Programme Explorers 2 2º Prim. english Destaca… · Web view5. curriculum 22. 5.1. objectives...

EXPLORERS 2AREA OF FOREIGN LANGUAGES

ENGLISHSECOND YEAR

COMPULSORY PRIMARY EDUCATION

Explorers 2– Oxford University Press1

TABLE OF CONTENTS

1. THEORETICAL JUSTIFICATION FOR THE PROJECT................................3

2. METHODOLOGY............................................................................................4

3. KEY COMPETENCES....................................................................................6

4. ATTENTION TO DIVERSITY........................................................................20

5. CURRICULUM..............................................................................................22

5.1. OBJECTIVES.........................................................................................22

5.2. CONTRIBUTION OF THIS AREA TO THE ACQUISITION OF KEY

COMPETENCES...........................................................................................27

5.3. CONTENTS............................................................................................28

5.4. ASSESSMENT CRITERIA......................................................................32

6. PROGRAMME OF UNITS.............................................................................34

7. TIMING EXPLORERS 2: CURSO 20--/20--*.................................................81

Annex I THE DEVELOPMENT OF KEY COMPETENCES USING

EXPLORERS 2...............................................................................................123

Annex II. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH

DEPARTMENT................................................................................................131


1. THEORETICAL JUSTIFICATION FOR THE PROJECT

THE advantages and opportunities offered by the current educational legislation

(LOE), the increasingly multicultural demands and needs of our society, along with

the directives established by the Council of Europe in the Common European

Framework of Reference for languages, are three key aspects which are reflected in

the Explorers project.

With a marked vocation towards education and learning, where pupils learn English

through motivating activities of a ludic nature which allow the foreign language to be

acquired subconsciously and naturally, and which involve the challenge of boosting

the ability of students to perceive the knowledge of a foreign language not only as

one more subject but as the discovery of an outside world of which we all form a

responsible part, the project promotes interaction in class in order to develop an

attitude of awareness towards social norms and values, within the psychopedagogical

principles upon which the curriculum design for the stage of Primary Education is

based.

The aim of our project is to ensure that students acquire all the skills stipulated by the

LOE, focussing, logically, on the competence of linguistic communication, and laying

particular emphasis upon social and civic competence, learning-to-learn and

autonomy and personal initiative.

In this project, teachers must create the necessary conditions for learning, with

particular emphasis upon diversity. They will prepare and organise the work, helping

to develop it; coordinate actions; encouraging positive attitudes towards English

language and culture, attracting and developing pupils’ interest in the new and the

creative, intervening in an active and reflexive manner, and treating mistakes as signs

of progress.. Meanwhile, pupils must play an active role in in the learning process,

being, as the LOE recommends, the cbetween of the process, and thus developing

their autonomy and independence.


2. METHODOLOGY

Explorers is a six-level series which proposes fast grammatical progression combined

with a methodology focused on the four skills (reading, writing, listening and speaking).

Explorers transcends classroom teaching, promoting the values of family, friendship,

cooperation, help and gratitude.

Vocabulary and grammarNew language is introduced in connection with the topic of each unit. It appears in the

students’ book via the flashcards and recordings and is practised with songs and

games or activities designed to motivate students.

SkillsEvery unit contains a five-page section devoted specifically to the development of the

four skills: reading, writing, listening and speaking.

StoriesEach unit contains a story in which new words appear in a fun and motivating context.

These stories also permit cyclical revision of previously studied linguistic structures and

provide new opportunities to practise material already encountered.

In Explorers 3 the unit story features the main characters of the course. The three

extension stories complement the language and offer students the opportunity to give

an answer. Every two units there is a comic story of three episodes which allows for

language to be revised in an entertaining context.

Exploring the real worldExplorers is a flexible method, which also pays considerable attention to the real world,

as is reflected by the contents of the DVD, coordinated with the Class Book. The theme

of the unit is explored in greater depth in lesson 7. The DVD also includes material

from the real world

Songs and chantsIn every unit there is a song in order for children to practise new language, new

vocabulary and new sounds. Melody and rhythm are essential for the memorisation of

new words. When they sing, children are able to shrug off their fears and shyness and

practise language in a natural way with their peers whilst also enjoying themselves.


Songs, then, provide a good opportunity to introduce movement and fun into the

classsroom

Drama and Total Physical Response

Students of any age, especially those who move well, benefit from methods which

associate language with actions. The more body language is connected to the learning

process, the more likely it is that students will absorb and retain information. For this

reason, children are taught actions which accompany the songs or stories. In

Explorers, children have the opportunity to act out the stories and perform in simple

plays. One of the main obstacles when learning a language at any age is self-

perception. Theatre appeals to children’s imagination and is an excellent way of

interesting them in the stories and improving their communication skills. In this way

children will learn to communícate and make themselves understood and will develop

skills which will enable them to express themselves with greater fluency in everyday

situations by practising in class with a story before experiencing the same situation in

a real context.

ValuesValues or civic education are a fundamental part of Explorers. It is essential to focus

upon children as people beyond their linguistic skills and improve their behaviour and

development of correct attitudes; as well as teaching them how their behaviour impacts

upon their environment and peers.


3. KEY COMPETENCES

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

traditional components (objectives, contents, teaching methods and assessment

criteria) as well as key competences. This is one of the guiding elements of the

curriculum as a whole and, consequently, a guide in the processes of teaching and

learning. In fourth grade of primary school pupils have to participate in the so-called

diagnostic assessment, in which they have to demonstrate the acquirement of certain

skills. This assessment does not have academic consequences for students, but the

fact that the results help guide cbetweens 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

The first two lessons of each unit incluye communicative activities to practise

the structures presented in the unit SB págs. 6 - 7,14-15, 24-25. In the fourth

lesson of each unit the personalised short story is dramatised SB pags.

9,17,27,35,48,58. The fifth lesson of each unit includes activities which improve

pronunciation SB págs. 10,18,28

DATA PROCESSING AND DIGITAL COMPETENCE

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

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

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

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

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

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

information available.


Information and communication technology offers the possibility to comunícate

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

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

foreign language offers the possibility to communicate using new technology

real, functional contexts for communication.. This competence consists of

having the ability to obtain, process and communícate information and turn it

into knowledge.

Explorers features a Songs CD so that students can practise pronunciation with

songs. It also offers the possibility of connecting to Internet and playing

interactive games in the Oxford Online Learning Zone. Explorers includes a

Teacher’s Resource CD-ROM containing a wide variety of material which will

facilitate the teacher’s task and help to reinforce the language studied.

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.

Each unit includes activities which encourage good behaviour and respect for

others. SB págs. 12-13, 20-21 At the end of the book the festival sections

reinforce awareness of the different material covered in each unit, as do the

different stories at the end of Units 2, 4 y 6 and The Toys.


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.

All the Units offer the possibility of expressing oneself via sketches, songs,

plays and written work both in the student’s book and the workbook. SB P. 10-

11, 18-19, 77-79...,

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.


Every activity in Explorers helps to develop this competence.

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, finding solutions and putting them into practice.

The stories encourage cooperation and respect for others, teamwork, valuing the

opinions of others, etc.

Personal initiative is another competence to bear in mind within the different

levels of Explorers, as it increases students’ self-confidence and the initiative

necessary to carry out different activities and put them into practice in real life .

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.

Different lessons of the Students’ Book (SB) and the Workbook (WB) include

activities related to mathematics which interrelate two different subjects SB pp.

2, 5, 6, 8, 9, 14; WB pp, 3, 5, 8, 9, 18,24

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYS-ICAL WORLD

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

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

consequences of different activities designed to improve and preserve conditions for

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

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

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

and social decisions.

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

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

of consequences and activity directed towards the improvement and preservation of

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

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

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

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

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

resources, environmental conservation, and preservation of individual and collective

health are recognised as key to quality of life.

Different activities worked upon throughout the various students’ books

improve pupils’ knowledge of themselves and of the physical world which


surrounds them, as a consequence of performing the activities included in the

books (examples: SB pp. 11-13, 19-21, 29-31 WB pp. 15, 17,24

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 understand-

ing 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 writ-

ing in specific situations.

Compose texts typical of the academic environment, appropriate to the communic-

ative 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.


4. 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.

Family and Friends 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 descfribe 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.


5. CURRICULUM

5.1. OBJECTIVES

General objectives of the stage

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 de-

velop 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 so-

ciety.

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

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

terest 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 dis-

abled people.

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

ficial 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 cul-tural, as well as the possibilities for action and care of it.

i) Get started in the use of information and communication technology to de-velop a critical mind to the messages they receive and produce.

j) Use representation and artistic expression and start to build visual propos-als.

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 educa-tion and sport to encourage both personal and social development.

l) Know and appreciate those animals closest to us and adopt forms of beha-viour 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 stereo-type.

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

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 abilit-

ies:

1. Listening to and understanding verbal messages in various kinds of interac-

tions, 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 hob-

bies, texts to extract general and specific information in accordance with a spe-

cific purpose.

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

cluding 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 commu-

nication 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 ef-

ficient 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 competente 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 psychopedagogic principles which serve as a

foundation for the curricular designof 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.

5.2. CONTRIBUTION OF THIS AREA TO THE ACQUISITION OF KEY COMPETENCES

The Royal Decree 1513/2006 of minimum education indicates how this area

contributes to the process of acquiring the key competences, so we make specific

reference to the legislation in question.

