).

Extension activitiesDraw it Draw, color and write the name of as many foods as can be remembered (Guide pg. 75).Role play Write a different version of the dialogue from the short

story and interpret it in class (Guide pg. 77).

UNIT 3: FAMILY AND FRIENDS

1.- TEACHING GOALSThe students will be able to: Learn vocabulary and expressions related to family and friends. Be able to express abilities and capacities: Can you ...?, I can/I can’t. Be able to sing a song. Be able to read and understand a short story. Understand and execute instructions and simple orders. Learn to deduce information through observation and listening.

2.- CONTENTSBLOCK 1- Listening, speaking and conversingPROCEDURES Listen to the listing of a series of activities and locate them in the book as they

are heard. Repeat the words and phrases out loud (CB pg. 24). Listen to the name of the activities and state the name of the character that

carries out each one, based on the book. Make and answer questions about the abilities of each one (CB pg. 24).

Listen and recite a light hearted song. Locate, in the book, the activities mentioned in the song. Interpret the actions that are carried out in the song. (CB pg. 25).

Listen to a recording which expresses the activities that are carried out by a character’s family. Relate and identify each activity with a cartoon (CB pg. 25).

Read, listen and represent a short story (Can you play football?). Draw up and answer questions about it (CB pg. 26).

Listen to a recording and express the number of the drawing which is referred to. Re-listen and check the answers (CB pg. 27).

Listen to a recording about what the characters know and don’t know how to do. Distinguish, in the drawings, the activities that they can or can’t do base don the tape (AB pg. 17).

Observe the drawing that accompanies a song. Listen, sing and stage the instruments mentioned in the song (CB pg. 28).

Listen to the recording and identify the different sounds and deduce the name of the instrument or activity that is heard (CB pg. 28).

Listen and repeat a dialogue between two characters. Observe the robots carrying out different activities. Play a guessing game (Gizmo’s Robot Machine) to guess which robot it is, asking questions based on the model (CB pg. 29).

Make a cut out. Cut two wheels from the drawing of the activities. Join them and make them spin. Ask and answer questions based on the section that appears when playing (AB pg. 71).

Play a game (Gizmo’s game) where a message is listened to and the numbers of the drawings are crossed out as the description of the corresponding drawing is heard.

BLOCK 2- Reading and writingPROCEDURES Relate the drawings from the activities with the corresponding names (AB pg.

24). Write under each robot the name of the corresponding activity (AB pg. 24). Observe the drawings of characters carrying out different activities. Write

sentences with the name of the family member and the corresponding activity (AB pg. 25).

Play a memory game identifying from several sentences, the ones that correspond to the short story in CB page 26 (AB pg. 26).

Read the questions and answers. Observe the drawings and deduce which character is the mysterious one, using the information offered. (AB pg. 26).

Read and listen to the descriptions of the character’s abilities. Observe the drawings and deduce to which character they belong. (CB pg. 27).

Observe the drawings and complete the sentences with the abilities that a character can or can’t do (I can/I can’t) (AB pg 27).

Complete the sentences about the family members and the name of the activities they can or can’t carry out. Use the words from a box (AB pg. 28).

Observe the drawings and write the questions in relation to them. Use the expression Can you…? To begin the sentences and the activities that appear in the box. (AB pg. 29).

Read and complete the sentences with the help of the pictograms and the words from a box.

Personalize, in a drawing, the activities that they like to do and the ones they don’t. complete the text writing the name of these activities (AB pg. 30).

BLOCK 3- Reflection and understanding of the language through its use

CONCEPTS

TopicThe activities

VocabularyActive: the activities; swim, play tennis, play the guitar, ski, ride a horse, use a computer, draw, skateboard, ride a bike, play the piano, play the violin, play the drums, play football.

Passive: Stop! computer game, football, goal, questionnaire, me, my friend.

Review: guitar, horse, computer, tennis. The family (sister, grandad, granny, brother, mum, dad); garden; sing, clap your hands, dance, jump, jeans, jacket. The colours. The numbers.

Functions and linguistic exponentsExpress ability

StructuresActivesCan you (ride a horse)? Yes, I can. No I can’t.I can (swim). I can’t (ski).

Passives Who can draw?, He/She can (ski), How many robots? Point to (granny), Let’s (say the chant), Stand up!, Look at (the picture), Let´s listen!, What’s this?, What number ?, Let´s play a game!, Who is it?, What’s his/her name? What can he/she do?. Good idea!, Who am I?, Who’s this?,Can he/she (skateboard)?, Simon says..., What can the red robot do?, Look, here’s a photo of (name), I love (sport), My name’s (Juan),


practice the pronunciation of the sound /j/ (CB page 31). Orally reproduce and interpret the short story from the unit (CB page 26). Listen and sing a song (CB page. 28).

BLOCK 4- Socio-cultural aspects and intercultural awarenessCONCEPTS Approaching the English culture by relating their own reality with different English socio-cultural contexts; for example the activities and sports of English children.

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES

See in the introduction the general contribution of learning a foreign language to the acquisition of basic competences and particularly how they are reflected in this unit:


vocabulary stickers (AB pg. 64), which they will use as a reminder and as a grammar consult.

Every two units a review will be completed (Jungle Fun 2) learning how to clasify the vocabulary learnt. Units 3 and 4, AB pages 40 and 41.


Section My World: Listen and read a text about a boy who lives in Great Britain (Me and my friends). Ask and answer comprehension questions about the text. (CB pg. 30).

Health education: the importance of practicing sports and open air activities for the health. Refer to the correct combination and balance of work with recreational activities.Moral and civic education: the importance of cooperation and team work. It’s good to stand out individually in specific things, but success is also based on the capacity of team work.Education for the equality of both sexes: the importance of observing and assuming, as normal, boys and girls carrying out all sorts of sport and leisure activities.

v. cultural and artistic competence AB page. 71, carry out a simple art activity like colouring, cutting and pasting

the discs of the activities that they know or don’t know how to do.

4.- RELATIONSHIP WITH OTHER AREAD OF THE CURRICULUMMusical knowledge (Music)Learn information and show interest in the different musical instruments. (CB page 28)

5.- TREATMENT OF DIVERSITYAttention to diversityReinforcement activitiesLabels Name the activities (Guide pg. 94).Test each other Indicate and name the activities on page 24 from CB

(Guide pg. 94).Photocopy Master 31 cut and pair up the illustrated and vocabulary cards (Guide pg. 94).Photocopy Master 9 Colour, cut and order the cartoons (Guide pg. 94).I can do it! Personally refer to those activities that they are able to do. (Guide pg. 94).

Family Complete the song from the unit (Guide pg. 94).Word puzzle Draw up words from a word snake (Guide pg. 95).Photocopy Master 10 Observe the figures and complete the sentences

underneath them (Guide pg. 94).Photocopy Master 11 Distinguish which words can be used to complete the sentences (Guide pg. 95).Chinese whispers Whisper a sentence around the whole class, and see if

the last one says the same as the first (Guide pg. 95).

What can I do? Deduce by the lip movement, the name of the activities (Guide pg. 95).

Extension activitiesBe a robot! Imitate a robot, doing and guessing different activities. (Guide pg. 94).Family trees Draw up own family tree (Guide pg. 94).Friends and family Make interviews, asking about the family members

(Guide pg. 94).Is it true? Draw about an activity and write True/False if it is

known how to carry it out (Guide pg. 93).Activities cards Ask and answer questions to guess the activities

(Guide pg. 95).I can! Chose an activity and ask who knows how to carry it

out. (Guide pg. 95). My World poster Talk about the photographs of the student’s families.

(Guide pg.95).Photocopy Master 31 Play to try and make couples match

(burro) with the illustrated and vocabulary cards. (Guide pg. 94).

6.- ASSESSMENTFormativeCorrection of the Activity Book (pages 24 to 31).Student’s participation in the different activities.


Self-assessmentCarry out the activities proposed on page 31 of AB:Complete the Picture Dictionary.Write the name of the activities drawn.Ask and answer questions to identify the objects.Write and read the words from the sentences, in the correct order.Write in the boxes the favourite words and pages from the unit.Express their opinion about their personal work; effort, participation, achievements, etc coloring the face that bests reflects it..

UNIT 4: AROUND TOWN

1.- TEACHING GOALSStudents will be able to: Know vocabulary related to places and city installations. Be able to understand express direction: next to, opposite, straight on, left,

right. Practice orientating oneself in different spaces, following instructions. Recognize and identify places in the city. Be able to sing a song. Be able to read and understand a short story. Understand and execute instructions and simple orders. Learn to deduce information through observation and listening.

2.- CONTENTSBLOCK 1- Listening, speaking and conversingPROCEDURES Listen to the listing of a series of places in the city and locate them in the book

as they are being Heard. Repeat the places out loud (CB pg. 32).

Listen to the questions which ask about the character that is in a particular place. Observe the illustration and answer the name of the character the question refers to (CB pg. 32).

Listen and recite a light hearted song. Locate, in the book, the doors mentioned in the song (CB pg. 32).

Listen to a recording which explains the location of houses (next to, opposite). Deduce, with this information, what house number it’s talking about (CB pg. 33).

Listen to a recording and relate each of the characters with their corresponding house (AB pg. 33).

Observe a city map and in pairs ask what place is a drawing’s number and answer the question, based on the model (AB pg. 33).

Listen to a recording and deduce what drawing is being described (CB pg. 36).

Make a cut out. Colour a street map and the buildings and cut them out. Place the mysterious building in the space on the previous map, following instructions (AB pg. 73).

BLOCK 2- Reading and writingPROCEDURES Read, listen to and represent a short story (Where’s the party?). Ask and

answer questions about it (CB pg. 34). Follow the direction instructions in the book and identify the place (CB pg. 35). Listen and read the descriptions and relate them with their corresponding

drawing (CB pg. 35). Observe the drawing that accompanies a song. Listen, sing and stage the

lyrics of the song (CB pg. 36). Read and repeat the dialogue between Gizmo and Hoot, who are playing a

game that consists on locating a treasure following the direction instructions (Gizmo’s treasure machine). Represent the dialogue, practicing, between the students (CB pg. 37).

Draw a map of the route described to find the treasure and write the directions. Complete the sentence that indicates where the treasure is hidden (AB pg. 37).

Play a game (Gizmo’s Bingo Machine) that consists of locating the places that appear in a drawing in Gizmo’s machine (CB pg. 39).

Read the names of the places in the city, locate them in the drawings and assign them their corresponding number (AB pg. 32).

Locate the name of seven common places in the city, in a word search. Write the name of each place, under the corresponding drawing (AB pg. 32).

Read sentences related to the short story in CB page 34 and answer Yes/No as appropriate (AB pg. 34).

Read the instructions and orientate oneself in the space of a city map to reach the places indicated (AB pg. 34).

Identify and write the name of the buildings or places in the city with help from a recording (AB pg. 35).

Complete the sentences which indicate the path to reach the places referred to in a map. Use the words from a box (AB pg. 35).

Read the questions and complete the answers using the words and expressions in a box and the help of a drawing (AB pg. 36).

Complete the description of a town with the words that appear in a box and with the help of a drawing (AB pg. 38).

Make a drawing, showing where their own house is in their town and complete its description (AB pg. 38).

BLOCK 3- Reflection and understanding of the language through its useCONCEPTSTopicThe city

Vocabulary

Active: places in the city: park, library, hotel, train station, hospital, cinema, school, toy shop, bridge, traffic lights, pet shop.

Passive: house, door, gate, party, fun, house, treasure, Thank you Sorry!, Well done!, Excuse me, Great, Good, Ok.

Review: granny, grandad, mum, dad; the colours, the numbers 1 to 30; big, small, today,The days of the week. The seasons (spring, summer, autumn, winter). The months of the year. Prepositions (under, behind, on), wet, windy, sunny, hot, cloudy, cold.

Functions and linguistic exponents- Express direction and sense

StructuresActivesIt’s (opposite) the (park), It’s next to to the (cinema).Turn (left) at the (hotel).Go straight on

Passives Is it a (park) or a (cinema)?, Point to (granny), Who’s this?, Who’s at the (toy shop)?, What’s number is it?, What’s (number twenty nine)?, Is that correct?, What’s this?Look at (the picture), What can you see?, Point to (number twenty five), What colour is the door?, Is it (blue)?, Please, come to my party, What day is today?, My house is (next to the library), On Saturday, Is the (car) under the (bridge)? What’s the weather like today?, This train is from London, (Jack and Daisy) are (in my class).


practice the pronunciation of the sounds /ee/ and /i/ (CB pg. 39). Orally reproduce and interpret the short story from the unit (CB pg. 34). Listen, sing and stage a song (CB pg. 36).


CONCEPTS Approaching the English culture by relating their own reality with different English socio-cultural contexts; for example the common and typical places in a city.

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCESSee in the introduction the general contribution of learning a foreign language to the acquisition of basic competences and particularly how they are reflected in this unit:





Section My World: Listen and read a text about a girl who lives in Great Britain (My town) and about the different places in her city. Ask and answer comprehension questions about the text and compare it with their own city. (CB pg. 38).

Moral and civic education: the importance of living in a community and participating in its activities. Environmental education: the importance of being able to count on installations that improve the quality of life of people in a city. The importance of taking care of the environment. Road education: respect road rules to avoid accidents.

v. artistic and cultural competence AB pg. 73, carry out a simple art activity like cutting out and building a city out

of paper. Draw a picture about their own city and compare it with the one in the box My

Town. (AB pg. 38).

4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMGeneral knowledgeBased on learning about the distribution and order of the different buildings in the cities (CB pg. 32).