Learning a foreign language contributes directly to the acquisition of Linguistic

Competence, completing, enriching and adding new aspects of comprehension and

expression to the general communicative competence of the student. A communicative

approach to language learning contributes to this competence in the same way as

learning of the mother tongue.

Language is the principal vehicle for human thought, the most powerful tool for the in-

terpretation and representation of reality the the instrument of learning par excellence,

so the area, contributes towards both general communicative ability and to the compet-

ence of learning-to-learn. However, its main contribution ítems from the Fac. that the


learning of a foreign language is far more effective if it includes contents directly related

to reflection upon learning itself, in order that each child may identify how to learn bet-

ter and whichare the most effective strategies.. Hence the introduction in the curriculum

of a specific section reflecting upon learning itself. In addition, the decisions prompting

this reflection favour autonomy, and in this sense, it might be said that the foreign lan-

guage helps in the development of autonomy and personal initiative.

All the above-mentioned competences are currently directly related to Data processing

and digital competence. ITC offers the possibility of communicating in real time with

any part of the world and also offers easy access to an incessant flow of information

which is growing every day. Knowledge of a foreign language offers the possibility of

communicating by using it. And, most important of all, the context of this communica-

tion is authentic and functional.

This area contributes significantly towards the development of social and civic com-

petence. Languages enable people to comunícate socially, but are also a vehicle of

cultural communication and transmission. Learning a foreign language involves the

knowledge of cultural traits and facts associated with different communities of speak-

ers of the language. This learning, well directed from school, should develop into both

the ability and desire to discover other cultures and relate to other people, speakers or

students of the language. Meanwhile, knowledge of another language and of cultural

traits different to one’s own help towards increased understanding and appreciation of

one’s own language and culture and promotes respect, acknowledgement and accept-

ance of different cultures and behaviour, encourages tolerance and integration and

helps one to understand and appreciate both similarities and differences between

people.

Finally, though to a lesser degree, this area assists the development of the artistic and

cultural competence if the linguistic models used contain, the limitations of this stage

notwithstanding, linguistic productions with a cultural component.

5.3. 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.

Block 1. Listening, speaking and conversing, acquires, in this stage,

particular relevance. The limited presence of foreign languages in the social

context means that the language model provided by the school is the first

source of knowledge and learning of the language,. This model should reflect

the variety of speech, habitual expressions, phonetic and prosodic nuances

typical of different real communicative situations, and will be reinforced by the

use of conventional audiovisual media and information technology. Discourse

employed in the classroom is at the same time both vehicle for and object of

learning, so the curriculum focuses on both the knowledge of linguistic

elements and and the ability to use them to perform communicative tasks..

Block 2. Reading and writing, in coherence with the previous block, aims at

knowledge of written language. The progressive use of wriiten language will

depend on the degree of knowledge of written forms and increasing security in

the graphic representation of the sounds of the language, usually different from

the students’ own. To overcome lack of security, the curriculum and our project

include strategies and resources such as the use of dictionaries and other

consulting facilities, conventional and digital, for the understanding and

composition of all kinds of texts.

Block 3. Knowledge of the language, iincludes both linguistic knowledge and

contents of reflection upon learning. The starting point will be practical

situations which encourage the acquisition of rules regarding the workings of

the language, in order that students may establish which elements of the

foreign language function in a similar way to their own tongue, gaining

confidence in their ability to use the second language..

Block 4. Socio-cultural features and intercultural awareness. The contents

of this block help the students learn customs, forms of social relationships, and

specific features of countries that speak the target language; in other words,


lifestyles different from their own. This knowledge will promote respect and

interest in the knowledge of different social and cultural realities

Block 1. Listening, speaking and conversingThe language model provided by the school is the first source of knowledge and

learning of language. Classroom discourse is both a vehicle and an object of learning.

Therefore both the curriculum and our project have provided for the learning elements

as well as the capacity to use them in communicative tasks.

On the other hand, the language model must come from a large enough number of

speakers to reflect changes and nuances both in phonetic and prosodic aspects as in

the election of idiomatic expressions in well-defined communicative situations. Hence

the use of conventional media and ITC is present both in the curriculum and in our

project.

The contents of this block for the first cycle in the area of foreign language according to

the Royal Decree of Minimum Education are as follows::

Comprehension of simple oral messages for classroom tasks.

Understanding of simple messages from different audiovisual and IT sources.

Oral interaction in real or fake situations through verbal and non-verbal re-

sponses in communicating routines.

Production of previously studied oral texts through active participation in shared

performances, songs, recitations and dramatization.

Development of basic strategies to support comprehension and oral expression;

transfer of visual and non-verbal context and of previous knowledge of the sub-

ject or situation from the languages the student is already familiar with.

Appreciation of the target language as an instrument of communication.

Block 2. Reading and writingThe aim is competence in discursive writing. Foreign-language texts are also textual

composition patterns and practice for the 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 that the code provides in the

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

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


dictionaries and other consulting facilities, conventional and digital, for the

understanding and composition of all kinds of texts.



Reading of previously studied simple words and sentences through active parti-

cipation in real or fake situations.

Initiation in reading strategies; transfer of visual and non-verbal context and of

previous knowledge of the subject or situation from the languages the student is

already familiar with.

Writing of previously studied words and sentences through active participation

in oral interactions to be used in sharing or transmitting information or in play

activities.

Initiation in the use of educational computer programmes to read and write

simple messages.

Interest in the careful presentation of written texts.

Block 3. Knowledge of the languageContact with the foreign language and its use enables those who are learning it work

out a basic conceptual system on its functioning. The starting point will be situations

that encourage the inference of language rules so as to gain confidence in their own

abilities.

This content block is divided into knowledge and reflection on learning.



Linguistic knowledge:

o Introduction to phonetic aspects, rhythm and stress of the foreign lan-

guage and use for comprehension and oral production.

o Identification and use of previously used vocabulary and basic struc-

tures of the target language.

o Global association in spelling, pronunciation and meaning from written

forms representing well-known oral expressions.

o Familiarisation with the use of basic strategies in text production from

different patterns; selection of target, purpose and content.


o Interest in using the target language in different situations

Reflection upon learning.

o Use of skills and procedures such as repetition, memorization, word as-

sociation, words and expressions containing gestural and visual ele-

ments, pattern observation etc. for the acquisition of vocabulary, form

and structure.

o Progressive use of graphic means for information and consultation re-

garding new possibilities opened up by new technology.

o Confidence in student’s own ability to learn a foreign language and en-

joyment of teamwork.

Block 4. Socio-cultural features and intercultural awareness

This block helps the students learn customs, forms of social relationships, and specific

features of countries that speak the target language, in other words, lifestyles different

from their own. This knowledge will promote tolerance and acceptance, increase

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

intercultural communication


the Royal Decree of Minimum Education are as follows:

Acknowledgement and learning of basic forms of social relations in the target

language.

Positive attitude towards people who speak another language and have a differ-

ent culture to the student’s own.

5.4. ASSESSMENT CRITERIA

The Royal Decree of Minimun Education establishes the following assessment criteria

for the first cycle of primary education in the area of foreign language:

1. Participate in controlled oral interactions on familiar topics in easily predictable

communicative situations.

This is a means of assessing the ability to respond in a simple way to requests

and instructions, or to give information. The interactions will involve familiar


topics, previously studied or related to immediate communicative needs, such

as greetings or farewells , introductions, talking about likes, within

communicative situations recognised as routine, habits, classroom language,

dramatisations, recitations or songs. The capacity to participate actively in

classroom activities will also be valued positively.

2. Grasp the overall meaning and identify some specific elements in oral texts,

using linguistic and non-linguistic context elements

This criterion evaluates whether or not students are able gradually to grasp the

overall meaning of an oral message, in situations of face-to-face communica-

tion, using gestures and mime and the necessary repetition, and to recognise

and understand key words and basic expressions, related to classroom activit-

ies or the school context.

3. Read and identify simple words and phrases previously introduced in oral form

concerning family and hobbies.

This criterion evaluates the ability to read, aloud too, words and phrases first

encountered in oral form via all kinds of activities. Reading will be supported by

visual and verbal elements related to the context in which these expressions ap-

pear and will form a part of games and communicative activities

4. Write words, familiar expressions and phrases employing models and with a

specific purpose.

This criterion evaluates the ability to write words and simple sentences re-

peatedly and frequently used in oral fashion in diverse activities.

Writing should begin with the observation of a model and form part of the exe-

cution of a specific task such as writing a note, making a poster, composing a

birthday card or completing a song or poem.

5. Recognise and reproduce the sound, rhythm, stress and intonation of expres-

sions which appear in everyday communicative contexts.

This criterion seeks to evaluate whether or not students recognise and are cap-

able of reproducing sounds, rhythm, stress and intonation when actively parti-

cipating by listening to, repeating and anticipating expressions and when read-

ing aloud, always employing models.


6. Use basic strategies for learning-to-learn, such as asking for help, communica-

tion with accompanying gestures, using visual dictionaries and identifying per-

sonal features which will help them to learn better.

This criterion aims to evaluate the use of basic strategies which enhance the

learning process, such as the use of visual resources and gestures, asking for

help and clarification, the use of visual dictionaries and assessment, albeit ele-

mentary, of their own progress.

7. Show interest and curiosity regarding learning a foreign language and recog-

nise linguistic diversity as as an enriching characteristic.

This criterion assesses participation, effort and interest in learning the target

language.