5.- TREATMENT OF DIVERSITYReinforcement activitiesCan you remember? Identify the flashcards of the unit (Guide page. 112).Get in order! Order and orally express the numbers from 20 to 30 (Guide page 112).

Photocopy Master 28. Cut out and pair up the illustrated and vocabulary cards (Guide page 112)Photocopy Master 12 . Colour, cut out and put the cartoons in order. (Guide page 112).Photocopy Master 13. Read the questions and write the answers (Guide page 112).Photocopy Master 32. Relate the illustrated mini-cards with the vocabulary mini-cards (Guide page 113).Giving directions. Chose a place in a map and write the directions of how to get there. (Guide page 112).Song. Copy and complete the song (Guide page 113).Do it! Play with the numbers from 20 to 30 (Guide page 113).Which photo? Guess what sentence corresponds to what photograph (Guide

page 113).My World poster Talk about the photographs of places in the city (Guide page 113).Listen and do. Indicate the places and how to reach them (Guide page. 113).

Extension activitiesDraw it! Each draw their favorite place in the city (Guide page 112).In my town. Draw a place in the neighborhood and write sentences about it (Guide page112).My school. Describe and place where is their own school (Guide page 112).Treasure. In pairs, give instructions on how to locate a treasure (Guide page 113).Photocopy Master 14 Read the questions and write the directions to get to certain places (Guide page 113).High Streets. Construct a main street and describe it (Guide page. 113)

6.- ASSESSMENTFormativeCorrection of the Activity Book (pages 32 to 39).Student’s participation in the different activities.


Self-assessmentCarry out the activities proposed on page 39 of AB:Complete the Picture Dictionary.Write the name of the places in the city that have been drawn.Ask and answer questions to identify the objects.Write and read the words from the sentences, in the correct order.Write in the boxes the favourite words and pages from the unit.Express their opinion about their personal work; effort, participation, achievements, etc coloring the face that bests reflects it.


1.- TEACHING GOALSStudents will be able to: Revise vocabulary and expressions learnt in units 3 and 4. Read and understand a short story. Understand and execute instructions and simple orders. Learn to deduce information through observation and listening.

2.- CONTENTSBLOCK 1- Listening, speaking and conversingPROCEDURES

Repeat the short story out loud acting and representing the characters. (CB pages 40 and 41).

Ask and answer comprehension questions about the story.(CB pages 40 and 41).

BLOCK 2- Reading and writingPROCEDURES Read and listen to a short story (Jungle Fun 2) (CB pages 40 and 41). Observe the drawings and deduce what the characters say in each cartoon,

using the words and expressions from a box (AB pg. 40). Join both parts of the sentences related with the short story in CB (AB pg. 40). Find the route that leads to a treasure, colouring the corresponding boxes

from the map game (AB pg. 41). Read the questions and relate them with their corresponding drawing. Write

the answers in the corresponding lines (AB pg. 41).

BLOCK 3- Reflection and understanding of the language through its useCONCEPTSVocabularyReview: related with the activities and the places in a city.

Passive: What are they doing? Well done!, Help!, Let’s (go home), What’s this/that?, Can you (climb up), No, I can’t. Look at (the map), Where are you?, Is that correct?Oh no!, hyenas, treasure, map, river, tree, climb up, Point to (hospital), Thank you!, Pass, start, days, musical instruments, numbers, weather, family.

BLOCK 4- Socio-cultural aspects and intercultural awarenessCONCEPTS Relate English language with its own reality through the vocabulary of city buildings and actions they know and don’t know how to do, contributing in this way to the knowledge of customs, forms of social relation, traits and particularities of the countries in which the foreign language is spoken.


v. cultural and artistic competence Carry out a colouring exercise. (AB. Page. 41)

4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMPhysical EducationRevise some of the actions related to sports. (AB pg. 41)


Reinforcement activitiesJumbled sentences Put the words in order and use them to write

sentences (Guide pg. 115).Next to In pairs, place the illustrated mini-cards as the

partner indicates (Guide pg. 117).Spelling it! In pairs, correctly spell the name of the

illustrated and vocabulary mini-cards of city places.(Guide pg. 117).

Photocopy Masters 15 and 16 Complete a short story. Colour, cut out and put the cartoons in order. (Guide pg. 115).

Extension activities

Giving directions Give and follow directions. (Guide pg. 115).Memory game Write sentences that have been said by the characters in the CB.(Guide pg.117)

UNIT 5: WILD ANIMALS

1.- TEACHING GOALSStudents will be able to: Learn vocabulary and expressions related to wild animals. Make small descriptions of the animals. Sing a song. Read and understand a short story. Understand and execute instructions and simple orders. Learn how to deduce information through observation and listening.

2.- CONTENTS

BLOCK 1- Listening, speaking and conversingPROCEDURES Listen to the listing of a series of animals and locate them in the book as they

are being named. Repeat the words out loud (CB pg. 42). Listen to the name of the animals, relate them with their corresponding

number and point them out in the book (CB pg. 42). Distinguish the Yes/No sentences depending on the colour of the animal from

the illustration in CB which corresponds with them (CB pg. 42). Listen and recite a light-hearted song. Locate, in the book, the actions

mentioned in the song. Interpret the actions that are carried out in the song (CB pg. 43).

Listen to a recording of different sounds emitted by animals and relate them with the images of the wild animals (CB pg. 43).

Observe the drawings of the children imitating animals. Listen to the recording and relate the drawings with the number of the animal that makes that movement (AB pg. 43).

Listen to a recording where a boy asks a zoo keeper about the animals. Ask and answer the same question for the rest of the animals in the illustration (CB pg. 45). Listen, sing and stage the lyrics of the song (CB pg. 46).

Play a guessing game (Gizmo’s Animal Look-out Machine). Ask and answer questions, based on the model, to deduce what animal it is (CB pg. 47).

Play a game (Gizmo’s Bingo Machine), which describes animals and deduce what animal it is indicating its corresponding number (CB pg. 49).

BLOCK 2- Reading and writingPROCEDURES Read, listen to and represent a short story (At the zoo). Ask and answer

questions about it (CB pg. 44). Relate the drawings of the characters with the expressions said in a short

story (AB pg. 44). Make a cut out. Colour, cut out and bend the rectangles with animals. It

consists of guessing the animal that each child had, through true sentences (AB pgs. 75-76).

Listen to three conversations about animals and relate each one with the corresponding drawing of the animal, writing the corresponding number (AB pg. 47).

Colour the animals and complete the sentences with the name of the colours used (AB pg. 42).

Solve the crossword with the name of the animals that appear drawn (AB pg. 42).

Complete the sentences describing the animals, using the words from a box (AB pg. 43).

Deduce what animal it is, using the information that appears in a table and asking and answering the question from the model (AB pg. 44).

Read and listen to the riddles which describe animals. Relate the descriptions with the drawing of the corresponding animal (CB pg. 45).

Read and complete the sentences which ask about certain animals (AB pg. 45).

Construct sentences from letters and numbers, describing animals (AB pg. 45).

Read the descriptive sentences about animals and indicate Yes/No in the boxes as appropriate in each case (AB pg. 46).

Complete the sentence of a past-time with the help of the boxes from the previous exercise, substituting the numbers for their corresponding letter. Draw the resulting animal (AB pg. 46).

Write four questions about the elephant, with their corresponding answers and the help of the drawings (AB pg. 47).

Read and complete a text with the words from a box (AB pg. 48). Draw a picture of a favourite animal. Complete sentences describing the

animal drawn (AB pg. 48).

BLOCK 3- Reflection and understanding of the language through its useCONCEPTSTopicWild animals

VocabularyActive: the animals: elephant, monkey, tiger, zebra, crocodile, lion, giraffe, snake, dolphin, parrotActions: climb, fly, walk, wing;

Passive: wriggle, tree, magic, cap, favourite, fast, zoo.

Review: the colours; the numbers, dad, jump, swin, and, run, big, small, short, long, legs, eras, head, nose, mouth, hair, teeth, mouse, garden, milk, cheese, pet, mouse, cat, raice, cinema. Functions and linguistic exponents- Describe animals

StructuresActivesCan (an elephant ) (swin? Yes, it can. No, it can’t. It can (walk).What colour is it?, It’s (orange and black).

Passives What colour’s the (elephant)?, What is it?, What number is it?, Is the (crocodile) (green) or (brown)?, Is it an (elephant) or (a monkey)? It’s got (two legs).

Look at (the pictures), I can (swim) like a (dolphin), Look at me!, What’s number (1)?,Hurry up, It can’t (fly), Who can you see?, At the zoo, Thank you!, Stand up!Animals at the zoo, lots of fun for me and you, The monkey says..., Touch your (head), It likes (toast), Is it (long) or (short)?Lots of things, Let’s (sing the song), What animals can you see?, Point to (a mouse), What colour’s (the tigre), It’s got (ears)?, Is that correct?


practice the pronunciation of the sound /z/ (CB pg. 49). Orally reproduce and interpret the short story in the unit (CB pg. 44). Listen and sing a song (CB pg. 46).

BLOCK 4- Socio-cultural aspects and intercultural awarenessCONCEPTS Approaching the English culture by relating their own reality with different English socio-cultural contexts; for example the animals and pets that children have, etc.






Section My World: Listen and read a text about a boy who lives in Great Britain (Animals) talking about his favourite animals . Ask and answer comprehension questions about the text. (CB pg. 48).

Moral and civic education: the importance of taking care and responsibility of our pets and domestic animals. Environmental education: the importance of preserving wild animals and especially the endangered species.

v. artistic and cultural competence AB pg. 75, carry out a simple art activity like colouring, cutting out and folding

the information cards about what the different animals do.

AB pg. 48, draw a picture of the favourite animal and compare it with the information from the box My Favourite Animal.

4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMGeneral knowledgeBased on learning information about the wild animal’s life (CB pg. 32).


Reinforcement activitiesWhat is it? Identify and name the different animals (Guide pg. 134).What’s missing? Guess what flashcard is missing (Guide pg. 134).Photocopy Master 29. Cut out and pair the illustrated and vocabulary cards (Guide pg. 134)Photocopy Master 17 Colour, cut out and putt he cartoons in order (Guide pg. 134).Yes or No? Write true and false sentences about animals (Guide pg. 134).Say a sentence. Construct true sentences about any animal (Guide pg. 134).Photocopy Master 32. Play saying three things with the illustrated and vocabulary cards. To deduce whether its an animal or an action (Guide, pg. 134).What can it do? Describe the actions that an animal can do with the vocabulary mini-cards and deduce what animal it is. (Guide, pg.135).Photocopy Master 18. Find the names of the animals in the word search (Guide pg. 134).Take turns . Read the texts from CB page 48 out loud (Guide pg. 135).My World poster. Talk about the photographs of the animals they have brought (Guide pg. 135).Chant. Read and guess the word that is missing in the verse from the song (Guide pg.1353)

Extension activitiesMy favourite wild animal Number and describe wild animals (Guide pg. 134).I can wriggle like a Snake Read and copy a verse of the song (Guide pg. 134).Guess the animal Ask and answer questions to guess the animals (Guide

pg. 134).Riddles Chose an animal and write a small description (Guide

pg. 134).Describe an animal Write and read the description of an animal (Guide pg.

135).Photocopy Master 19 Ask and answer the questions about

animals. Complete the description of a bird. Draw and colour an animal. (Guide pg. 135).

Guess my card Describe and deduce different animals (Guide pg. 135)

6.- ASSESSMENT

FormativeCorrection of Activity Book (pages 42 to 49).Student’s participation in the different activities.


Self-assessmentCarry out the activities proposed on page 49 of AB:Complete the Picture Dictionary.Write the name of the places in the city that have been drawn.Ask and answer questions to identify the objects.Write and read the words from the sentences, in the correct order.Write in the boxes the favourite words and pages from the unit.Express their opinion about their personal work; effort, participation, achievements, etc coloring the face that bests reflects it.

UNIT 6: IN THE PARK

1.- TEACHING GOALSThe student’s will be able to: Express an action that is happening now, using the gerund of the verbs:

reading, talking, etc. Learn vocabulary and expressions related with spare time and the park. Know and adequately use the feminine and masculine articles: She/He. Sing a song. Read and understand a short story. Understand and execute instructions and simple orders. Learn to deduce information through observation or listening.

2.- CONTENTSBLOCK 1- Listening, speaking and conversingPROCEDURES Listen to a listing of actions and locate, in the CB, the people that carry them

out. Repeat the actions out loud (CB pg. 50). Listen to the name of the actions, relate them with their corresponding number

and point them out in the CB (CB pg. 50). Listen to and recite a light hearted song. Locate, in the book, the actions

mentioned in the song and interpret them (CB pg. 51). Listen to a recording where a girl (Molly) carries out a series of actions. Relate

the action with its corresponding number and indicate the number. Repeat out loud. (CB pg. 51).

Listen to sentences and chose the drawing that corresponds to each one, choosing between two illustrations (AB pg. 51).

Ask and answer questions about the actions that the characters in the drawing are carrying out (AB pg. 52).

Observe the drawing of a beach full of people. Locate the characters that are being required and describe the actions they are carrying out (CB pg. 53).

Observe the drawing that accompanies a song. Listen, sing and stage the lyrics of the song (CB pg. 54).

Listen to, read and repeat the dialogue between the characters Gizmo and Hoot that are playing a guessing game. Represent the dialogue between the students to deduce in each occasion what screen it is (CB pg. 55).

Make a cut out. Colour and cut out a cube with children carrying out different actions. Throw the die and make a note in the corresponding place of the action that appears, until the table is complete (AB pg. 77).

Play a game (Gizmo’s Bingo Machine) where actions are heard and the corresponding drawings are pointed out (CB pg. 57).

Listen to a recording and copy in each drawing the corresponding time icon. Ask and answer questions about the drawings, following the model (AB pg. 55).


Read, listen and represent a short story (The football). Ask and answer questions about it.

Observe the drawings and describe the actions that the characters are carrying out, using the article She/He appropriately. Relate each action with its corresponding drawing (CB pg. 53)

Relate the name of the actions with the drawing of the corresponding action, indicating the number in the box (AB pg. 50).

Solve a crossword with actions names suggested by some children’s silhouettes. Deduce the magic word missing (AB pg. 50).

Observe the drawing of a house and various characters carrying out different actions. Write sentences about each one of the characters, differentiating between the articles He/ She (AB pg. 51).

Play a memory game identifying the sentences that belong to the story from CB and which don’t. Read out loud and point out (AB pg. 52).

Read sentences out loud and observe the drawings. Locate the errors and cross them out. Write the sentences correctly based on the drawing (AB pg. 52).

Locate 6 differences between two similar drawings. Write sentences expressing the differences between both drawings (AB pg. 53).

Read the descriptions of the drawings and deduce if they are true or false, observing the drawings that accompany them (AB pg. 54).

Relate the sentences about the weather with their corresponding drawings. Complete the sentences that describe the activities carried out by the characters in the drawings (AB pg. 54).

Put the words in order to obtain complete questions. Write the questions and their answers using the activities that appear in a box (AB pg. 55).

Complete the description with the words from a box (AB pg. 56). Draw a picture of a friend doing something he enjoys. Describe the things that

appear in the drawing, following the model (AB pg. 56).

BLOCK 3- Reflection and understanding of the language through its use

CONCEPTS

TopicActions and activities

VocabularyActive: activities: drinking, eating, reading, crying, talking, sleeping, walking, writing. Playing (football), riding (a bike), swimming, skiing, drawing, singing, running.

Passive: flower, bread, shower, coat, a lot, picture, violin,

Review: numbers 1 to 8, granddad, granny, mum, brother, bedroom, bed, kitchen, cheese, ice cream, bathroom, garden, the colours, the days of the week ; riding a bike/a horse, playing football/tennis, swimming, It’s wet, cold, hot, sunny, windy, cloudy, autumn, spring, summer, winter, cat, Well done!

Functions and linguistic exponents - Express the actions carried out in a specific moment.

StructuresActivesWhat’s he/she doing? He’s/She’s (sleeping).

Passives Look at (the picture), What number is it?, Point to (writing), Let’s (say the chant), Dear granny!, Thank you for my present, Don’t worry, She’s flying, Are you OK?, She’s going home!, ouch!Find (Molly), You can do anything, What day is today?, What month is it?, What’s the weather like today?, Look at (my friend), she is happy because he’s winning, in the school team, very fast,


practice the pronunciation of the sounds /in/ and /ing/ (CB pg. 57). Orally reproduce and interpret the short story in the unit (CB pg. 52). Listen, sing and stage a song (CB pg. 54).

BLOCK 4- Socio-cultural aspects and intercultural awarenessCONCEPTS Approaching the English culture by relating their own reality with different English socio-cultural contexts; for example leisure and free time activities for children;


ii. competence of learning to learn; Children will be making the Picture Dictionary with the illustrated and

vocabulary stickers (AB pg. 66), that can be use as a reminder and orthographic reference.


iv. social and civic competence as a language knowledge implies the understanding of social facts and traits linked to the speakers of the language that can be worked parallel to the unit.

Listen to and read a text about a girl who lives in Great Britain (Free time). Ask and answer comprehension questions about the text (CB pg. 56).

Moral and civic education: the importance of belonging to a family, learning to respect and love one another, to collaborate together in different activities and to follow certain rules. Health and leisure education: the importance of free time in our lives, to have a healthy and balance life.

v. cultural and artistic competence AB pg. 77, carry out a simple art activity like colouring, cutting out and pasting

a die with drawings of different activities.

4.- RELATIONSHIP WITH DIFFERENT AREAS OF THE CURRICULUM

General knowledgeBased on knowing the differences between each season of the year. (CB pg 54)

5.- TREATMENT OF DIVERSITYReinforcement activitiesChoose a word! Chose an action and write it on a paper (Guide pg. 152).She or He. Put the characters in order based on their gender (Guide pg. 152).Photocopy Master 30. Cut out and pair the illustrated and vocabulary cards (Guide pg. 152).Photocopy Master 20. Colour, cut out and put the cartoons in order (Guide pg. 152).Photocopy Master 21. Complete the sentences with the names of the actions (Guide, pg.152).Bingo Play bingo with the mini-cards instructions (Guide pg. 152).What’s she/he doing? Write all the remembered actions on a piece of paper (Guide pg.153).Spelling. Complete the words learnt in the unit (Guide pg. 153).Which photo? Ask and answer questions about the actions from the unit (Guide pg. 153).My World poster. Talk about the children’s photographs of their free time (Guide pg. 153)Mime it. Mime the activities from the poster and guess them (Guide pg. 153).

Extension activitiesPoster Unit 6 . Ask and answer questions about the poster (Guide pg. 152)What’s Molly doing? Write about the characters’ actions (Guide pg. 152).My family. Ask/answer questions about a friend’s family (Guide pg. 152).Miming mime and guess the activities and actions (Guide pg. 152).What’s he/she doing? Mime, ask and guess the actions (Guide pg. 153).Photocopy Master 32. Play Pelmanism making pairs with illustrated and vocabulary mini-cards (Guide pg. 153).Photocopy Master 22. Read the texts and relate them with their photograph (Guide pg. 153).Group work. Indicate an action, mime it and ask about it (Guide pg. 153)

6.- ASSESSMENTFormativeCorrection of Activity Book (pages 50 to 57).Student’s participation in the different activities.

SummativeTest 3, assessment notebook pages 20-21End of Year Test, assessment notebook pages 22-23

Self-assessmentCarry out the activities proposed on page 57 of AB:Complete the Picture Dictionary.Write the name of the city places drawn.Ask and answer questions to identify the objects.Write and read the words from the sentences, in the correct order.Write in the boxes the favourite words and pages from the unit.Express their opinion about their personal work; effort, participation, achievements, etc coloring the face that bests reflects it.


1.- TEACHING GOALSStudents will be able to: Review vocabulary and expressions learnt in units 5 and 6. Read and understand a short story. Understand and execute instructions and simple orders. Learn to deduce information through observation and listening.

2.- CONTENTSBLOCK 1- Listening, speaking and conversingPROCEDURES Read and listen to a short story (Jungle Fun 3) (CB pgs. 58-59). Repeat the short story out loud acting out and representing the characters (CB

pgs. 58-59). Ask and answer comprehension questions about the story (CB pgs. 58-59).

BLOCK 2- Reading and writingPROCEDURES Read the sandwiches from the dialogue and relate them with their

corresponding cartoon, indicating the letter (AB pg. 58). Complete the description using the words from a box and colour the drawing

using the colour code offered (AB pg. 58). Find the route that leads to the party, answering the questions suggested

throughout the route (AB pg. 59).


VocabularyReview: related with wild animals and the actions and activities we carry out.

Passive: What’s the name of the story?, What animals are in the story?, What are the names of the monkeys?, What’s this/that?, Look at (the story), Let’s listen (to the story), Where is it?, Follow me!, Don’t worry, I’ve got an idea, Oh no!, Help!, Hurray!, hyenas, toucan, monster, jungle, very, tree, wriggle, What am I doing?, Draw the monster’s (head)

BLOCK 4- Socio-cultural aspects and intercultural awarenessCONCEPTS Relate English culture with its own reality through vocabulary of wild animals and the actions they know and don’t know how to do, contributing in this way to the knowledge of customs, forms of social relationships, traits and particularities of the countries where the foreign language is spoken.


v. cultural and artistic competence Carry out a colouring exercise following the guidelines of the colours marked

by the numbers. (AB. Pg. 58)

4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMNatural and Social SciencesRevise the information on certain animals habits. (AB pg. 59)


Reinforcement activitiesJumbled animals Mime and guess the name of the animals,

asking and responding the appropriate questions (Guide pg.155).

Describe the animal In pairs describe the animals and deduce the names (Guide pg. 157).

Spelling it! In pairs, correctly spell the name of the illustrated and animal vocabulary mini-cards (Guide pg. 157).

Photocopy Masters 23 and 24 Complete a short story. Colour, cut out and put the cartoons in order (Guide pg. 155).

Extension activitiesMonster drawing . Draw and colour a monster. Describe it so that the partner can draw it. Compare both drawings (Guide pg. 155).Dictation Put it in order! Learn and recite, in order, the short story in CB (Guide pg. 157).

FESTIVALS - CHRISTMAS

1.- TEACHING GOALSStudents will be able to: Learn things about how to celebrate Christmas in Anglo-Saxon countries. Be able to learn vocabulary and expressions related to Christmas. Be able to sing a song. Understand and execute instructions and simple orders. Practice the written comprehension and expression of the language of the

unit.

2.- CONTENTSBLOCK 1- Listening, speaking and conversingPROCEDURES Read, listen and sing a traditional Christmas song from Great Britain (CB pg

60).

BLOCK 2- Reading and writingPROCEDURES Learn and repeat the name of traditional British Christmas dishes (CB pg. 60). Elaborate a Christmas tree out of cardboard and make decorations following

the instructions. Organize a presentation with the work pieces. (CB pg 61).


TopicChristmas in Anglo-Saxon countries.

VocabularyActive: Roast turkey, Christmas pudding, mince pies, chocolate log, an angel, a snowball, a cracker.

Review: Do you like (mince pies)?, Yes, I do, No, I don’t. Summer, winter, green, December, A present, a bell, a star.

Passive: O Christmas tree, How lovely are your branches!, Look at (the photo), What’s this?, Let’s (listen) a coat of green, The 25th of December, food, Christmas tree, Christmas lovely, branches, sun snow, always, show, Have you got a Christmas tree?, Where is it?, car, paper, a box, a cardboard tube, scissors, glue, glitter, cotton wool, ribbon.

Functions and linguistic exponentsExpress things related to Christmas.Give and follow instructions for carrying out a manual job.

BLOCK 4- Socio-cultural aspects and intercultural awarenessKnow aspects of the Anglo-Saxon culture, for example, how Christmas is celebrated in Great Britain and which are the typical foods on these days. Compare this with the celebration in their own country.

3.- CONTRIBUTION OF THE AREA OF THE FOREIGN LANGUAGE TO THE DEVELOPEMENT OF BASIC COMPETENCESSee in the introduction, the general aspects of the contribution of learning a foreign language to basic competences and particularly how they are reflected in this unit:

v. cultural and artistic competence Carry out a handcraft consisting on elaborating a Christmas tree out of

cardboard paper and other elements. (CB. Pg. 61)

4.- TREATMENT OF DIVERSITYReinforcement activities What’s the word sing the last Word of the verses from the song

(Guide pg. 159).My favourite Christmas Food Chose a favourite Christmas dish

and draw it (Guide pg. 159).Christmas Bingo Draw 6 Christmas objects on a piece of paper

and play bingo (Guide pg. 161).Listen and point Number and mark on the Christmas tree the

decorations made. (Guide pg. 161

Extension activitiesPhotocopy Master 34 Complete the song lyrics (Guide pg. 159).Christmas card Make a Christmas card (Guide pg. 161).

PANCAKE DAY

1.- TEACHING GOALSStudents will be able to: Learn things about how Pancake day is celebrated in Anglo-Saxon countries. Learn vocabulary and expressions related to Pancake day. Sing a song. Know how to describe and understand a simple cooking recipe: put, toss, roll,

mix, beat, etc. Understand and execute instructions and simple orders. Practice written comprehension and expression of the language from the unit.

2.- CONTENTSBLOCK1- Listening, speaking and conversingPROCEDURES Learn and repeat the name of the ingredients needed to make pancakes (CB

pg. 62).

BLOCK 2- Reading and writingPROCEDURES Read, listen to and sing a song about Pancake Day in Great Britain, where

pancakes are made (CB pg. 62). Draw and cut out 26 cardboard pancakes and write a letter A to Z in each one.

Have a race, carrying in a frying pan, each one of the letters needed to complete the words indicated (Guide pg. 163).


TopicPancake day in Anglo-Saxon countries.

VocabularyActive: Pancakes, sugar, flour, lemon.

Review: eggs, milk, April, the numbers 1 to 4.

Passive: Can we (make pancakes)?, Yes, we can. I’m a pancake fan, We’ve got (milk), Mix them together, as quickly as you can, put in in the pan, We’re having (pancakes), What’s this?, toss (a pancake), Toss it up!, a little bit of, Roll (the pancake), Roll it up!, take a bit, Mix the (eggs, milk and flour), Beat (the pancake), Hurray, tonight, Functions and linguistic exponents- Express things related with Pancake day.- Give instructions to elaborate a cooking recipe.

BLOCK 4- Socio-cultural aspects and intercultural awarenessKnow aspects of the Anglo-Saxon culture, for example, how Pancake day is celebrated in Great Britain, and how the famous pancakes are elaborated. Compare it with the typical celebrations of our country.



Moral and civic education: the importance of learning to work in a team to be able to, for example, elaborate pancakes. (CB pg. 62).

4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMPhysical educationPhysical activity consisting in having a pancake race with a frying pan and paper pancakes with the letters of the alphabet. (CB pg. 63).