It also evaluates awareness of the importance of knowing languages in order

to communícate with people from different countries and the appreciation of lin-

guistic diversity as an enriching quality for one and all..

The section Programme of Units of this document lists the criteria and means of

assessment specific to each teaching unit.

6. PROGRAMME OF UNITS

This programming and scheduling constitutes a model of timed learning for 2nd year of Primary Education based upon a 63-hour year and taking into account the specific

objectives of English as a subject.

This is a timetable which is adaptable to the group/class profile as it may be used

simultaneously with pupils with language-learning difficulties, as well as those of a

slightly more advanced level. Furthermore, it may be adapted to the teacher and pupils’

own tastes and aims and to the evolution of the academic year.

This is a guiding and extendable programme, with countless optional possibilities

suggested in the Teacher’s Guide and the Teacher’s Resource CD-ROM. Teachers

may introduce these activities whenever they see fit, according to the needs and

attitude of pupils, bearing in mind learning rhythm – individual and collective – and

available teaching hours.


STARTER UNIT: HELLO AGAIN!

I. TEACHING OBJECTIVES

BLOCK 1 - Oral communication: listening, speaking and conversing

Participate in oral exchanges:

- Identify greetings , vocabulary related to the weather, to fruit, to school

and the numbers 11-20.

- Converse using greetings, vocabulary related to the weather , to fruit, to

school and the numbers 11-20. , using the expressions Hello! Goodbye!

I´m ( Ella) Pick up a pen,It´s cloudy. What can you see?

Underst and simple oral texts in the classroom context:

- Sing a song

BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different

simple texts, appropriate to their age and related to greetings, the numbers 1-10

and colours

Use of basic reading comprehension strategies (Listen and read).

Complete simple sentences with words studied.

Read a song .

Identify specific words.

BLOCK 3 - Knowledge of the language

Revise and identify the vocabulary from the unit:

related to greetings, vocabulary related to the weather , to fruit, to school and

the numbers 11-20.

- Interests: word groups.

Underst and and correctly apply grammatical aspects:

Hello! Goodbye! I´m ( Ella) Pick up a pen,It´s cloudy. What can you see?

Recognise and reproduce aspects of sound, rhythm, stress and intonation:

phonics, song.

Use of revision strategies and reflection upon what has been learnt.

BLOCK 4 - Socio-cultural aspects and intercultural awareness

Learn basic forms of social relationship in the target language, participating in

different classroom activities.


Show a respectful attitude towards people who speak another language and

have a different culture to one’s own. .

Identification of customs and aspects of everyday life typical of other countries

and cultures where the target language is spoken.

II. CONTENTS


Participation in oral exchanges:

- Identification of greetings , vocabulary related to the weather , to fruit, to

school and the numbers 11-20. (SB&WB p. 2-5)

- Dialogues using greetings, vocabulary related to the weather , to fruit, to

school and the numbers 11-20. and using the expressions : Hello!

Goodbye! I´m ( Ella) Pick up a pen,It´s cloudy. What can you see?

- (SB& WB p. 2-5,)

Comprehension of simple oral texts within the classroom context :

- Chant ( SB p.2,5)


- General comprehension and identification of specific vocabulary in

different simple texts, appropriate to their age and related to greetings,

vocabulary related to the weather , to fruit, to school and the numbers

11-20. ( SB &WB p. 2-5)

Use of basic reading comprehension strategies (Listen and point). (SB&WB, p.2-

5)

Comprehension of simple sentences with words studied (WB, p.2-5)

Sing a song. (SB, p.2)

Identification of and differentiation between sounds in specific vocabulary and

song (SBp.3)



related to greetings, vocabulary related to the weather, to fruit, to school and the

numbers 11-20. ….(SB p. 2-5 and WB p. 2-5)




- Hello! Goodbye! I´m ( Ella) Pick up a pen,It´s cloudy. What can you see?

(SB&WB, p. 2-5)

Recognise and reproduce aspects of sound, rhythm, stress and intonation: chant

(SB, p. 2 and 5 )

Use of revision strategies and reflection upon what has been learnt. (SB&WB,

p.2-5)



different classroom activities. (SB &WB p.2-5; )



Be receptive to and learn mathematical forms ( SB p.3-5 WB p.2-5)

Organisation of personal work as a strategy to progress in learning. (SB&WB, p.2-

5)

Take advantage of learning opportunities created within and beyond the

classroom context. .(SB&WB, p.2-5)

Active participation in activities and group work .(SB, p.2-5)

III. KEY COMPETENCES

Linguistic communicationAll the sections and activities in the unit contribute to the development of linguistic

competence in communication, in particular:

The section Listen and read or repeat to reference the functional language in the

unit:

Converse using greetings, vocabulary related to the weather , to fruit, to school

and the numbers 11-20. (SB, p. 2-5)

The activity sections in the WB p. 2-5

Data processing and digital competence - Practise and become familiar with the functioning of various digital and IT

competences via the course using internet resources..

Social and civic competence This competence is developed via working on essential communication skills like:

- Dialogues and communicative exchanges (SB p. s 2, 4 TB p. 24, 30).


- Socialising and participating in classroom activities, establishing and

accepting norms of coexistence: both in pairs and in groups

- Exhibit one’s own work and listen to that of others, putting oneself in their

place..

Artistic and cultural competence Sing a chant and play (SB, p. 2).

Immersion in the language, tradition and culture of the English-speaking world

Use the target language as an instrument for accessing information and as a tool

for learning diverse contents and information ( SB p. 2-5 TB p. 26)

Act out a short story:

Learning-to-learn Underst and and use good learning habits in class: make a notebook/folder with

the vocabulary learnt..

Manage one’s own abilities. (WB, p. inas 2-5 TB p. 24, 28).

Autonomy and personal initiative Assume responsibility for tasks and activities set out in the unit (WB, p. s. 2-5 TB

p. 31)

Use reference material suggested for the unit.

Be equipped with and deploy social skills to interact, cooperate and work in pairs

and teams in a cooperative and flexible manner whenever required by the com-

municative activities in the unit: Dialogues, etc.

Organise personal work as a strategy to progress in learning.

Competence in knowledge of and interaction with the physical worldThis competence involves accurate perception of the physical space in which life and

human activity develop, and the ability to interact therein.TB p. 26

Mathematical competenceConsists of the ability to use and relate numbers, basic operations, symbols and

forms of mathematical expression and reasoning.....

This competence involves the knowledge and use of basic mathematical elements

(different kinds of numbers, measurements, symbols, geometric elements, etc..

This competence is developed in the unit via SB p. 4 WB p. 2-3 TB p. 28, 30

IV. LITERARY EDUCATION


This section develops the ability to relate to others, via the repetition of dialogues

included in the unit as well as those of their own creation. Also important is the creation

of descriptive texts,which help to consolidate language in both oral and written form.

Literary genres:

Dialogue (SB p.2)

Production of oral and written texts:

Perform a chant (SB p. 2 and 5)

V. TREATMENT OF DIVERSITYReinforcement activitiesAdditional and alternative activities; TRB

Workbook (Starter Unit – p. s 2-5)

Activities in the reference sections:

- Vocabulary: (Starter Unit)

Extension activitiesTeacher’s Resource and Tests Pack CD-ROM and TB Starter Unit

VI. ASSESSMENT

Formative assessmentStarter Unit (SB p. 2-5)

Completion of WB exercises (Starter Unit p. s. 2-5).

Self-assessmentTeacher´s Resource CD-ROM

Assessment criteria


Underst and the gist and the most relevant specific information of oral texts in

different communication contexts related to the contents of the unit:

- Starter Unit Test Audio, Teacher’s Resource CD-ROM.

- Listening Teacher’s Resource CD-ROM, SB p. 2-5 ) Tests Starter Unit,

- Express oneself and interact correctly and fluently in different

communicative situations: ( SB& WB p.2-5)


- Ask and answer questions about the theme in question Speaking Tests, TR

CD-ROM). (SB&WB, p. 2-5)

- Act out a conversation (Role-play – (SB p.2) Speaking Tests, TR CD-ROM).

- Describe photographs (Photo description (SB p.2 and 5) - Speaking Tests,

TR CD-ROM).


Underst and the information contained in written texts from various sources

(Reading ( SB p.2-5; WB p.2-5) -Teacher’s Resource CD-ROM)

Complete texts with different resources (Writing (WB p. 2-5)- TR CD-ROM )


Vocabulary

Learn and extend vocabulary (Vocabulary- Teacher’s Resource CD-ROM,

related to vocabulary greetings, vocabulary related to the weather , to fruit, to

school and the numbers 11-20. (SB & WB p.2-5)


Grammar

Underst and and use correctly grammar strategies learnt in the unit:

(Grammar - TR CD-ROM, Hello! Goodbye! I´m ( Ella) Pick up a pen,It´s

cloudy. What can you see?

Phonetics

Apply acquired knowledge of pronunciation.

Reflection upon learning (SB&WB p.2-5)

Assess use of basic strategies which favour progress in learning . (SB&WB p.2-5)


Show interest and curiosity regarding learning the target language and

recognise linguistic diversity as an enriching element. . ((SB p.2-5;WB, p.2-5)

Identify some cultural elements typical of countries and cultures where the

target language is spoken. Teacher´s Resource Pack CD-ROM .