5.- TREATMENT OF DIVERSITYReinforcement activitiesMonths Write the names of the months and play a game

following instructions (Guide pg. 163).Photocopy Master 36 Complete the song lyrics (Guide pg. 163).Dictation Have a dictation with one of the song verses (Guide

pg.165)How do you spell it? Spell and write words in the exercise book (Guide pg.

165)

Extension activitiesAnagrams Order the anagram of the words (Guide

pg.163).Flashcard sets Classify the flashcards by topics (Guide pg.165)

PROGRAMME OF UNITS: 4th YEAR - COMPULSORY PRIMARY EDUCATION

This programming and scheduling constitutes a model of timed learning for 4th year of Primary Education and taking into account the specific objectives of English as a subject.

This is an adaptable timetable which may be adjusted to the group-class profile as it may be used simultaneously with students who struggle to learn languages as well as with those who have slightly superior knowledge. It may also be adapted to the teacher’s and students’ own tastes and initiatives and the evolution of the course.

This is a guiding and extendable programme, with numerous optional possibilities suggested in the Teacher’s Guide and the Photocopy Masters Book. The teacher may introduce these activities at the appropriate moment, according to students’ needs and attitudes, bearing in mind learning speed – individual and collective – and teaching hours available.

STARTER UNIT: BINGO!

1.- TEACHING GOALSStudents will be able to: Recognize the characters Matt, Molly and Anna. Revise the numbers from 1 to 30. Learn and say the numbers from 31 to 100. Say a light hearted song to practice the numbers. Revise the names of some objects and ask and answer what colour they are. Know how to listen to a story (The prize), read it and represent it. Sing a song to learn or revise the alphabet. Review and spell the vocabulary from the previous Cool Kids levels. Ask and answer how the classmates names are spelt. Understand and execute instructions and simple orders. Learn how to deduce information through observation and listening. Self-assess the own progress and the work done.

2.- CONTENTS

BLOCK 1- Listening, speaking and conversingPROCEDURES Remember the characters from the book (Matt, Molly, Anna and Buster). Listen to the numbers and locate their numeric representation in the book (CB

pg. 2). Listen and orally repeat a series of numbers (CB pg. 2). Listen to a recording which asks for the colours of different objects. Observe

the illustration and answer the questions (CB pg. 2). In pairs, practice a dialogue based on the model, asking and answering about

the colour of the previous objects (AB pg. 2). Revise the numbers from 1 to 100. Point to the numbers in the illustration as

they appear in the song. Repeat the song (CB pg. 3). Ask and answer questions to prepare the story from the unit (The prize).

Listen to the dialogues and follow them in the book. Repeat orally. Act the story in groups of four (CB pg. 4).

Listen to a recording and complete a Bingo carton (AB pg. 4). Ask and answer the questions to guess what objects can be found in the

numbered boxes in Gizmo’s Spellcheck Machine (CB pg. 5).

BLOCK 2- Reading and writingPROCEDURES Identify the objects, write their name (using the vocabulary box) and colour

them as indicated (AB pg. 2). Complete the counts with the vocabulary from the box. Fill in a word search

with the solutions from these counts (AB pg. 3). Listen to a recording and identify the numbers as they are being heard.

Deduce and write the number that isn’t mentioned (AB pg. 3). Relate the words of the numbers with their corresponding graphic

representation. Deduce the missing number (AB pg. 4). Revise the letters of the alphabet. Listen and sing a song with Gizmo’s

Spellcheck Machine (CB pg. 5).

Listen to the questions (How do you spell…) and spell the indicated words (CB pg. 5).

Listen to how the words are spelt and complete the hyphen in the words. Relate the words with the letter of their corresponding drawing (AB pg. 5).

Listen to a recording and write the names of the characters next to the characters as they are being spelt (AB pg. 5).

In pairs, practice the dialogue to spell and write the name of four classmates (AB pg. 5).

BLOCK 3- Reflection and understanding of the language through its useCONCEPTSTopicPresentations

VocabularyActive: Cap. Numbers from 31 to100. The alphabet.

Review: Hello, book, guitar, football, kite, lamp, camera, skateboard, car, watch, lamp, fish, jacket, dress, computer, rubber, ruler, doll, apple, mouth, cat, nose, monkey, rabbit, bird, dog, song, sing. Colours. Numbers from 1 to 20.

Passive: again, prize(s), plus, minus, funny, Great. Thank you, Wait, Help. Goodbye, Well done!, next, number, alphabet, fun, more, winner.

Functions and linguistic exponents- Know how to introduce oneself.- Count in English.- Spell words and ask for their spelling.

Structures

Actives: How do you spell (rubber)?

Review : I’m…, What’s your name?, What colour’s the (kite)?, It’s (blue). Who’s (the winner)? It’s a (dog). Clap your hands. Turn around and touch your head.

Passives: What number is it? What’s this?, Who’s this?, Look (at picture) Is that correct?, Point to (20), We love (bingo), Let’s (play a game)! It’s me!, What’s the missing number?, What’s number(1)?, What’s (twenty plus thirty)?, Use the (magic torch)!, That’s (my cap), Here’s (your prize), I’m (going home), Who is the winner?, I’m the winner!, Is he happy?, What is (his prize)?, Has he got (his prize)?,What has he got?, Do it again!, with me, with you.

Phonetics (rhythm, accentuation and intonation)PROCEDURES Orally reproduce and interpret the short story from the unit (CB pg 4) Listen to and sing a song (CB pg. 3).


CONCEPTS Approaching other cultures and comparing to own reality:Know and use informal expressions and greetings: Hi!, Hello!, etc.



vocabulary stickers (AB pgs 61-66), which they will use as a reminder and as a grammar consult.


Moral and civic education: the importance of courtesy formulae; greetings, farewells petitions, etc. for a harmonious co-existence.

v. cultural and artistic competence AB page. 2, carry out a simple art activity like colouring certain drawings to

revise known vocabulary.

4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMMathematicsCarry out an adding and subtracting activity with different numbers and write the results in a Word search (AB pg. 3).


Reinforcement activitiesDrawing (GD pg. 36).Numbers dictation (GD pg. 36).Flashcard sums (GD pg. 36).Sums (GD pg. 36).Sequence 1 (GD pg. 36).Simon says… (GD pg. 36).I spay (GD pg. 36).

Extension activitiesWhat colour’s this? (GD pg. 36).It’s me (GD pg. 36).Numbers (GD pg. 36).Sequence 2 (GD pg. 36).How do you spell…? (GD pg. 36).

5.- ASSESSMENT

FormativeCorrection of the Activity Book (Starter Unit pages 2 to 5)

UNIT 1: HOBBIES

1.- TEACHING GOALSStudents will be able to: Identify and name various hobbies. Read and write the vocabulary in the unit. Review the vocabulary from other activities. Say a rhyme to express the activities they like to do. Listen to a story about hobbies, read it and represent it. Know how to express the activities they don’t like to practice. Ask someone if they like a certain hobby. Sing a song about the moment of the day where each one prefers to do

certain activities. Play a game to practice questions and answers. Read a text about an English boy and his hobbies. Say a rhyme to practice the pronunciation of the sound /r/. Understand and execute instructions and simple orders. Learn how to deduce information through observation and listening. Evaluate the effort that has been done during the unit.

2.- CONTENTSBLOCK 1- Listening, speaking and conversingPROCEDURES Listen to a recording where a series of activities is listed, locate them and

point them out in the book, as they are heard (CB pg. 6). Listen to and orally repeat the previous activities, indicating the number of the

corresponding illustration (CB pg. 6). Listen to a recording which asks about the character that carries out an activity

(WHO LIKES…? ). Answer, depending on what is observed in the drawing (CB pg. 6).

Revise activities and hobbies. Point to the drawings in the illustration as their corresponding names are heard in the song. Repeat the song and mime the actions (CB pg. 7).

Listen to a recording where four characters express their hobbies. Identify the characters. (CB pg. 7).

Listen to a sentence about the characters from the table. Point out what activities they each enjoy doing (AB pg. 7).

Listen to a recording and relate the drawing of each hobby with a moment of the day (CB pg. 10).

In pairs, practice the dialogue and deduce, observing the illustrations (Gizmo’s Look-out Machine) what character it is in each case (AB pg. 10).

Cut out the mini-cards and the faces from AB page 67. In pairs, play a game (Gizmo’s game) of asking and answering questions in order to guess the partner’s hobbies (CB pg. 13).

Listen to interviews and relate them with their corresponding illustration (CB pg. 9).

Listen to a recording and complete, symbolically, the face of each drawing (smiling or not smiling) as corresponds (AB pg. 9).


Relate the verbs from a column with the names of the other column, base don the illustrations from the exercise (AB pg. 6).

Observe the drawings of children carrying out different activities. Locate in a word snake the corresponding activity to each drawing and write it where indicated (AB pg. 6).

Observe the illustration with characters carrying out different activities. Write a sentence under each drawing expressing the hobby they each like (I like…) (AB pg. 7).

Ask and answer questions to prepare the story from the unit (Let’s play!). Listen and repeat the dialogues, following the book. Answer the comprehension questions. In groups, act out the story (CB pg. 8).

Read the sentences related with the previous story and answer whether they are true or false (Yes/No). (AB pg. 8).

Observe the drawings inside the bubbles and play a guessing game. Ask questions, following the model, to guess what character it is (AB pg. 8).

Observe the drawings of two girls in their respective bedrooms. Read the sentences and deduce what character is talking (CB pg. 9).

Read the questions and observe the drawing with the hobbies classified into the ones that are liked and the ones that aren’t. answer the questions based on the model (Yes, I do/ No, I don’t) (AB pg. 9).

Listen, sing and act out a song (What do you like doing?) (CB pg. 10). Write four sentences about hobbies they each like to practice and when they

like to practice them (AB pg. 10). Play a guessing game with Gizmo’s Presents Machine, copying the dialogue

model and observing the drawings that represent the character’s tastes (CB pg. 11).

Fill in the questionnaire about own hobbies and those of a friend, using the model offered and the activities from a box (AB pg. 11).

Read and complete a brief text (My hobbies) with the help of the visual clues and the vocabulary from a box (AB pg. 12).


TopicHOBBIES.

VocabularyActive: Playing basketball, reading comics, rollerblading, doing karate, playing computer games, listening to music, making models, taking photos.In the morning/afternoon/evening.

Review: Eating ice cream, playing football, swimming, playing tennis, drawing, singing, playing the guitar/drums/piano, skiing, running, skateboarding, riding a horse, riding a bike, reading, Saturday, favourite, sport, Mum, Dad, Granny, Grandad, tree, school, park, in, house, pencils.

Passive: hobbies, playing Frisbee, playing with friends, pool, dark, sea, Look out! Look!, after, camera, me, my, friend, lots of, famous, building, sport, lessons, answer, at night, of course.

Functions and linguistic exponents- Name activities and hobbies.- Express likes about the activities carried out.- Ask and answer about taste in activity material.

Structures

Actives: I (don’t) like (playing basketball), Do you like (making models)?Yes, I do. No, I don’t.

Review : What’s her/his name?

Passives: What do you/they like doing?, Who’s this?, Who is it?, What’s this?, What are (Matt’s) hobbies?, Is that correct?, Where are they?, Come in!, That’s fantastic!, Does (Mark) like (rollerblading)?, Who likes (swimming)?, Who doesn’t like (taking photos)?, What does (the girl)like doing?, What (hobbies) can you see?, What am I doing?, Is he playing...?, What’s his name?, What’s the name of Chris’s friend?, This is Buckingham Palace in London, They’re fun!, What’s (Toby’s) favourite hobby?, Show me…, Cut (out)(the cards), What’s (B’s? question Point to….

Phonetics (rhythm, accentuation and intonation)PROCEDURES Listen and repeat a rhyme to practice the sound /r/ (CB pg. 13). Orally reproduce and interpret the short story from the unit (CB pg 8) Listen, sing and stage a song (CB pg. 10).

BLOCK 4- Socio-cultural aspects and intercultural awarenessCONCEPTS Approaching other cultures and comparing them with own reality: Recognize and compare games and activities that British children use, with our own, understanding that hobbies can change depending on the culture we find ourselves in.Know facts about London; Buckingham Palace, Tate Gallery, Tower of London, etc.

3.- CONTRIBUTION OF THE AREA OF THE FOREIGN LANGUAGE TO THE DEVELOPEMENT OF BASIC COMPETENCESSee in the introduction, the general aspects of the contribution of learning a foreign language to basic competences and particularly how they are reflects in this unit:





Read a text (My World) about an English boy (Chris) and his favourite hobbies. Ask and answer comprehension questions (CB pg. 12). Compare his hobbies with their own.

Draw a picture of themselves practicing a hobby. Complete the sentences in relation to the drawing (AB pg. 12).

Coexistence education: the importance of having friends and knowing how to enjoy activities and games with them, as well as doing what one likes to do.Peace education: the importance of respecting others, even if their interests are different to out.

v. cultural and artistic AB pg. 67, carry out a simple art activitiy like cutting out and preparing the

face and action game.

4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMPhysical educationKnow more facts about the different sports practiced by the children and their relationship with daily activities (CB pg 7).

5.- TREATMENT OF DIVERSITYReinforcement activitiesMiming (Lesson 1 GD pg. 54).Say the hobbies ( Lesson 1 GD pg. 54).Photocopy Master 25 (Lesson 2 GD pg. 54).Miming dictation (Lesson 2 GD pg. 54).Photocopy Master 1 (Lesson 3 GD pg. 54).Bingo! (Lesson 4, GD pg. 54).Guess my flashcard (Lesson 4, GD pg. 54).Photocopy Master 31 (Lesson 5 GD pgs. 54 y 55).Chinese whispers ( Lesson 5, GD pg. 55).Unit poster (Lesson 6, GD pg. 55).Photocopy Master 2 (Lesson 6 GD pg. 55).Finish the sentence (Lesson 7, GD pg. 55).My world poster (Lesson 7, GD pg. 55).What’s missing? (Lesson 8 GD pg. 55).

Extension activitiesMix and match (Lesson1, GD, pg. 54)What do you like? (Lesson 2, GD pg. 54).Do you like…? (Lesson 3, GD pg. 54).Acting out the story (Lesson 3, GD pg. 54).Do you like…? (Lesson 4, GD pg. 54).In the morning (Lesson 5, GD pg. 55).Do you like…? (Lesson 6, GD pg. 55).Photocopy Master 3 (Lesson 7 GD pg. 55).My hobbies (Lesson 8 GD pg. 55).

Write a song (Lesson 8, GD pg. 55).

6.- ASSESSMENTFormativeCorrection of the Activity Book ( Unit 1 pages 6 to 13)


Self-assessmentLesson 8 of the Activity Book (Unit 1, page 13)

UNIT 2: SHOPPING

1.- TEACHING GOALSThe student’s will be able:

Identify and say the name of various shops. Read and write the vocabulary from the unit. Review the vocabulary from the previous levels of Cool Kids related with the

topic from the unit. Say a rhyme about what shops sell certain things. Listen to a story about shopping, read it and represent it. Ask and answer how much certain things cost in English currency. Practice a dialogue typical of the shops. Sing a song about the buying of objects in a shop. Play a game to practice asking and answering about the value of the objects

in a sports shop. Read a text about an English girl, the shops she likes and what she can buy in

them. Draw a picture of a shop and describe it. Say a rhyme to practice the pronunciation of the sounds /ee/ and /e/. Understand and execute instructions and simple orders. Learn how to deduce information through observation and listening. Evaluate the effort that has been done throughout the unit.

2.- CONTENTSBLOCK 1- Listening, speaking and conversingPROCEDURES Listen to a recording where a series of shops are mentioned, locate and point

them out in the book, as they are heard (CB pg. 14). Listen and orally repeat the name of the previous shops, indicating the

number of the corresponding illustration (CB pg. 14). Listen to a recording which asks for the location and proximity of the shops

from the previous illustration. Answer true or false, (Yes/No) as appropriate (CB pg. 14).

Point out the articles about the shop windows as their names are heard in the song. Repeat the song and mime each object (CB pg. 15).

Listen to a character asking where he can buy certain things. Listen to check the answers (CB pg. 15).

Ask and answer questions to prepare the story of the unit (At the pet shop). Listen and repeat the dialogues following the book. Answer the comprehension questions. In groups, act out the story (CB pg. 16).

Observe the drawings of objects with their price tag. Listen to a recording and repeat the prices. Ask and answer questions about the price of the articles (CB pg. 17).

Listen and repeat the conversation of two boys playing ‘’shops’’. In pairs, practice acting the dialogue (CB pg. 9).

Listen to a recording and relate each object with its price tag. Ask and answer questions about the prices (AB pg. 17).

Listen, sing and act out a song (How much is a skateboard?) (CB pg. 18). Listen to a recording of the price of the objects. Look, in a drawing, for the

object that corresponds with the price and formulate the appropriate question: How much is the… ¿ (CB pg. 18).

Listen to a recording and relate each object from the drawing with its corresponding price (AB pg. 19).

Complete the Picture Dictionary (AB pgs 61 and 66) with the stickers of the shops (AB pg. 21).

BLOCK 2- Reading and writingPROCEDURES Write, next to the name of the shops, the number of the corresponding

drawing (AB pg. 14). Write the appropriate name of each shop, observing the drawing of the

products each shop sells (AB pg. 14). Draw the objects in the corresponding shops and write the name next to it (AB

pg. 15). Read the questions and write the answers (AB pg. 15). Complete the speech bubbles with sentences related to the previous story,

differentiating between three options (AB pg. 16). Observe the drawing and read the questions and their answers. Write the

price of each object in the appropriate place (AB pg. 16). Put the sentences in order, number them and write them (AB pg. 17). Write the name of the articles. In pairs, practice the dialogue based on the

model, asking for the price of the objects (Gizmo’s shopping Machine) (AB pg. 18).

Play a game where one must deduce, using Gizmo’s Look-out Machine, copying the model and observing the drawings that represent the articles of the shops (CB pg. 19).

Relate, using lines, each article with its price and write sentences following the model (AB pg. 19).

Do the exercises from AB page 21 as a self-assessment of the effort made in this unit.


TopicShops and what they sell.

Vocabulary

Active: music shop, supermarket, clothes shop, stationer’s bakery, newsagent’s, sports shop, computer shop, cake, bread, chocolate bar, CD, £, pound(s), p, pence, please.

Review: Next to, opposite, pen, ruler, comic(s), rubber(s), ruler(s), pencil(s), pencil case, skateboard, football, computer game, pet shop, pet, basketball, watch, camera, book, cap, rabbit, bird, torch, hat, bike, kite, car, skirt, T-shirt, dress, computer, bread, honey, cereal, bacon, apple, ice cream, orange, juice, salad, yoghurt, pizza, cheese, Thank you!, Goodbye!, school, table, bed. The colours. The numbers from 1 to 100.

Passive: lemon cake, sweets, rock and roll, only, bus ticket, buy, lots of, come, here, newspapers, favourite, DVD, friends, Well done!, prices, something very nice, shopping list.


- Talk about shops and the objects that they sell.- Ask where one can buy certain articles.- Ask and answer about the price of things.

Structures

Actives: At the (clothes shop), How much is (the rabbit), please?It’s ( £10), Here you are.

Review : Is it a (sports shop)?, Where’s (blue)?, Have you got a pet?I’ve got ( £5), It can’t fly, You can (buy pencils), It’s a (T-shirt).

Passives: Look (at his shop), It’s a (bakery), What’s this (shop)?, Is that correct?, Where can I buy (a pencil)?, What can I/you buy at the (music shop)?, I can buy (the rabbit), I want to buy…., What do you want to buy?, Where are they?, Who’s this?, What’s this?, Oh no!,Don’t worry!, Here’s ( £5), here’s (the pet shop), I’ll take one, What is her/his name?, Does Kelly like shopping?, I love…What’s the shop?, Has it got computer games?, What is (A’s) questions/answer?.

Phonetics (rhythm, accentuation and intonation)PROCEDURES Listen and repeat a rhyme to practice and differentiate the sounds /ei/ as in

cake and the sound /e/ as in pencil (CB pg. 21). Orally reproduce and interpret the story from the unit (CB pg. 16). Listen, sing and stage a song (CB pg. 18).

BLOCK 4- Socio-cultural aspects and intercultural awarenessCONCEPTS Approaching other cultures and comparing them with their own reality:Compare what shops sell certain objects in the United Kingdom and in our own country: for example, see the differences between the Newsagent’s and the chemist’s with the quiosco or the farmacia from here.Comment in order to know the symbols of British money: £ pound (libra), p penny/pence (peníque) and their value £1 = 100 pence.






Read a text (My world) about an English girl (Gemma) and her favourite shops. Ask and answer comprehension questions (CB pg. 20).

Read and complete a brief text (My favourite shop) with help from visual clues and the vocabulary in a box (AB pg. 20).

Environmental education: the importance of having a pet and taking good care of it. Teaching how there are certain tropical animals, which must be left in their original place.Co-existence education: the importance of helping others, when they need it.

v. artistic and cultural competence AB pg. 69, carry out a simple art activity like colouring, cutting out and

preparing the mini-cards to play a game. Draw a picture about each one’s favourite shop. Complete the sentences

related to the drawing (AB pg. 20).

4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMGeneral knowledgeBased on learning information about the different pets and how to take care of them (CB pg. 16).


Reinforcement activitiesFlashcards and word cards (Lesson 1 GD pg. 72).Photocopy Master 26 (Lesson 2 GD pg. 72).At the bakery (Lesson 2 GD pg. 72).Photocopy Master 4 (Lesson 3 GD pg. 72).Numbers (Lesson 4, GD pg. 72).Photocopy Master 31y 32 (Lesson 5 GD pg.73).Something very nice ( Lesson 5, GD pg. 73).Photocopy Master5 (Lesson 6 GD pg. 73).It’s… (Lesson 6, GD pg. 73)Which photo? (Lesson 7, GD pg. 73).My world poster (Lesson 7, GD pg. 73).Bingo! (Lesson 8 GD pg. 73).

Extension activitiesHangman (Lesson 1, GD, pg. 72)Practice the expression Where can I buy…? (Lesson 2, GD pg. 72).Shopping (Lesson 3, GD pg. 72).It can’t fly (Lesson 3, GD pg. 72).Buying things (Lesson 4, GD pg. 72).Shops (Lesson 5, GD pg. 73).

Guessing (Lesson 6, GD pg. 73).Photocopy Master 6 (Lesson 7 GD pg. 73).How much is it? (Lesson 8 GD pg. 73).Dictation (Lesson 8, GD pg. 73).

6.- ASSESSMENT

FormativeCorrection of the Activity Book ( Unit 2 pages 14 to 21).

SummativeTest 1, assessment notebook page 16-17

Self-ASSESSMENTLesson 8 of the Activity Book (Unit 2, page 21)


1.- TEACHING GOALSStudents will be able to: Revise the vocabulary in units 1 and 2. Read and listen to a story about monkeys.

Know how to play a game of questions and answers about hobbies and what they each like.

Know how to play a game to practice a typical dialogue in a shop. Self-assess their own progress and the work done.

2.- CONTENTSBLOCK 1- Listening, speaking and conversingPROCEDURES Listen, read and repeat a story (Jungle Fun 1). Work and practice the

vocabulary and structures (CB pgs 22-23).

BLOCK 2- Reading and writingPROCEDURES Observe the illustrations in the previous story. Identify and point out the

drawings from the exercises that appear in the illustrations of the story. Complete the sentences related with it (AB pg. 22).

Relate, using lines, the questions with the corresponding drawing and answer the questions (AB pg. 22).

Read and listen to the dialogues between the characters of the story Charlie and Cherri. In groups, interpret the story without the recording (CB pgs 22-23).

Listen to the recording and write the price of the articles from an illustration in their corresponding tags (AB pg. 23).

Observe the objects of the previous illustration and write the answers to each question, following the model, using the numbers offered in the box (AB pg. 23).


Vocabulary

Review: playing basketball, doing karate, making models, reading comics, playing computer games, taking photos, rollerblading, listening to music, swimming, sports shop, bakery, bananas, please, T-shirt, camera, honey, bike, rubber, CD, elephant. The numbers, the colours.

Passive: stop, free, pig.

Structures

Review: Do you like (swimming)?, Yes, I do. No, I don’t. How much is the (basketball)?, It’s (free), It isn’t (free), I’ve got (one),What are you doing?, Here you are.

Passives: Look (at the first picture), Let’s (listen to the story). Don’t worry, It’s great!, I’ve got an idea!, What’s this/that?, I’ll take one, please, Close your books.

BLOCK 4- Socio-cultural aspects and intercultural awarenessCONCEPTS

Relate English with their own reality through shopping and hobbies vocabulary, contributing in this way to the knowledge of customs, forms of social relation, traits and particularities of the countries where the foreign language is spoken.



Reinforcement activitiesHobbies (GD pg. 75).Photocopy Master 7 and 8 (GD pg. 75).Question time (GD pg. 77).Role play (GD pg. 77).

Extension activitiesHow much is the…? (GD, pg. 75).Practice, in pairs, guessing, using mime, the flashcards of units 1 and 2 (GD pg. 77).

5.- ASSESSMENT

FormativeCorrection of the Activity Book (Jungle Fun 1 pages 22 and 23)

UNIT 3: DRESSING UP

1.- TEACHING GOALSStudents will be able to: Identify and express the appearance of different people. Read and write the vocabulary from the unit.

Review vocabulary from previous levels of Cool Kids related with the topic of the unit.

Sing a light hearted song to revise clothing. Listen to a story about costumes, read it and represent it. Know how to recognize descriptions of people. Sing a song to identify and say the name of several professions. Play a game to practice asking and answering about the appearance of the

people. Read a text about an English boy and the costumes. Draw a picture of a friend and write its description. Say a rhyme to practice the pronunciation of the three initial sounds: /st/, /sk/

and /sw/. Understand and execute instructions and simple orders. Learn how to deduce information through observation and listening. Evaluate the effort made during the unit.

2.- CONTENTSBLOCK 1- Listening, speaking and conversingPROCEDURES Listen to a recording where the appearances of certain characters are

described, locate and point them out in the book (CB pg. 24). Listen and orally repeat the previous descriptions, indicating the number of the

corresponding illustration (CB pg. 24). Listen to a recording which ask for the character that responds to the

description (Who’s got..?). Answer, depending on what is observed in the drawing (CB pg. 24).

Revise the clothing vocabulary. Point to the drawings of the illustration as the clothes are heard in the song. Repeat the song and mime it (CB pg. 25).

Listen to a recording which describes the wardrobe of the characters. Ask and answer Yes/No depending on what is seen in the illustration (CB pg. 25).

Listen to a recording which describes a girl’s clothing and number the clothes in a drawing as they are heard (AB pg. 25).