UNIT 1: LET´S PLAY





- Identify the names of different verbs of action and adjectives

- Converse using vocabulary related to different verbs of action and

adjectives and using the expressions I can ride a bike. She can climb the

tree.I can´t dance. I´m thirsty


- Listen to and act out a short story.

- Sing a Song .

- Underst and a narration.



simple texts, appropriate to their age and related to different verbs of action and

adjectives

Use of basic reading comprehension strategies (Listen and point and say)).

Complete simple written texts with words studied .

Read a short story, a song .

Identify sounds



related to different verbs of action and adjectives

Interests: word groups.


I can ride a bike. She can climb the tree.I can´t dance. I´m thirsty.

Use and differentiate between sounds and letters.


phonics, song.










II. CONTENTS



- Identification of names of different verbs of action and adjectives (SB P. 6-

13&WB p. 6)

- Dialogues using vocabulary related to different verbs of action and

adjectives and using the expressions I can ride a bike. She can climb the

tree.I can´t dance. I´m thirsty (SB P. 6-13&WB p. 6)

- Comprehension of simple oral texts within the classroom context :

- A short story. (SB, p.9)

- Song (SB, p.10)

- Narration ( SB p. 12)



simple texts, appropriate to their age and related to different verbs of action and

adjectives ( SB p. 6-13 WB p. 6-12)

Use of basic reading comprehension strategies . (SB, p.12 )

Comprehension of simple written texts with words studied (WB, p.6-12)

Read a short story, a song and a narration . (SB, p.9,10,12)


chant (SBp. 6)



related to different verbs of action and adjectives .(SB p.6-13& WB p. 6-12)



I can ride a bike. She can climb the tree.I can´t dance. I´m thirsty .(SB p.6-13& WB

p. 6-12)



phonics, song, chant (SBp.6 and 10)


Use of revision strategies and reflection upon what has been learnt. (WB, p.6-12)



different classroom activities. (.(SB p.6-13& WB p. 6-12)


and cultures where the target language is spoken. (TB p. 48-49)

Be receptive to and learn mathematical forms ( SB p.6, 7, 8, 11,12 WB p. 6, 7,

8, 11)

Organisation of personal work as a strategy to progress in learning. (SB p.6-13&

WB p. 6-12)


classroom context .(SB p.6-13& WB p. 6-12)

Active participation in activities and group work . .(SB p.6-13& WB p. 6-12)





unit:

Talk about different verbs of action and adjectives… (SB, p. 6- 13)

- Narration (SB, p.11-13)

- Perform a dialogue (SB, p.9).



competences via the course using internet resources.. (TB p.38, 43, 48 and

49)


- Dialogues and communicative exchanges ( SB p. s 6-13, TB p. 32,36, 42 and

45).





place..

Artistic and cultural competence Sing a song , act out a story, do a cut-out . (SB, p. 9y10)

Immersion in the language, tradition and culture of the English-speaking

world(Cultural lessons:, TB p. 48-49, 54)


for learning diverse contents and information ( SB p. 6-13)

Act out a short story: ( SB p.9)



Use the reference material .

Manage one’s own abilities in the Review sections (WB, p. i.12 TB p.32, 34, 36,

47 and 48).

Autonomy and personal initiative Assume responsibility for tasks and activities set out in the unit (WB, p. s. 6-

12 ,TB p. 38, 40, 44, 46)






Emotional competenceThis refers to the ability to know and control one’s emotions, to interpret the moods

and feelings of others, to establish positive relations with others and to be a

contented person who responds appropriately to the dem and s of one’s personal,

school and social life.

- In this sense this competence is worked on in all the dialogues and commu-

nicative exchanges ( SB p. s. 11-13).

- Perform the dialogue suggested for the unit . ( SB. P.9)



human activity develop, and the ability to interact therein. SB p. 11- 13 TB p. 48





This competence is developed in the unit via : SB p. 14, 19,20 WB p. 8, 9 TB p.37 .

IV. LITERARY EDUCATIONThis section develops the ability to relate to others, via the repetition of dialogues


of descriptive texts, which help to consolidate language in both oral and written form.

Literary genres:

Dialogue (SB p. 9)

Narration ( SB p.11-13)


Complete words and sentences (, WB p. 6- 12)

Perform a dialogue/song (SB p. s 9-10)

V. TREATMENT OF DIVERSITYReinforcement activitiesAdditional and alternative activities; TRB CD-ROM

Workbook (Unit 1 – p. s 6-12)


- Pronunciation bank (Unit 1-SB, p. 10)

Extension activitiesTeacher’s Resource and Tests Pack and TB Unit 1

VI. ASSESSMENT

Formative assessmentUnit 1 (SB p. 6-13)


Cumulative review (Starter-Unit 1, SB p. 6-13)

Completion of WB exercises (Unit 1, p. s. 6-12).

Self-assessmentProgress review (Unit 1 - WB, p. s. 12).

Assessment criteria




- Unit 1 Test Audio, Teacher’s Resource CD-ROM.

- Listening Teacher’s Resource CD-ROM; SB p. 6-12) Tests Unit 1,


communicative situations:


CD-ROM;

- Act out a conversation (Role-play - Speaking Tests, TR CD-ROM; SB p.9).

- Describe photographs (Photo description - Speaking Tests, TR CD-ROM; SB

p.6, WB p.7



(Reading -Teacher’s Resource CD-ROM; .(SB p.6-13& WB p. 6-12)

Complete texts with different resources (Writing - TR CD-ROM; WB p. 6-12)


Vocabulary


related to different verbs of action and adjectives


Grammar

Underst and and use correctly grammar strategies learnt in the unit: (Grammar - TR CD-ROM,

I can ride a bike. She can climb the tree.I can´t dance. I´m thirsty.(SB p.6-13&

WB p. 6-12)

.


Phonetics

Apply acquired knowledge of pronunciation .( SB p.6, 9, 10)

Reflection upon learning

Assess use of basic strategies which favour progress in learning . .(SB p.6-13&

WB p. 6-12)



recognise linguistic diversity as an enriching element. . .(SB p.6-13& WB p. 6-12)


target language is spoken. (TB p. 48, 49)

UNIT 2: LET´S GO




- Identify the names of different means of transport and adjectives .

- Converse using vocabulary related to different means of transport and

adjectives and using the expressions What have they got? They´ve got a

lorry. He can drive a car. It´s a big train. It´s a yellow car. It´s slow



- Sing a Song .





simple texts, appropriate to their age and related to different means of transport

and adjectives Use of basic reading comprehension strategies (Listen and point

and say)).



Identify sounds



related to different means of transport and adjectives



What have they got? They´ve got a lorry. He can drive a car. It´s a big train. It´s a

yellow car. It´s slow



phonics, song.









II. CONTENTS



- Identification of names of different means of transport and adjectives (SB

P. 14-23 &WB p. 13-21)

- Dialogues using vocabulary related to different means of transport and

adjectives and using the expressions What have they got? They´ve got a


lorry. He can drive a car. It´s a big train. It´s a yellow car. It´s slow (SB P.

14-23 &WB p. 13-21)


- A short story. (SB, p.17, 22, 23)

- Song (SB, p.18)




simple texts, appropriate to their age and related to different means of transport

and adjectives (SB P. 14-23 &WB p. 13-21)





chant (SBp. 14)



related to different means of transport and adjectives . (SB P. 14-23 &WB p. 13-

21)



What have they got? They´ve got a lorry. He can drive a car. It´s a big train. It´s a

yellow car. It´s slow (SB P. 14-23 &WB p. 13-21)



phonics, song, chant (SBp.14y 18)

Use of revision strategies and reflection upon what has been learnt. (WB, p.13-

21)



different classroom activities. (SB P. 14-23 &WB p. 13-21)



Be receptive to and learn mathematical forms ( SB p.14,15,17,20, WB p. 18)


Organisation of personal work as a strategy to progress in learning. (SB P. 14-23

&WB p. 13-21)


classroom context (SB P. 14-23 &WB p. 13-21)

Active participation in activities and group work . (SB P. 14-23 &WB p. 13-21)





unit:

Talk about different means of transport and adjectives … (SB, p. 6- 13)


- Perform a dialogue (SB, p.17, 22-23).



competences via the course using internet resources.. (TB p.52, 66 and 67)


- Dialogues and communicative exchanges ( SB p. s 14-23, TB p. 50, 56, 58,

60,61,63 , 68




place..

Artistic and cultural competence Sing a song , act out a story, do a cut-out . (SB, p. 17, 18, 22-23)


world(Cultural lessons:, TB p. 54, 66-67)



Act out a short story: ( SB p.17, 22-23)





Manage one’s own abilities in the Review sections (WB, p. i. 22 TB p.52, 56, 58,

60, 64, 65, 66, 70).

Autonomy and personal initiative Assume responsibility for tasks and activities set out in the unit (WB, p. s. 13-22

TB. p.69 ,)














human activity develop, and the ability to interact therein. SB p. 19-21 TB p. 50, 62,

66





This competence is developed in the unit via : SB p. 14, 19, 20 WB p. 17 TB p. 55





Literary genres:

Dialogue (SB p. 17, 22-23)



Complete words and sentences (, WB p. 13-21)

Perform a dialogue/song (SB p. s 17, 18, 22-23)






VI. ASSESSMENT



Completion of WB exercises (Unit 2 p. s. 13-21).


Assessment criteria










CD-ROM;



p.14, WB p.13



(Reading -Teacher’s Resource CD-ROM; (SB P. 14-23 &WB p. 13-21)



Vocabulary


related to different means of transport and adjectives


Grammar


What have they got? They´ve got a lorry. He can drive a car. It´s a big train. It

´s a yellow car. It´s slow (SB P. 14-23 &WB p. 13-21).

Phonetics



Assess use of basic strategies which favour progress in learning . (SB P. 14-23

&WB p. 13-21)



recognise linguistic diversity as an enriching element. . (SB P. 14-23 &WB p. 13-

21)



target language is spoken. (TB p. 66, 67,)

UNIT 3: AT HOME




- Identify the names of different parts of the house and related objects

- Converse using vocabulary related to Identify the names of different parts

of the house and related objects and using the expressions What is this?

This is the bedroom. Take a Photo.She is in the hall. The box is on the

table. The bottle is made of plastic



- Sing a Song .




simple texts, appropriate to their age and related to names of different parts of the

house and related objects




Identify sounds




related to Identify the names of different parts of the house and related objects



What is this? This is the bedroom. Take a Photo.She is in the hall. The box is on

the table. The bottle is made of plastic



phonics, song.









II. CONTENTS



- Identification of names of Identify the names of different parts of the house

and related objects (SB P. 6-13&WB p. 6)

- Dialogues using vocabulary related to Identify the names of different

parts of the house and related objects and using the expressions What is

this? This is the bedroom. Take a Photo.She is in the hall. The box is on the

table. The bottle is made of plastic (SB P. 24-31&WB p. 23-29)



- Song (SB, p.28)



- General comprehension and identification of specific vocabulary in

different simple texts, appropriate to their age and related to Identify the


names of different parts of the house and related objects (SB P. 24-

31&WB p. 23-29)



Read a short story, a song and a narration . (SB, p.27, 28, 30)


chant (SBp. 24)


- Revise and identify the vocabulary from the unit: related to Identify the

names of different parts of the house and related objects (SB P. 24-

31&WB p. 23-29)



What is this? This is the bedroom. Take a Photo.She is in the hall. The box is

on the table. The bottle is made of plastic(SB P. 24-31&WB p. 23-29)



phonics, song, chant (SBp.24, 28)


29)



different classroom activities. (SB P. 24-31&WB p. 23-29)



Be receptive to and learn mathematical forms ( SB p.24,26,29,30, WB p. 24)

Organisation of personal work as a strategy to progress in learning. (SB P. 24-

31&WB p. 23-29)


classroom context (SB P. 24-31&WB p. 23-29)

Active participation in activities and group work . (SB P. 24-31&WB p. 23-29)


Linguistic communication


All the sections and activities in the unit contribute to the development of linguistic



unit:

- Talk about Identify the names of different parts of the house and related

objects (SB, p. 24-31)





competences via the course using internet resources.. (TB p.82, 86, 88, 89)


- Dialogues and communicative exchanges (SB P. 24-31&WB p. 23-29 TB p.

81, 84)

- Socialising and participating in classroom activities, establishing and accept-

ing norms of coexistence: both in pairs and in groups


place..

Artistic and cultural competence Sing a song , act out a story, do a cut-out . (SB, p. 27, 28)


world(Cultural lessons:, TB p. 80, 86, 88, 89)







Manage one’s own abilities in the Review sections (WB, p. i.29 TB p.72, 76).

Autonomy and personal initiative


Assume responsibility for tasks and activities set out in the unit (WB, p. s. 23-29

TB p. 74, 76 , 80)















88





This competence is developed in the unit via : SB p. 24, 25, 30 WB p. 26TB p.72 .




Literary genres:

Dialogue (SB p. 27)





Perform a dialogue/song (SB p. s 27,28)




- Pronunciation bank (Unit 3-SB, p. 24,28)


VI. ASSESSMENT





Assessment criteria









CD-ROM;




p.24, WB p.23



(Reading -Teacher’s Resource CD-ROM; (SB P. 24-31&WB p. 23-29)



Vocabulary


related to Identify the names of different parts of the house and related objects


Grammar


- What is this? This is the bedroom. Take a Photo.She is in the hall. The box

is on the table. The bottle is made of plastic

- (SB P. 24-31&WB p. 23-29)

.

Phonetics

Apply acquired knowledge of pronunciation .( SB p.24, 27,28)


Assess use of basic strategies which favour progress in learning . (SB P. 24-

31&WB p. 23-29)



recognise linguistic diversity as an enriching element. . (SB P. 24-31&WB p. 23-29)


target language is spoken. (TB p. 88-89)

UNIT 4: IN THE GARDEN





- Identify the names of diferentes names of animals and what they can do:

run, fly…

- Converse using vocabulary related to names of animals and what they can

do: run, fly…y using the expressions The bird can fly.THe frog can

jump.There is a snake. It can´t fly…



- Sing a Song .




simple texts, appropriate to their age and related to different family members and

moods




Identify sounds



related to names of animals and what they can do: run, fly…



The bird can fly.THe frog can jump.There is a snake. It can´t fly…



phonics, song.










II. CONTENTS



- Identification of names of names of animals and what they can do: run,

fly…(SB P. 32-41&WB p. 29-37)

- Dialogues using vocabulary related to names of animals and what they

can do: run, fly…y using the expressions The bird can fly.THe frog can

jump.There is a snake. It can´t fly… (SB P. 32-41&WB p. 29-37)



- Song (SB, p.36)

- Narration ( SB p.37, 38)



simple texts, appropriate to their age and related to names of animals and what

they can do: run, fly… (SB P. 32-41&WB p. 29-37)

Use of basic reading comprehension strategies . (SB, p.35, 40, 41 )


Read a short story, a song and a narration . (SB, p.35,36,40,41)


chant (SBp. 32)



related to names of animals and what they can do: run, fly…. (SB P. 32-41&WB

p. 29-37)



- The bird can fly.THe frog can jump.There is a snake. It can´t fly…(SB P.

32-41&WB p. 29-37)






37)






Be receptive to and learn mathematical forms ( SB p.32, 37, 38, WB p. 31, 33,

37)


41&WB p. 29-37)








unit:

Talk about names of animals and what they can do: run, fly…… (SB, p. 6- 13)

- Narration (SB, p.37, 38)




competences via the course using internet resources.. (TB p.90, 91, 102, 105,

106, 107)

Social and civic competence


This competence is developed via working on essential communication skills like:

- Dialogues and communicative exchanges ( SB p. s 32-41, TB p. 92, 103,

108,110)




place..



world(Cultural lessons:, TB p. 96, 99, 106,)



Act out a short story: ( SB p.35, 40-41)




Manage one’s own abilities in the Review sections (WB, p. i.37 TB p.94,98,101).


TB p. 94, 105, 110 ,)






Emotional competence

This refers to the ability to know and control one’s emotions, to interpret the moods










106





This competence is developed in the unit via : SB p. 32, 37, 38 WB p. 31, 33, 37.




Literary genres:

Dialogue (SB p. 35)




Perform a dialogue/song (SB p. s 35,36)




- Pronunciation bank (Unit 4-SB, p. 32, 35)



VI. ASSESSMENT

Formative assessmentUnit 4(SB p. 32-41)




Assessment criteria









CD-ROM;



p.32, WB p.24




Complete texts with different resources (Writing - TR CD-ROM; WB p. 29-37


Vocabulary


related to names of animals and what they can do: run, fly…


Grammar



- The bird can fly.THe frog can jump.There is a snake. It can´t fly…(SB P.

32-41&WB p. 29-37)

Phonetics

Apply acquired knowledge of pronunciation .( SB p.32,35,36)



41&WB p. 29-37)





target language is spoken. (TB p. 106)

UNIT 5: THE BODY




- Identify the names of

- Converse using vocabulary related to different parts of an animal’s or a

person’s body .y:Who is in the picture? What are they? They´ve got w. It´s

got a tail. It hasn´t got legs



- Sing a Song .





simple texts, appropriate to their age and related to different parts of an animal’s

or a person’s body




Identify sounds



related to different parts of an animal’s or a person’s body



Who is in the picture? What are they? They´ve got w. It´s got a tail. It hasn´t got

legs.



phonics, song.









II. CONTENTS



- Identification of names of different parts of an animal’s or a person’s body

(SB P. 6-13&WB p. 6)


- Dialogues using vocabulary related to different parts of an animal’s or a

person’s body and using the expressions Who is in the picture? What are

they? They´ve got w. It´s got a tail. It hasn´t got legs(SB P. 42-49&WB p.

39-44)



- Song (SB, p.46)

- Narration ( SB p. 48, 49)



simple texts, appropriate to their age and related to different parts of an animal’s

or a person’s body (SB P. 42-49&WB p. 39-44)





chant (SBp. 42)



related to different parts of an animal’s or a person’s body . (SB P. 42-49&WB p.

39-44)



- Who is in the picture? What are they? They´ve got w. It´s got a tail. It hasn´t

got legs (SB P. 42-49&WB p. 39-44)





44)







Be receptive to and learn mathematical forms ( SB p.42, 43, 47, 48 WB p. 38,

41


49&WB p. 39-44)








unit:

Talk about different parts of an animal’s or a person’s body … (SB, p. 42-49)





competences via the course using internet resources.. (TB p.118, 128, 129)


Dialogues and communicative exchanges (SB P. 42-49&WB p. 38-44TB p.