Ask and answer questions to prepare the story of the unit (The school play). Listen and repeat the dialogues, following the book. Answer comprehension questions. In groups, act out the story (CB pg. 26).

Read the sentences related to the previous story and answer whether they are true or not (Yes/No) (AB pg. 26).

Listen to a recording with questions about the clothing of three people. Answer Yes/No depending on what is observed in the drawings (CB pg. 27).

Read and listen to a text with the description of the characters. Deduce, observing the illustration, what character is being talked about in each moment (CB pg. 27).

Listen, sing and act out a song (Hats off!) (CB pg. 28). Answer the questions related to the song (CB pg. 28). Play a guessing game with Gizmo’s Look-out Machine, acting out the dialogue

model and observing the drawings that represent different spies (CB pg. 29). Cut out the mini-cards from AB page 71 and add and colour extra things on

them. In pairs, play a game (Gizmo’s game) of asking and answering questions about the character’s description (CB pg. 31).

Complete the Picture Dictionary (AB pages 61-66) with the stickers of the children with different hair (AB pg. 31).

BLOCK 2- Reading and writingPROCEDURES Read the descriptions and draw on the characters, the characteristics

indicated (AB pg. 24). Complete the crossword with the drawing’s descriptions (AB pg. 24). Color the clothes and write sentences describing what the children are

wearing, using the structure He’s got/She’s got.. (AB pg. 25). Observe the drawings of three characters and read the sentences with the

descriptions. Complete the table with the information obtained from the lectura and the observation of the drawings (AB pg. 26).

Colour the drawing of a man and a woman. In pairs, try and guess the appearance of these characters, asking and answering the model dialogue offered (AB pg. 27).

Read the sentences and decide which character they describe, ticking the corresponding box. Complete the question related to the number of the question with the letter of its box. Answer the question (AB pg. 27).

Listen to a recording and number the drawings with the information. Write the name of the profession they represent (AB pg. 28).

Read the texts and decide what professional they each describe. Write the name of the profession (AB pg. 28).

Listen to a recording of the character’s description. Relate each drawing with the corresponding name. Observe the drawings and deduce which character they represent. Write questions and answers about the drawing, based on the model (AB pg. 29).

Do the exercises from AB page 31 as a self-assessment of the effort made throughout the unit.


TopicCostumes and clothing.

Active: straight hair, curly hair, fair hair, dark hair, a ponytail, a beard,a moustache, glasses. Pop star, farmer, dancer, baker, clown, teacher.

Review: skirt, trousers, shoes, socks, T-shirt, hat, jacket, dress, shirt, Big, long, new, teacher, sorry, short, eyes, August, music, friend, skateboard, swim. The colours.

Passive: Ow!, school play, costume(s), straw hat, boy, girl, food, fantastic, friend, Halloween, party, witch, choose, cut, draw, star scar, skip, very far, Good luck!, lots of, people, play the game.

Functions and linguistic exponents- Describe the external appearance of people.- Ask and answer about people’s appearance.- Talk about professions.

Structures

Actives: He has got (a beard)?, Yes, he has. No, He hasn’t.He’s/She’s got (straight hair)?, He/She hasn’t got (glasses).

Review : I’ve got (a black hat), It’s a (red skirt), How old is he/she?What’s his /her name?, I’m (Matt) (blue) eyes, I’ve got (a beard).Tom’s/She’s wearing (a T-shirt).

Passives: Who’s got (a pony tail)?, What colour’s (the skirt)?, What’s this?Where are the clothes?, What’s in the box, Who’s this?, Where are they?I can’t see (Matt), He’s wearing (his costume), I’m not (Matt).What are you doing?, Who is (Mr Brown)?, Can you see (Matt)?What’s his/her favourite colour?, Point to…, Is that correct?What number’s (Ben), Hats off to (the baker), everybody who works,It’s a (boy), Can you see me?, I love (the carnival), We are wearing (costumes), He can (skip), He can’t (swim) very far.

Phonetics (rhythm, accentuation and intonation)PROCEDURES Listen and repeat the rhyme to practice and differentiate the sounds /st/ as in

star , /sk/ as in scar and /sw/ as in swim (CB pg. 31). Orally reproduce and interpret the story from the unit (CB pg. 26). Listen, sing and stage a song (CB pg. 26).

BLOCK 4- Socio-cultural aspects and intercultural awarenessCONCEPTS Approaching other cultures and comparing with their own reality. Comment on Notting Hill carnival in London and Halloween celebration. Compare it with the carnival celebrations of the student’s environment.

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO DEVELOPMENT OF BASIC COMPETENCESSee in the introduction the general contribution of learning a foreign language to the acquisition of basic competences and particularly how they are reflected in this unit:





Read a text about an English boy (Chris) that describes the different situations where costumes are used. Ask and answer comprehension questions (CB pg. 30).

Read and complete a brief text (My friend) with the help of visual clues and the vocabulary from a box (AB pg. 30).

Education for peace: the importance of respecting each other, whatever the differences.Education for co-existence: the importance of being educated and asking for forgiveness when necessary (Sorry!).

v. artistic and cultural competence AB pg. 71, carry out a simple art activity like cutting out and preparing a game. Draw a picture of a friend. Complete the sentences describing the person

drawn (AB pg. 30).

4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMMusicBased on learning to intonate and carry the rhythm of different songs (CB pgs 25 and 28).


Reinforcement activitiesFlashcard race (Lesson 1 GD pg. 94).Write on the board ( Lesson 1 GD pg. 94).Photocopy Master 27 (Lesson 2 GD pg. 94).A red hat (Lesson 2 GD pg. 94).Photocopy Master 9 (Lesson 3 GD pg. 94).He and She (Lesson 4, GD pg. 94).Short hair (Lesson 4, GD pg. 94).Photocopy Master 32 and 33 (Lesson 5 GD pg. 95).Hats ( Lesson 5, GD pg. 95).Photocopy Master 10 (Lesson 6, GD pg. 95).Activity Book page 29 (Lesson 6 GD pg. 95).Chinese Whispers (Lesson 7, GD pg. 95).My world poster (Lesson 7, GD pg. 95).What has he got? (Lesson 8 GD pg. 95).

Extension activitiesDescriptions (Lesson 1, GD, pg. 94)A jacket (Lesson 2, GD pg. 94).He’s/She’s got… (Lesson 3, GD pg. 94).Has he/She got…? (Lesson 3, GD pg. 94).Trevor or Tim (Lesson 4, GD pg. 94).Write complete descriptions (Lesson 5, GD pg. 95).In pairs, ask about the partner’s father (Lesson 6, GD pg. 95).Photocopy Master 11 (Lesson 7 GD pg. 95).Picture dictation (Lesson 8 GD pg. 95).

6.- ASSESSMENT

FormativeCorrection of the Activity Book (Unit 3 pages 24 to 39).



UNIT 4: DAILY LIFE

1.- TEACHING GOALSStudents will be able to:

Identify and say the name of activities and daily routines. Read and write the vocabulary from the unit. Review the colours and the order in which they’re expressed (colour + name). Say a rhyme to practice the hours. Listen to a story about timetables, read it and represent it. Identify at what time people do certain activities. Sing a song about the timetable of daily routine. Play a game to practice asking and answering about the times of the activities

we do. Read a text about an English girl, and what she does each day. Draw a picture of a daily activity and describe it. Say a rhyme to practice the pronunciation of the vowels /a/. Understand and execute instructions and simple orders. Learn how to deduce information through observation and listening. Evaluate the effort that has been done throughout the unit.

2.- CONTENTSBLOCK 1- Listening, speaking and conversingPROCEDURES Listen to a recording where a series of routines are listed, locate them and

point them out in the book, as they are heard (CB pg. 32). Listen and orally repeat the previous routines, indicating the number of the

corresponding illustration (CB pg. 32). Listen to a recording where Kate and Anna say what routines they carry out

and at what time (I get up at…). Answer depending on what is observed in the drawings (CB pg. 32).

Review the hours. Point out the clocks from the illustration as the times are heard in the song. Repeat the song and act out the actions, miming (CB pg. 33).

Listen to the questions about the time and answer indicating the colour of the corresponding watch at that time (CB pg. 33).

Listen to various times and draw the hands of the clocks in their appropriate position (AB pg. 33).

Ask and answer questions to prepare the story of the unit (At Anna’s house). Listen and repeat the dialogues following them in the book. Answer the comprehension questions. In groups, act out the story (CB pg. 34).

Listen to Mark answering the questions about his routines and relate each drawing with one of the clocks (CB pg. 35).

Draw the hands of the clocks in the correct place based on the time indicated, or indicate the time based on the drawing of the clock (AB pg. 35).

Listen, sing and act out a song (Every day) (CB pg. 36). Listen to a recording and relate the drawing of each routine with the drawing

of the clock that represents the time of that activity (CB pg. 36). Listen to a character, Hoot, talking about his routines and schedules. Indicate

the corresponding number in each box (AB pg. 36). Play a guessing game with Gizmo’s Time-watch Machine, copying the model

dialogue and observing the drawings that represent the times and routines of the characters (CB pg. 37).

Cut out the mini-cards from AB page 73. In pairs, play a game (Gizmo’s game) of asking and answering questions to guess the times and routines of the partner (CB pg. 39).

Complete the Picture Dictionary (AB pages 61 to 66) with the stickers of the daily like (AB pg .39).

BLOCK 2- Reading and writingPROCEDURES Relate the routine expressions with the number of their corresponding

illustration (AB pg. 32). Observe the drawings and write the name of the corresponding activity on the

lines (AB pg. 32). Observe the clocks and write the times that they represent, on the

corresponding lines (AB pg. 33). Relate the questions from the previous story with their corresponding answers

(AB pg. 34). Complete the questions and answers from the speech bubbles, observing the

drawings and using the vocabulary in the box (AB pg. 34). Listen and read the questions and deduce the appropriate character based on

the observation of the drawings (CB pg. 35). Write the names of the activities that are shown, adding two types of different

images (AB pg. 35). Write sentences, based on the answers from Hoot’s activity (AB pg. 36). Write questions and their answers, in relation to the activity of the drawings.

Draw the hands of a clock on the correct time. Ask these same questions to a friend (AB pg. 37).

Do exercises from AB page 39 as a self-assessment of the effort made through the unit.


TopicLeisure activities and daily routines.

VocabularyActive: Get up, have a shower, have breakfast, go to school, go home, have dinner, watch television, go to bed.O’clock, half past, quarter to, quarter past.

Review: Bingo!, hospital!, Goodbye, cereal, milk, toast, jam, sandwich, granny, mum, have lunch, play tennis, play the guitar, play the piano, skateboard, read a book, eat, drink, work, play,. The colours. The numbers 1 to 12.

Passive: tick tock, have tea, go to work, cut, write, guess, aunt, evening, morning, night, doctor, Oh no!, Good night!, me, my friend, answer, art class, starts.Functions and linguistic exponents- Talk about the activities and daily routines.- Say the time. Ask and answer about schedules.- Ask and answer about what one or several people are doing.

Structure

Actives: It’s (seven) o’clock, It’s half past (one), It’s quarter to/past (five)It’s the (red) clock, What time do you (have breakfast), I (have a shower) at six o’clock, I’m right, I’m wrong.

Review : What colour’s the (clock)?, What’s (he/she) doing)? She’s (having breakfast), I like (cereal), Where’s (my bag).

Passives: Look (at this), Who’s this?, What’s this?, What’s number (1)?Where are they?, What’s his/her name?, Who am I?, What’s the time?This is a clock, Time to (get up), Time for (school), I work at the hospital, I do these things every day, I’m late (again)!, What time does Gemma get up?, What does she have for breakfast?, She (goes to bed) at (ten o’clock), What’s (A’s) (question)?, Is that correct?.

Phonetics (rhythm, accentuation and intonation)PROCEDURES Listen and repeat a rhyme to practice and differentiate the sounds /a/ as in

have and the sound /a/ as in class (CB pg. 39). Orally reproduce and interpret the story of the unit (CB pg. 34). Listen, sing and stage the song (CB pg. 36).

BLOCK 4- Socio-cultural aspects and intercultural awarenessCONCEPTS Approaching other cultures and comparing it with our own reality: comment on how a British child’s daily routine can be and compare it with our own times, activities and meals.






Read a text about an English girl (Gemma). Ask and answer comprehension questions (CB pg. 38).

Read and complete a brief text (My day) with the help of visual clues and the vocabulary from the box (AB pg. 38). Compare it with own experience.

Coexistence education: the importance of respecting professionals that work at night (police, firemen, doctors, etc).Health education: the importance of having a fixed time for meals and sleep.

v. artistic and cultural competence AB pg. 73, carry out a simple art activity like colouring, cutting out and pasting

the discs of the activities they know and don’t know how to do. Draw a picture of the activities that each student does every day. Complete

the sentences in relation with the drawing (AB pg. 38).

4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMMathematicsBased on revising the clock hours. (CB pgs 32-35)


Reinforcement activitiesFlashcards and wordcards (Lesson 1 GD pg. 112).Colour + name ( Lesson 2 GD pg. 112).Photocopy Master 28 (Lesson 2 GD pg. 112).Photocopy Master 12 (Lesson 3 GD pg. 112).Unit poster (Lesson 4, GD pg. 112).Matching clocks (Lesson 4, GD pg. 112).Photocopy Master 33 (Lesson 5 GD pg.113).Dictation ( Lesson 5, GD pg. 113).Photocopy Master 13 (Lesson 6 GD pg. 113).My day (Lesson 7, GD pg. 113).My world poster (Lesson 7, GD pg. 113).Cut-out cards (Lesson 8 GD pg.113).