112, 123, 128)

- Socialising and participating in classroom activities, establishing and accept-

ing norms of coexistence: both in pairs and in groups


place..




world(Cultural lessons:, TB p. 124,128, 129)







Manage one’s own abilities in the Review sections (WB, p. i.44 TB p. 113, 116,

126, 128).

Autonomy and personal initiative Assume responsibility for tasks and activities set out in the unit (WB, p. s. 38-44,

TB p. 114, 118, 121, 125)















human activity develop, and the ability to interact therein. SB p. 47-49 TB p. 114,

120, 122, 128






This competence is developed in the unit via : SB p. 42,43, 47,48 WB p. 38,41.




Literary genres:

Dialogue (SB p.45)




Perform a dialogue/song (SB p. s 45, 46)






VI. ASSESSMENT




Self-assessment


Progress review (Unit 5 - WB, p. s. 44).

Assessment criteria




- Unit 5Test Audio, Teacher’s Resource CD-ROM.





CD-ROM;



p.42, WB p.38






Vocabulary


related to different parts of an animal’s or a person’s body


Grammar


Who is in the picture? What are they? They´ve got w. It´s got a tail. It hasn´t

got legs

Phonetics




49&WB p. 38-44)






target language is spoken. (TB p. 128-129)

UNIT 6: CLOTHES




- Identify the names of items of clothing

- Converse using vocabulary related to items of clothing and using the

expressions I´m wearing a pink dress .Let´s go to the school party.He´s

wearing a t-shirt. She´s wearing a hat



- Sing a Song .




simple texts, appropriate to their age and related to items of clothing Use of basic

reading comprehension strategies (Listen and point and say)).



Identify sounds



related to items of clothing



I´m wearing a pink dress .Let´s go to the school party.He´s wearing a t-shirt. She´s

wearing a hat




phonics, song.









II. CONTENTS



- Identification of names of items of clothing (SB P. 50-59&WB p. 45-53)

- Dialogues using vocabulary related to items of clothing and using the

expressions I´m wearing a pink dress .Let´s go to the school party.He´s

wearing a t-shirt. She´s wearing a hat (SB P. 50-59&WB p. 45-53)


- A short story. (SB, p.53, 58-59)

- Song (SB, p.54)

- Narration ( SB p. 56, 57)



simple texts, appropriate to their age and related to items of clothing . (SB P. 50-

59&WB p. 45-53)

Use of basic reading comprehension strategies . (SB, p.53, 57, 58 )


Read a short story, a song and a narration . (SB, p.53, 54, 56-59)


chant (SBp. 50)




related to items of clothing . (SB P. 50-59&WB p. 45-53)



I´m wearing a pink dress .Let´s go to the school party.He´s wearing a t-shirt. She´s

wearing a hat (SB P. 50-59&WB p. 45-53)





53)






Be receptive to and learn mathematical forms ( SB p.50, 52, 56 WB p. 47, 48,

49, 52)


59&WB p. 45-53)








unit:

Talk about items of clothing . … (SB, p. 50-59)




Data processing and digital competence


- Practise and become familiar with the functioning of various digital and IT

competences via the course using internet resources.. (TB p.136, 140, 150,

146, 147)


- Dialogues and communicative exchanges ( SB p. s 50-58, TB p. 130, 135,

138, 142, 143, 145)




place..

Artistic and cultural competence Sing a song , act out a story, do a cut-out . (SB, p. 9y10)


world(Cultural lessons:, TB p. 146, 148)



Act out a short story: ( SB p.53, 58)




Manage one’s own abilities in the Review sections (WB, p. i.51 TB p.134, 136,

142).


TB p. 132, 141, 143 )
















human activity develop, and the ability to interact therein. SB p. 55-57 TB p. 130, 146





This competence is developed in the unit via : SB p. 50, 52, 56 WB p. 47, 48, 49, 52

TB p.141 .




Literary genres:

Dialogue (SB p. 53, 58-59)




Perform a dialogue/song (SB p. s 53, 54)





- Pronunciation bank (Unit 6-SB, p. 50, 54)


VI. ASSESSMENT



Completion of WB exercises (Unit 6, p. s. 45- 53).

Self-assessmentProgress review (Unit6 - WB, p. s. 51).

Assessment criteria









CD-ROM;



p.50, WB p.45







Vocabulary


related to outdoor areas and activities. .


Grammar


- I´m wearing a pink dress .Let´s go to the school party.He´s wearing a t-shirt.

She´s wearing a hat (SB P. 50-59&WB p. 45-53)

Phonetics

Apply acquired knowledge of pronunciation .( SB p.50, 53,54)



59&WB p. 45-53)





target language is spoken. (TB p. 146, 147)


7. TIMING EXPLORERS 2: CURSO 20--/20--*

UNIT APPROX. Nº SESSIONS

APROX. TIMING (45 MIN POR SESIÓN) NOTAS and OBSERVACIONES

Hello again! 4 3horas

1 Let´s play! 9 8horas 45 min

2 Let´s go! 11 10horas 15 min

3 At home 9 8horas 45 min

4 In the garden 11 10horas 15 min

5 The body 9 8horas 45 min

6 Clothes 11 10horas 15 min

Culture ,Festivals 4 3 horas

TOTAL e.g approx 68 63horas

Extra activities programmed by the school

* Each centre will have to adapt this programme to its own situation and timetable.THE SESSIONS ARE APPROXIMATELY 45’ LONG. TEACHERS WILL ADAPT THIS TO THEIR TIMETABLE and CLASS LEVEL


The terms used in the classroom programme tables are as follows.

Skills Interaction Material

CE Reading

comprehension

PA Teacher-student WB Workbook

CO Listening

comprehension

TI Individual work SB Students’ Book

EE Written expression TG Group work TB Teacher’s Book

EO Oral expression TP Pair work TR CD-ROM Teacher´s Resource CD-ROM

IO Oral interaction

TD All Skills


HELLO AGAIN

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACCION MATERIALES1

45’Warm up. TB, p. 24

Introduce the characters in the book and revise language from level 1Complete the Explorers Quest as it involves revision of language studied

Do new actions to practise with chantSB p.2WB p.2

Say goodbye

-With Hello and the Explorers Song

- Observe pictures to introduce Vocabulary .- Introduction of unit contents and planning of

objectives and activities. - Listen to and indicate words. Listen again and

put in stickers- Listen, perform actions, listen and chant and

play Lucky says- Explorers quest - Observe, number and write- Colour and say

CO,EO

CE, CO, EO

CE, CO, EO

P-A, TI

P-A

TI, TG, TP

TRP SBCD

Reinforcement activitiesActivities suggested in TB p.25

Extension activities:Activities suggested in TB p.25

Completion of exercises to reinforce and consolidate studies .

Do exercises to recycle and extend Vocabulary

CE, EE

CE, EO

TI

TI, TG

WBTRP

TB


245’

Warm-up activity .TB p.26Revise language from level 1Introduce and practise expressions about weatherComplete Exploresrs quest as it involves revision of language studied Do cut-out to practise new languageGoodbye

TB, p. 26SB p.3 WB p. 3

- Observe and say I can see a..- Listen to the expressions indicating them as they

are heard . Listen again and repeat- Listen again and say which number is next- Listen and answer-Draw a picture about the weather -Make a cut –out and say the weather -Explorers quest- Classroom activity: How are you?- Complete the crossword with words provided

CO, EO,

CE, CO,

CO, EO

P-A

TI, TP, TG

TP, TG

SB CDTB

Reinforcement activitiesActivities suggested in TB p.27Extension activities:Activities suggested in TB p.27

Do WB exercises to consolidate studies

Do exercises to improve oral and written skills.

CE, EE

CE, EE

TI

TI

WB

WBTB

345’

Warm-up activity : TB p. 28

Revise language from level 1Complete Exploresrs quest as it involves revision of language studied Introduce and practise the numbers 11-20 and the plural of some nounsSB, p. 4 WB p. 4 TB p. 28Goodbye

- Listen and indicate, listen again and say the

word- Listen and say which is next- Observe, count and write the number- Explorers Quest- Classroom activity : Explorers chant- Find 5 differences and say what they are - Count and write how many objects there are

CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD

Reinforcement activitiesTB exercises , p. 29Extension activities:Optional activity TB p.29


Completion of exercises to extend grammatical knowledge

CE, EE

CE, EE

TI

TI

WBTRP

TRP


445’

Warm-up activity .TB p.30

Revise language from level 1Practise vocabulary related to the classroom via a chantDevelop learning strategies via extended version of Explorers QuestGoodbyeSB, p. 5 WB p. 5 TB p. 30

-

- Listen and draw. Listen again and indicate,listen again to repeat and listen to chant- Explorers quest. Each explorer, match and draw- Game of Lucky says- Colour the words according to the family, and write them in the correct place

CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB

Reinforcement activities-TB exercises , p. 31

Extension activities:TB exercises , p. 31


Do exercises to recycle and extend Vocabulary.

CE, EE

CE, EE

TI

TI

TRP

TB


UNIT 1: LET´S PLAY



Introduce and practise the first vocabulary block Practise the new vocabulary in the context of a chant

SB, p. s. 6 TB p.32

Goodbye

.

- Observation of flashcards to introduce the vocabulary .

- Introduction of unit contents and planning of objectives and activities.

- Listen to and indicate words. .- Listen again and say the word- Listen and practise the Chant- Play a game saying what the next object is .