Extension activitiesWhat I do (Lesson 1, GD, pg. 112).Charades (Lesson 2, GD pg. 112).Photocopy Master 28 (Lesson 2 GD pg. 112).Photocopy Master 38 (Lesson 3 GD pg. 112).Hangman (Lesson 3, GD pg. 112).What time do you…? (Lesson 4, GD pg. 112).I do these things every day (Lesson 5, GD pg. 112).What time…? (Lesson 6, GD pg. 113).Photocopy Master 14 (Lesson 7 GD pg. 113).Clock (Lesson 8 GD pg. 113).6.- ASSESSMENT

FormativeCorrection of the Activity Book ( Unit 4 pages 32 to 39).


Self-ASSESSMENTLesson 8 of the Activity Book (Unit 4 page 39).


1.- TEACHING GOALSStudents will be able to: Revise the vocabulary from units 3 and 4. Read and listen to a story about two monkeys. Know how to play a game of questions and answers about a person’s

description.

Know how to play a game of questions and answers about the schedules of certain activities.

Self-assess their own progress and the work done.

2.- CONTENTSBLOCK 1- Listening, speaking and conversingPROCEDURES Listen, read and repeat a story (Jungle Fun 2). Work and practice on the

vocabulary and structures (CB pages 40 and 41). Read and listen to the dialogues between the characters from the story

Charlie and Cherri. In groups, interpret the story without the recording (CB pages 40 and 41).

BLOCK 2- Reading and writingPROCEDURES Complete the sentences with the expressions from the previous story. Chose

one of the three options offered (AB pg. 40). Observe the drawing and complete the descriptions deducing the name of the

character it refers to (AB pg. 40). Number the drawings, following the order in which the activities take place in

the illustration and complete the sentences describing the previous routines and schedules (AB pg. 41).

BLOCK 3- Reflection and understanding of the language through its useCONCEPTS Vocabulary

Review: Straight hair, curly hair, fair hair, dark hair, a ponytail, a beard, a moustache, glasses, get up, go to school, have a shower, go home, go to bed, have dinner, watch TV, have breakfast, breakfast, granny, in, elephant, kitchen, bedroom, banana, run, T-shirt, hat, shoes, white, black, o’clock, quarter past, quarter to.

Passive: gorilla, pig, ants, anteater, Quick!, hide, hundreds.

Structures

Review: Has he/she got (straight hair)?, Yes, he/she has. No, he/she hasn’tWhat time do you (go to work)?, At half past eight. It’s quarter to nine.

Passives: Is it a boy or a girl?, Let’s (listen to the story), What’s in the box?, I’m hungry, It’s for my granny, I’ve got an ideaFollow me!, I’m late!, Let’s go in the bedroom, Here’s (Monty)!What is it?, It’s your favourite.

BLOCK 4- Socio-cultural aspects and intercultural awarenessCONCEPTS Relate the English with their own reality through time and physical appearance vocabulary, contributing in this way to the knowledge of the customs, forms of social relation, traits and particularities of the countries where the foreign language is spoken.



Reinforcement activitiesJumbled sentences (GD pg. 115).Photocopy Master 15 and 16 (GD pg. 115).Bingo (GD pg. 117).Spell it (GD pg. 117).

Extension activitiesCharlie and Cherry (GD, pg. 115).Play a memory game (GD pg. 117).

5.- ASSESSMENT

FormativeCorrection of the Activity Book ( Jungle Fun 2 pages 40 and 41)

UNIT 5: TRAVEL

1.- TEACHING GOALSStudents will be able to: Identify and name various means of transport. Identify and name various vehicle parts.

Read and write vocabulary from the unit. Review the colours and other vocabulary from previous Cool Kids levels,

relating them to the topic of the unit. Sing a light hearted song about the different vehicle parts. Listen to a story about journeys, read it and represent it. Ask and answer questions about the parts of certain vehicles. Ask and answer questions on how they each go to school. Sing a song about journeys. Play a game to practice asking and answering about vehicle parts. Read a text about an English boy and the means of transport he uses. Draw a picture of themselves going to school and describe it. Say a rhyme to practice the pronunciation of the sound / /. Understand and execute instructions and simple orders. Learn to deduce information through observation and listening. Evaluate the effort made during the unit.

2.- CONTENTSBLOCK 1- Listening, speaking and conversingPROCEDURES Listen to a recording where a series of transports are listed. Locate and point

them out in the book, as they are heard (CB pg. 42). Listen and orally repeat the previous transports, indicating the number of the

corresponding illustration (CB pg. 42). Listen to a recording which asks about the colour of certain transports. Answer

depending on what is observed in the drawing, using the structure It’s… (CB pg. 42).

Point to the drawings from the illustration as the objects in them are mentioned in a song. Repeat the song and act out the actions, miming (CB pg. 42).

Listen to a recording which describes means of transport. Answer the comprehension questions (CB pg. 43).

Ask and answer questions to prepare the story from the unit (Can I fly?). Listen and repeat the dialogues, following them in the book. Answer the comprehension questions. In groups, act out the story (CB pg. 44).

Listen to the questions that Matt aks and answer them, observing the vehicle illustrations (CB pg. 45).

Listen to a recording and relate the characters with a mean of transport (AB pg. 45).

In pairs, practice the dialogue from the model and deduce what character the previous exercise talks about, in each case (AB pg. 45).

Listen, sing and act out a song (Travel with us) (CB pg. 46). Listen to a recording and answer the comprehension questions (CB pg. 46). Play a guessing game, asking questions and answering them based on the

model of Gizmo and Hoot, and the strange drawings of the vehicles (CB pg. 47).

Cut out the mini-cards from AB page 75. In pairs, play a game (Gizmo’s game) of asking and answering questions to guess the different means of transport (CB pg. 49).

BLOCK 2- Reading and writingPROCEDURES Relate the words with the drawing of the corresponding transport (AB pg. 42).

Complete the word search with the name of the transports drawn (AB pg. 42). Write the parts of an airplane, using the vocabulary from the box (AB pg. 43). Write sentences, based on the model, describing the vehicles drawn (AB pg.

43). Read a pair of questions and show which one belongs to the previous story

(AB pg. 44). Observe the drawing of a car and answer the questions based on the

observed. In pairs, practice the previous dialogue to consolidate the structure Yes, it has/ No, it hasn’t (AB pg. 44).

Read and listen to a recording where three children describe what they see on their way to school. Observe the drawings and deduce the end of each sentence (CB pg. 45).

Complete the text with the help of the drawings (AB pg. 46). Complete the boxes with the desired drawing and write about what has been

drawn (AB pg. 46). Listen to a recording where questions are asked about a vehicle and point to

the correct and incorrect vehicle in the drawing. Read and answer the questions (AB pg. 47).

Observe the drawing and write questions and answers about it, following the model offered, and order the anagram of the objects on which the questions are asked (AB pg. 47).

Complete the Picture Dictionary (AB pages 61 to 66) with the transport stickers (AB pg. 49).

Do the exercises from AB page 49 as a self-assessment of the effort made throughout this unit.

BLOCK 3- Reflection and understanding of the language through its useCONCEPTSTopicTransport.

Active: bus, train, plane, boat, taxi, helicopter, moped, lorry.Wheels, engine, wings, windows, doors.

Review: car, bike, climb, school, hospital, bridge, train station, shops, house, cinema, hotel, toy shop, library, park, traffic lights, on Saturdays, town, mum, dad, sister, small, big, running, opposite, £4 . The colours. The numbers.

Passive: too, Look!, Come on!, river, trees, flowers, holiday, going, sailing, USA, Italy, on, the sea, travel, with us, helmets, bus stop, ticket.

Functions and linguistic exponents- Talk about and describe different means of transport.- Ask and answer about vehicle parts. - Describe images.

Structures

Actives: Has it got (wings)?, Yes, it has. No, it hasn’t,I go to school by (bus).

Review : It’s (a bus)?, It’s got (six windows), Can it fly? Yes, it canI’m…, This is my (new bike), It’s number (one hundred and one).

Passives: What’s this?, What is it?, What can you see?, Who’s this?, Is that correct?, Point to (a door), Can you see it?, Where, oh where?On the ground, in the air, How do you go (home)?, That’s our house.I don’t understand, It’s easy, See you later!, That’s amazing!I walk to school, On my way to school, I see…, I go to school on foot,We go, I’m on (a plane), I’m visiting friends, What colour’s (Chris’s bike)?, Where’s the (bus stop)?, How much is the ticket?,I love it!, We’ve both got (yellow helmets), I always use (the zebra crossing), I cross the road, One point for me, Come with us!, We’re running for the bus.

Phonetics (rhythm, accentuation and intonation)PROCEDURES Listen and repeat a rhyme to practice the sound /?/ as in number (CB pg. 49). Orally reproduce and interpret the story from the unit (CB pg. 44). Listen, sing and stage a song (CB pg. 46).

BLOCK 4- Socio-cultural aspects and intercultural awarenessCONCEPTS Approaching other cultures and comparing with their own reality: comment on means of transport, their utility, advantages and disadvantages. Compare the transport in United Kingdom (double-decker buses, taxis, etc) with those from their own environment. Refer to driving on the right in the United Kingdom. Notice in this topic how necessary is to be environmentally-friendly and use public transport and bicycles. Talk about how children at the age of 9 can take an exam in order to be able to ride a bicycle. Refer to countries of the world and their geographical location: USA , Italy, etc.






Read a text about an English boy (Chris) and the different means of transport he uses. Ask and answer comprehension questions (CB pg. 48). Compare with own experiences.

Read and complete a brief text (Travel) with help from visual clues and the vocabulary from the box (AB pg. 48).

Multicultural education: the importance of trips for leisure and enjoying as well as to get to know different places and cultures.Education for self-esteem: the importance of being positive and optimistic even problematic moments.Environmental education: the importance of using public transport or non-contaminating transport to help conserve the environment.

v. artistic and cultural competence AB pg. 75, carry out a simple art activity like colouring and preparing a game. Draw a picture of two vehicles used in the daily life. Complete sentences

related to the drawing (AB pg. 48).

4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMGeneral knowledgeBased on learning more about the different means of transport and revise some geographical notions of different countries where one can travel using those means of transport (CB pages 42, 43 and 46). 5.- TREATMENT OF DIVERSITYReinforcement activitiesWhat is it? (Lesson 1 GD pg. 134).Find the word ( Lesson 1 GD pg. 134).Drawing (Lesson 2 GD pg. 134).Photocopy Master 29 (Lesson 2 GD pg. 134).Photocopy Master 17 (Lesson 3 GD pg. 134).I go to school by… (Lesson 4, GD pg. 134).Writing (Lesson 4, GD pg. 134).Song ( Lesson 5, GD pg. 135).Photocopy Master 33 y 34 (Lesson 5 GD pg. 135).Photocopy Master 18 (Lesson 6 GD pg. 135).My world poster (Lesson 7, GD pg. 135).Chinese whispers (Lesson 8 GD pg. 135).Unit Poster (Lesson 8 GD pg. 135).

Extension activitiesMap (Lesson 1, GD, pg.134)How many? (Lesson 2, GD pg. 134).How do you go…? (Lesson 3, GD pg. 134).Chain (Lesson 4, GD pg. 134).Poster (Lesson 5, GD pg. 135).Wheels (Lesson 6, GD pg. 135).Photocopy Master 19 (Lesson 7 GD pg. 135).Draw a vehicle and revise vocabulary and structures (Lesson 8 GD pg. 135):

6.- ASSESSMENT

FormativeCorrection of the Activity Book ( Unit 5 pages 42 to 49)


Self-assessmentLesson 8 of the Activity Book (Unit 5, page 49).

UNIT 6: AMAZING ANIMALS

1.- TEACHING GOALSStudents will be able to: Identify and name various wild animals. Read and write the vocabulary from the unit. Revise vocabulary from previous Cool Kids levels related with animals and

their description. Say a light hearted song about how much animals measure. Listen to a story about a whale, read it and interpret it. Identify animal from their description. Ask and answer questions to describe animals. Sing a song about animals. Play a game to practice asking and answering questions about animals. Read a text about an English girl and her descriptions of animals. Draw a picture of an animal and describe it. Say a rhyme to practice the pronunciation of the sound /l/. Understand and execute instructions and simple orders. Learn how to deduce information through observation and listening. Evaluate the effort made during the unit.

2.- CONTENTSBLOCK 1- Listening, speaking and conversingPROCEDURES Listen to a recording where a series of exotic animal are listed. Locate them

and point them out in the book, as they are heard (CB pg. 50). Listen and orally repeat the previous animals, indicating the number of the

corresponding illustration (CB pg. 50 ). Listen to a recording where questions about animals’ colours are asked, use

the structure It’s… Answer depending on what is observed in the drawings (CB pg.50).

Listen to a light hearted song about a crocodile. In groups, recite the verses of the song (CB pg. 51).

Play a guessing game with Gizmo’s Dragon Machine, copying the model of the dialogue and observing the drawings that represent the dragons (CB pg. 55).

Cut out the mini-cards from AB pages 77-79. In pairs, play a game (Gizmo’s game) asking and answering questions to try and guess the dimensions of the animals (CB pg. 57).

BLOCK 2- Reading and writingPROCEDURES Colour the animals and complete the sentences indicating each animal’s

colour (AB pg. 50). Complete the word search with the names of the animals which appear only

as a black figure (AB pg. 50). Listen and read the sentences about animals. Deduce which of the animals

from the drawing is being described (CB pg. 51).

Listen to a recording and relate the drawing of the animals with a descriptive sentence from each column (AB pg. 51).

Observe the drawings of the animals and complete the sentences about them with the expressions from the box (AB pg. 51).

Ask and answer questions to prepare the story of the unit (The whale). Listen and repeat the dialogues, following them in the book. Answer comprehension questions. In groups, act out the story (CB pg. 52).

Read the questions related to the previous story and answer them with a multiple choice answer (AB pg. 52).

Observe the drawing of two animals and read the incorrect sentences about them. Find and correct the errors in each sentence, writing them correctly (AB pg. 52).

Observe the drawings of the animals. Read and listen to the sentences describing them. Answer the questions (CB pg. 53).

Write the name of the animals with the words from a box. Listen to a recording, find the corresponding animal and complete the information about each one (AB pg. 53).

Read the dialogue between Matt and Molly to guess an animal. Ask and answer the questions based on the model, using the animals from the previous exercise as references (AB pg. 53).

Listen, sing and act out a song (Animals are incredible). Relate each animal with its name (CB pg. 54).

Read the sentences related with an animal and deduce which animal it is, from three options (AB pg. 54).

Colour and complete the sentences with the words from a box and the clues from the drawings (AB pg. 55).

Complete the questions about the offspring of the dragon from the previous exercise (AB pg. 55).

Complete the Picture Dictionary (AB pages 61 to 66) with the animal stickers (AB pg. 57).

Do the exercises from AB page 57 as a self-assessment of the effort made throughout the unit.


Topic

VocabularyActive: blue whale, shark, giant tortoise, parrot, polar bear, gorilla, python, giant squid. Centimetre(s), metre(s), months, tall.

Review: Crocodile, dog, giraffe, elephant, zebra, lion, cat, rabbit, bird, fish, tiger, monkey, dolphin, mouse, legs, tail, teeth, wings, mouth, eyes, head, walk, run, swim, fly, talk, jump, big, small, short, goodbye, house, park, animals, long, old, years. The colours. The numbers.

Passive: river, sea, world, mountain, Well done!, Quick!, use, magic, torch, very well, lots of, jungle, incredible, beautiful, fast, slow, quick, strong, so, weeks, about, only, plants, insects, giant pandas, dragon, play volleyball, cut, prepare, game, favourite.

Functions and linguistic exponents- Describe and talk about animals.- Express measures; long, tall, etc.- Ask and answer questions about measures and characteristics of animals.

Structures

Actives: How tall is (the gorilla)?, It’s (100 centimetres) tall, How old is (the whale) It’s (15 years old), How long is (a giant tortoise)?It’s (1 metre long).

Review : What colour’s the crocodile?, Do you like (crocodiles)?, I’m (10) years old, Where’s (the whale)?, What’s your favourite animal? Has it got (four legs)?, Yes, it has/No, it hasn’t, It’s got (wings),Can (a whale) swim?, Yes, It can/No, it can’t, It can (fly), It can’t (walk).

Passive:Look (at this)?, Is it a (parrot)?, What colour’s the (gorilla)?, What’s this?, Who’s this?, What’s number (one), It isn’t very tall.It likes (fish), What’s my favourite animal? That’s a problem, Is that correct?, It lives in (the sea), It’s white like snow, They live in (the jungle), Where do (tigers) live?, What do (mountain gorillas) eat?, Don’t be silly.

Phonetics (rhythm, accentuation and intonation)PROCEDURES Listen and repeat a rhyme to practice the sound /l/ as in gorilla (CB pg. 57). Orally reproduce and interpret the story in the unit (CB pg. 52). Listen, sing and stage a song (CB pg. 54).

BLOCK 4- Socio-cultural aspects and intercultural awarenessCONCEPTS Approaching other cultures and comparing them to own reality: comment on aspects of the least common animals; like the python snake, the polar bears or gorillas: their size, age, food, habitat, their litter, etc. Refer to the Nile as a river of Egypt.






Read a text about endangered animals, told by an English girl (Gemma). Ask and answer comprehension questions (CB pg. 56).

Read and complete a brief text (My amazing animal) with help from visual clues and vocabulary from a box (AB pg. 56). Compare with own experience.

Education for peace: the importance of the organizations that worry about social and environmental topics like the caring of animals and nature.Environmental education: the importance of taking care of and respecting the animals and environment.

v. artistic and cultural competence AB pg. 77, carry out a simple art activity like cutting out mini-cards with

questions and answers to prepare a game.

4.- RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMArtistic knowledge (Literature)Based on the learning of wild animals, their physical characteristics, habitat and customs (CB pgs 50-54).

5.- TREATMENT OF DIVERSITYReinforcement activitiesUnit poster (Lesson 1 GD pg. 152).Mime it ( Lesson 1 GD pg. 152).Photocopy Master 30 and 34 (Lesson 2 GD pg. 152).Long or tall ¿ (Lesson 2 GD pg. 152).Photocopy Master 20 (Lesson 3 GD pg. 152).Match and write (Lesson 4, GD pg. 152).Line up (Lesson 4, GD pg. 152).Yes or No (Lesson 5 GD pg. 153).Photocopy Master 34 (Lesson 5 GD pg 153).It’s got… ( Lesson 6, GD pg. 153).Photocopy Master 21 (Lesson 6 GD pg. 153).My world poster (Lesson 7, GD pg.153).Cut-out cards (Lesson 8 GD pg. 153).

Extension activitiesGuess the animal (Lesson 1, GD, pg. 152).My friend (Lesson 2, GD pg. 152).It can’t swim (Lesson 3, GD pg. 152).Descriptions (Lesson 3, GD pg. 152).Unit poster (Lesson 4, GD pg. 152).Quiz (Lesson 5, GD pg. 153).Descriptions (Lesson 6, GD pg. 153).

Photocopy Master 22 (Lesson 7 GD pg. 153).Poster (Lesson 8 GD pg. 153).

6.-ASSESSMENTFormativeCorrection of the Activity Book ( Unit 6 pages 50 to 57)

SummativeTest 3, assessment notebook pages 20-21End of Year Test, ASSESSMENT notebook pages 22-23



1.- TEACHING GOALSStudents will be able to: Revise the vocabulary from units 5 and 6. Read and listen to a story about two monkeys. Play a question and answer game about vehicles. Play a question and answer game about animals. Self-assess their own progress and the work done.

2.- CONTENTSBLOCK 1- Listening, speaking and conversingPROCEDURES Listen, read and repeat a story (Jungle Fun 3). Work and practice its

vocabulary and structures (CB pgs. 58 and 59). Read and listen to the dialogues between the story’s characters, Charlie and

Cherri and a few other men. In groups, interpret the story without the recording (CB pgs. 58 and 59).

Play a game (Who am I?) to guess an animal. To do this, ask and answer questions based on the model (AB pg. 49).

BLOCK 2- Reading and writingPROCEDURES Observe the illustrations from the previous story. Relate each sentence with

the appropriate drawing and complete the sentences with the words from the box (AB pg. 58).

Indicate the words that don’t belong with each group of words. Write the strange word in its region and with the first letter of each of these words, form the secret word (AB pg. 58).

Draw a picture related to the secret word in the previous exercise (AB pg. 58). Listen to a recording and write the missing information about the rest of the

characters (AB pg. 59).


VocabularyReview: elephant, gorilla, snake, engine, bananas, helicopter, wheels, wings, windows, doors, short, curly, glasses, hat, moustache, T-shirt, shoes. Los colores. Los números.

Passive: Anteater, ground, two hundred, about, more, Quick!, Run!, Thanks, Great!, Oh no!, Well done!

Structures

Review: How long/old/tall is it?, It’s…long/old/tall. Has it got (an engine)?, Yes, it has No, It hasn’t. It hasn’t got (wings), It’s got (six wheels), Charlie’s got (short hair), Who’s this?,

Do you like bananas.

Passives: Who am I?, I can go home, What animals are in the story?, What are the names of the monkeys?, What’s this/that?, Who’s that?,What animals can you see?, Do (they) like bananas?, I love bananas.I don’t know, I’ve got an idea, Give me the bananas, What’s the problem?, It’s the engine, Wait a minute.

BLOCK 4- Socio-cultural aspects and intercultural awarenessCONCEPTS Relate English language with its own reality through wild animal and transport vocabulary, contributing in this way to the knowledge of customs, forms of social relation, traits and particularities of the countries where the foreign language is spoken.

3.- CONTRIBUTION OF THE AREA OF THE FOREIGN LANGUAGE TO THE DEVELOPEMENT OF BASIC COMPETENCESSee in the introduction, the general aspects of the contribution of learning a foreign language to basic competences and particularly how they are reflected in this unit:

v. artistic and cultural competence Draw a picture relative to a secret word (AB pg. 58).


Reinforcement activitiesPhotocopy by Master 23 and 24 (GD pg. 155).Snap (GD pg. 157).Spell it (GD pg. 157).

Extension activitiesUnit poster (GD, pg. 155).Learn the story and recite it by heart (GD pg. 157).

5.- ASSESSMENT

FormativeCorrection of the Activity Book (Jungle Fun 3 Pages 58 and 59)

FESTIVALS – BONFIRE NIGHT1.- TEACHING GOALSStudents will be able to: Learn facts about how Bonfire Night is celebrated in Great Britain. Read and understand a text about Bonfire Night. Identify and say the vocabulary related to this festival. Learn a light hearted song to practice the vocabulary of the unit. Make a Bonfire Night mobile.

2.- CONTENTSBLOCK 1- Listening, speaking and conversingPROCEDURES Listen and sing a light hearted song (CB pg. 60). Name and repeat the Bonfire Night objects (CB pg. 61).

BLOCK 2- Reading and writingPROCEDURES Listen to a text related to Bonfire Night, 5 th November. Ask and answer

comprehension questions about it and practice the vocabulary (CB pg. 60). Create a mobile using the utensils and instructions from the exercise (CB pg.

61 and GD pg. 160).


TopicThe Bonfire Night festival.

Vocabulary

Active: Fireworks, bonfire, sparkler, rocket, guy, penny..

Review: November.

Passive: Bonfire Night, the 5th of November, Guy Fawkes, Houses of Parliament, people, displays, celebrate, defeat, sky, light up (the sky), everywhere, fly, through, air, card, scissors, glue, string, pens, stick.


- Express congratulations.- Describe the Night of the bonfires.

Structures

Passives: There are (big firework displays), They cook potatoes.Stand up!, What’s this?, Remember the 5th of November, Never throw fireworks!

BLOCK 4- Socio-cultural aspects and intercultural awarenessComment on why the 5th of November is celebrated in Great Britain. This celebration commemorates, with fireworks and bonfires, the failed terrorist attack against the king in 1605. Compare this festivity with a similar one in their own environment, where fireworks and bonfires are used.

3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPEMENT OF BASIC COMPETENCESSee in the introduction, the general aspects of the contribution of learning a foreign language to basic competences and particularly how they are reflected in this unit:

v. artistic and cultural competence A simple art activity that consists of making a Bonfire Night mobile with various

utensils (CB pg. 61 and GD pg. 160).

4.- TREATMENT OF DIVERSITYReinforcement activitiesFireworks (GD pg. 159).Photocopy Master 35 (GD pg. 159).Bonfire Night Bingo (GD pg. 161).Listen and point (GD pg. 161).

Extension activitiesAnagrams (GD, pg. 159).Draw a picture of the festivity from the unit (GD pg. 161).

NEW YEAR’S EVE

1.- TEACHING GOALSStudents will be able to: Learn facts about how New Year’s Eve is celebrated in Great Britain. Read and understand a text about New Year’s Eve. Identify and say the vocabulary related to this festivity. Learn a light hearted song to practice the phrases from the unit. Make a calendar to revise the months of the year.

2.- CONTENTSBLOCK 1- listening, speaking and conversingPROCEDURES Remember the months of the year. In groups, make a calendar following the

instructions in GD page 164 (CB pg. 63).

BLOCK 2- Reading and writingPROCEDURES Listen and read a text related to New Year’s Eve in Great Britain. Ask and

answer comprehension questions about it and practice the vocabulary (CB pg. 62).

Listen , read and sing a New Year’s Eve song (CB pg. 62).


TopicNew Year’s Eve .

Vocabulary

Active: New Year’s Eve.

Review: January, February, March, April, May, June, July, August, September, October, November, December, big, family, friends, fireworks.

Passive: The 31st of December, parties, midnight, kiss, hold hands, people, sing a song, capital, Scotland, watch, walk, streets, torches, celebrate, listen to music, Happy New Year!.


- Express congratulations- Describe New Year’s Eve.Structures

Passives: What’s this?, Where’s this?, Who is (January)?, How do you spell (February)?, (the year) to start, (the year) about to end.

BLOCK 4- Socio-cultural aspects and intercultural awarenessComment on facts about New Year’s Eve celebration in different places around Great Britain on the 31st of December. Compare with celebrations of their environment.

3.- CONTRIBUTION OF THE AREA OF THE FOREIGN LANGUAGE TO THE DEVELOPEMENT OF BASIC COMPETENCESSee in the introduction, the general aspects of the contribution of learning a foreign language to basic competences and particularly how they are reflects in this unit:

v. artistic and cultural competence Simple art activity that consists in making a calendar using different utensils

(CD pg. 63).

4.- TREATMENT OF DIVERSITYReinforcement activitiesMonths (GD pg. 163).Photocopy Master 37 (GD pg. 163).Song (GD pg. 165).Months (GD pg. 165).

Extension activitiesRead and express out loud the text from page 62 (GD pg. 163).Wordcard sets (GD, pg. 165).

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