CO,EO

CE, CO, EO

CE, CO, EO,

P-A, TI

P-A

TI, TG, TP

TRP SBCD

Reinforcement activities-Do activities to reinforce previous work-Wordlist, TB 33

Extension activities:Do activities to reinforce previous work - TB p.33



CE, EE

CE, EO

TI

TI, TG

TR CD-ROMTB


245’

Warm-up activity . TB p.34Consolidate vocabulary developing cognitive strategies via stickers.Learn new actions and revise familiar ones with the game Lucky saysDevelop learning strategies via Explores QuestGoodbyeSB, p. 7 , WB p. 6 TB p. 35

- Place the stickers- Listen, number and write as appropriate- Listen and perform the action playing Lucky says- Explorers QuestClassroom activity: Identification of words- Read and match words- Observe and count

CO, EO,

CE, CO,

CO, EO, EE

P-A

TI, TP, TG

TP, TG

SB CDTB

Reinforcement activitiesDo a revision sheet TB p. 35Extension activities:Do an extension sheet TB p. 35

Do reinforcement sheet 1 from unit 1 to consolidate studies


CE, EE

CE, EE

TI

TI

TR CD-ROMTB

345’

Warm-up activity TB p. 36Get to know the structures to prepare the storyComplete a cognitive activity with listening, comprehension and numbering, using the new languageSB, p. 8, WB p. 7 TB p.36

Goodbye

- Writing and introduction indicating as the text is heard , then listen again and repeat .

- Listen and indicate, Listen again and say the word

- Listen, follow and number , complete and play. Classroom activity: can and can´t

- Read and number- Observation and writing

CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD




CE, EE

CE, EE

TI

TI

TR CD-ROMTB


445’

Warm-up activity .TB p. 38

Consolidate and practise the unit language in the context of a storyReinforce language with the storyDevelop learning strategies via Explorers QuestSB, p. 9, AB p. 8TB p. 38Goodbye

- Listen to the story- Act out the story- Explorers Quest- Number the drawings according to the story- Complete sentences with the right word

CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB

Reinforcement activities-Reinforcement exercises TB p. 39

Extension activities:-Extension activity (TB p.39)



CE, EE

CE, EE

TI / TP

TI/ TPTB

545’


Introduce and practise the new vocabulary Practise the new vocabulary via a Song Practise the new language with a cut-outSB, p. 10 WB p.9 TB p. 40Goodbye

- Listen and indicate objects, listen again and say the word- Say the names and learn and sing the

Song .- Play a game with the cut-out- Read and draw- Find 5 differences and write them

EO

CE, CO, EO

TG

TI, TG, TP

SB

CD WB TB


Extension activities:-Extension activity (TB p. 41)


Completion of exercises to extend knowledge of grammar and vocabulary.

CE, EE

CE, EE

TI

TP, TG

TR CD-ROMTB


645’

Warm-up activity . TB p.42

Use the main language in an intercurricular contextConsider the importance of the exerciseDevelop learning strategies via the Explorers QuestSB, p. 11, WB p. 10 TB p. 42-43

Goodbye

- Listen to the story: Exercise is good for you.- Complete and indicate how dad keeps in shape via tick or cross.-Listen and number…-Explorers quest-Classroom activities: Exercise is good for you Chant- Observation and writing- Observe and tick the exercise you do.- Draw your favourite exercise and ask questions

CE, CO

CO,EO, CE,EE,

P-A

TI

SBCDWBTB




Do suggested exercises

CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TR CD-ROMTB

745’

Warm-up activity . TB p.44Use the unit language in a context of a playground adventureLearn something practical from English classesAppreciate the importance of taking exerciseSB, p. 12-13, WB p. 11 TB p. 44

Goodbye

- Listen and number the photos, Listen again, repeat and write

- Sing a song performing the actions-Match, order and write -Write what is missing to complete the sentence_ Observe, write and draw oneself, indicating how

one feels

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB

Reinforcement activitiesReinforcement activity in TB p. 45Extension activities: Reinforcement activity in TB p. 45



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


845’

Warm-up activity . TB p.46Revise unit language .Personalise unit contentsFacilitate Self-assessment as part of learning processComplete the Picture dictionaryDevelop learning strategies via Explorers QuestSB, p. 13, WB p. 13 TB p. 47

Goodbye

-Draw and write-Find, match and colour.-Do the picture dictionaryDo self-assessment page from unit 1

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB

Reinforcement activitiesReinforcement activity in TB p. 47Extension activities: Reinforcement activity in TB p. 47Unit 1 Test



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TBTR CD-ROM

945’

Warm-up activity . TB p.49Obtain information about a visit to a British primary school playground and compare with one’s own experiences watching a DVD episodePractise language learnt in a real world context TB p. 49

Goodbye

- Watch an episode of the DVD - Complete sheet 1 of the DVD

CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


UNIT 2: LET´S GO



Introduce and practise the new vocabulary blockPractise the new vocabulary in the context of a chant

SB, p. s. 14 TB p.50

Goodbye

.



- Listen to and indicate words. .- Listen again and say the word- Listen and practise the Chant- Play a game saying what’s missing

CO,EO

CE, CO, EO

CE, CO, EO,

P-A, TI

P-A

TI, TG, TP

TRP SBCD

Reinforcement activities-Do activities to reinforce previous work-Wordlist, TB 50- 51

Extension activities:Do activities to reinforce previous work - TB p. 51



CE, EE

CE, EO

TI

TI, TG

TR CD-ROMTB


245’

Warm-up activity . TB p.52Consolidate vocabulary developing cognitive strategies via stickers.Learn new actions and revise familiar ones with the game Lucky saysDevelop learning strategies via the Explores QuestGoodbyeSB, p. 15 , WB p. 13 TB p. 52

- Plce the stickers- Listen and mark with a tick or cross- Listen and perform the action playing Lucky says- Explorers Quest- Classrom activity: Identification of words- Observe and circle the correct word

CO, EO,

CE, CO,

CO, EO, EE

P-A

TI, TP, TG

TP, TG

SB CDTB


Do reinforcement sheet to consolidate studies


CE, EE

CE, EE

TI

TI

TR CD-ROMTB

345’

Warm-up activity TB p. 54Get to know the structures to prepare the storyComplete a cognitive activity which involves following a sequence , using the new languageSB, p. 16, WB p. 14 TB p.54

Goodbye


- Observe the sequence, Colour and say, then draw and say the sentence

- Classroom activity: class sequences- Follow the path and write.- Read and colour

CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD



Completion of exercises to extend knowledge

CE, EE

CE, EE

TI

TI

TR CD-ROMTB


445’


Consolidate and practise the unit language in the context of a storyReinforce language with the storyDevelop learning strategies via Explorers QuestSB, p. 17, WB p. 15TB p. 56Goodbye

- Listen to the story- Act out the story- Explorers Quest- Read, colour and say what it is- Write the words and tick or cross after observing

the picture

CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB





CE, EE

CE, EE

TI / TP

TI/ TPTB

545’




Song .- Play a game with the cut-out- Observe and circle the right expression- Observation and write the missing word

EO

CE, CO, EO

TG

TI, TG, TP

SB

CD WB TB





CE, EE

CE, EE

TI

TP, TG

TR CD-ROMTB


645’


Use the main language in an intercurricular contextConsider the importance of the people who help us in our communityDevelop learning strategies via the Explorers QuestSB, p. 19, WB p. 17 TB p. 60

Goodbye

- Cross-curricular presentation:People who help us- Listen and indicate.Listen again and put the right number. Finally, colour-Read, write and match pictures-Explorers quest-Classroom activities: poster of people who help us-Observe, write and put number- Draw someone who helps you.

CE, CO

CO,EO, CE,EE,

P-A

TI

SBCDWBTB





CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TR CD-ROMTB

745’

Warm-up activity . TB p.62Use the unit language in a real world context: a model villageLearn something practical for English classAppreciate the importance of punctualitySB, p. 20-21, WB p. 18 TB p. 62

Goodbye

- Listen and number photos, Listen again and repeat. Sing

- Sing a song performing the actions-Mark with tick or cross as appropriate -Observation and write the missing word

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


845’


Goodbye


CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB

Reinforcement activitiesReinforcement activity in TB p. 65Extension activities: Reinforcement activity in TB p. 65Unit 2 Test 1&2



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TBTR CD-ROM

945’

Warm-up activity . TB p.66Learn about a British model village watching a DVD episodePractise language learnt in a real world context TB p. 66

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

1045’

Warm-up activity . TB p.68Revise language from units 1 and 2 in the context of a story

SB p. 22-23 WB p. 20

- Listen to and follow a story

-Circle the right word-Observe, read and write

CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

SBWB





CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD1145’


SB p. 22-23 WB p. 21

-Listen to the story again- Act out the story.- Observe and write the missing word- Write can or can´t

CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

SBWB


UNIT 3: AT HOME




SB, p. s. 24 TB p.72

Goodbye

.



- Listen to and indicate words. .- Listen again and say the word- Listen and practise the Chant- Play a game saying what’s next.

CO,EO

CE, CO, EO

CE, CO, EO,

P-A, TI

P-A

TI, TG, TP

TRP SBCD

Reinforcement activities-Do activities to reinforce previous work-Wordlist, TB 72- 73




CE, EE

CE, EO

TI

TI, TG

TR CD-ROMTB


245’

Warm-up activity . TB p.74Consolidate vocabulary developing cognitive strategies via stickers.Learn new actions and revise familiar ones with the game Lucky saysDevelop learning strategies via Explores QuestGoodbyeSB, p. 25, WB p. 22TB p. 35

- Plce the stickers- Listen, number and write as appropriate- Listen and perform the action playing Lucky says- Explorers Quest- Read and number. Circle the word under each picture

CO, EO,

CE, CO,

CO, EO, EE

P-A

TI, TP, TG

TP, TG

SB CDTB


Do reinforcement sheet1 from unit 3 to consolidate studies


CE, EE

CE, EE

TI

TI

TR CD-ROMTB

345’

Warm-up activity TB p. 76Get to know the structures to prepare the storyComplete a cognitive activity identifying, matching and using the new languageSB, p. 26, WB p. 23 TB p.76

Goodbye


- Observe, match, say the name and play- Observe, write and draw

CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD

Reinforcement activitiesDo a revision sheet TB p. 77Extension activities:Do an extension sheet TB p.77



CE, EE

CE, EE

TI

TI

TR CD-ROMTB


445’



- Listen to the story- Act out the story- Explorers Quest- Observe and mark with tick or cross according to

whether it corresponds with story or not- Match drawings and write the word

CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB





CE, EE

CE, EE

TI / TP

TI/ TPTB

545’



- Listen and indicate objects, listen again and say the word, circle it and sing- Find and circle and sing the song.- Play a game with the cut-out- Read, colour, find and write the

sentence

EO

CE, CO, EO

TG

TI, TG, TP

SB

CD WB TB





CE, EE

CE, EE

TI

TP, TG

TR CD-ROMTB


645’


Use the vocabulary in an intercurricular contextConsider the importance of recyclingDevelop learning strategies via the Explorers QuestSB, p. 29, WB p. 26 TB p. 82

Goodbye

- Circle with different colours according to whether metal, plastic,glass or paper.- Matchther rubbish with the right containers writing the word-Observe the things that can be recycled and count them -Observe and decorate the signs

CE, CO

CO,EO, CE,EE,

P-A

TI

SBCDWBTB





CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TR CD-ROMTB

745’

Warm-up activity . TB p.84Use the unit language in a real world context: a visit to a stately homeLearn something practical for the classAppreciate the importance of helping in the houseSB, p. 30-31, WB p.27 TB p. 84

Goodbye

- Listen and number the photos, Listen againy repeat.- Sing a song performing the actions-Draw and write the correct word in each case

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


845’


Goodbye

-Draw and write-Find, match and colour.-Do picture dictionaryDo self-assessment page from unit 3

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB

Reinforcement activitiesReinforcement activity in TB p. 87 Extension activities: Reinforcement activity in TB p. 87Unit 1 Test



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TBTR CD-ROM

945’

Warm-up activity . TB p.88Obtain information about a British stately home : Ditchley Park watching a DVD episodePractise the langauge learnt in a real world contextTB p. 88

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


UNIT 4: IN THE GARDEN




SB, p. s. 32 TB p.90

Goodbye

.



- Listen to and indicate words. .- Listen again and say the word- Listen and practise the Chant- Play a game saying who is missing

CO,EO

CE, CO, EO

CE, CO, EO,

P-A, TI

P-A

TI, TG, TP

TRP SBCD

Reinforcement activities-Do activities to reinforce previous work-Wordlist, TB 90-91




CE, EE

CE, EO

TI

TI, TG

TR CD-ROMTB


245’

Warm-up activity . TB p.92Consolidate vocabulary developing cognitive strategies via stickers.Learn new actions and revise familiar ones with the game Lucky saysDevelop learning strategies via Explores QuestGoodbyeSB, p. 33 , WB p. 29 TB p. 92

- Plce the stickers- Listen and mark with a tick or cross as appropriate. Write the word- Listen and perform the action playing Lucky says- Explorers Quest- Match the animals with their names and draw them

CO, EO,

CE, CO,

CO, EO, EE

P-A

TI, TP, TG

TP, TG

SB CDTB




CE, EE

CE, EE

TI

TI

TR CD-ROMTB

345’

Warm-up activity TB p. 94Get to know the structures to prepare the storyComplete a cognitive activity which involves identifying, matching and using the new languageSB, p. 34, WB p. 30 TB p.94

Goodbye


- Circle the odd animal out and play- Classroom activity: It can run. It can´t fly- Circle the words and write them in the correct

place.

CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD




CE, EE

CE, EE

TI

TI

TR CD-ROMTB


445’



- Listen to the story- Act out the story- Explorers Quest- Number the drawings,draw and write

CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB





CE, EE

CE, EE

TI / TP

TI/ TPTB

545’



- Listen and say the word, find and circle it, song- Circle the word asnd learn and and

sing the song.- Play a game with the cut-out- Read, colour and mark the sentences

with a tick or cross- Write the correct word , read, colour and

number

EO

CE, CO, EO

TG

TI, TG, TP

SB

CD WB TB





CE, EE

CE, EE

TI

TP, TG

TR CD-ROMTB


645’


Use the main language in an intercurricular contextFind out about the seasons of the year and how an animal can acclimatise itself to themDevelop learning strategies via the Explorers QuestSB, p. 37, WB p. 33 TB p. 100

Goodbye

- Cross-curricular presentation of hedgehog´s year- Listen to the story, match and say. - Observe two drawings, number and Write the word-Explorers quest-Classroom activities: Make a collage representing the four seasons-Number and write- Draw oneself in one’s favourite season.

CE, CO

CO,EO, CE,EE,

P-A

TI

SBCDWBTB





CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TR CD-ROMTB

745’

Warm-up activity . TB p.102Use the unit language in a real world context: the life of wild animals on a nature reserveLearn something practical for English classAppreciate the importance of being considerateSB, p. 38-39, WB p. 34 TB p. 102

Goodbye

- Listen and number the photos, Listen again and repeat Sing

- Observe and complete the sentences

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


845’


Goodbye


CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TBTR CD-ROM

945’

Warm-up activity . TB p.106Learn about trhe visit to a wild day centre watching a DVD episodePractise language learnt in a real world context TB p. 106

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

1045’


SB p. 40-41 WB p. 36

- Listen to and follow a story-Classroom activity: Make a climbing snake-Write the word-Write the missing words to finish the sentence and

match them

CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

SBWB





CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

1145’


SB p. 40-41 WB p. 37

-Revise the story, listening to it again-Act out the story-Continue the sequence and write what is missing.-Observe, number and write the word




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


UNIT 5: THE BODY




SB, p. s.42 TB p.112

Goodbye

.



- Listen to and indicate words. .- Listen again and say the word- Listen and practise the Chant- Play a game saying what’s next.

CO,EO

CE, CO, EO

CE, CO, EO,

P-A, TI

P-A

TI, TG, TP

TRP SBCD

Reinforcement activities-Do activities to reinforce previous work-Wordlist, TB 113




CE, EE

CE, EO

TI

TI, TG

TR CD-ROMTB


245’

Warm-up activity . TB p.114Consolidate vocabulary developing cognitive strategies via stickers.Learn new actions and revise familiar ones with the game Lucky saysDevelop learning strategies via the Explores QuestGoodbyeSB, p.43 , WB p. 38 TB p. 114

- Plce the stickers- Listen and number as appropriate. Write the word- Listen and perform the action playing Lucky says- Explorers Quest- Join the dots, read and tick or cross

CO, EO,

CE, CO,

CO, EO, EE

P-A

TI, TP, TG

TP, TG

SB CDTB


Do reinforcement sheet 1 from unit 5 to consolidate studies


CE, EE

CE, EE

TI

TI

TR CD-ROMTB

345’

Warm-up activity TB p. 116Get to know the structures to prepare the storyComplete a cognitive activity which involves recognising characteristics, using the new languageSB, p. 44, WB p. 39 TB p.116

Goodbye


- Observe and tick or cross, write and play- Classroom activity: Draw the animal- Lectura and escritura de words and colorear

CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD




CE, EE

CE, EE

TI

TI

TR CD-ROMTB


445’



- Listen to the story- Act out the story- Explorers Quest- Observe the drawing , circle the correct structure

and write the word .- Find fivedifferences and say what they are

CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB





CE, EE

CE, EE

TI / TP

TI/ TPTB

545’


Introduce and practise the new vocabulary Practise the new vocabulary via a Song Practise the new language with a cut-outSB, p. 46 WB p. 41 TB p. 120Goodbye


Song .- Play a game with the cut-out- Read, number and colour- Draw, colour and write

EO

CE, CO, EO

TG

TI, TG, TP

SB

CD WB TB





CE, EE

CE, EE

TI

TP, TG

TR CD-ROMTB


645’


Use the main language in an intercurricular contextLearn about feelings and how to use themDevelop learning strategies via the Explorers QuestSB, p. 47, WB p. 42 TB p. 122

Goodbye

- Cross-curricular presentationThe five senses- Listen and number. Listen again and match.- Writer the name of the sense, choose, draw and say-Explorers quest-Classroom activities: What is it? Use your senses- Observe the drawings and tick or cross- Draw oneself and complete the sentences

CE, CO

CO,EO, CE,EE,

P-A

TI

SBCDWBTB





CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TR CD-ROMTB

745’

Warm-up activity . TB p.124Use the unit language in a real world context: a visit to the natural history museumLearn something practical for English classAppreciate the importance of being cleanSB, p. 48-49, WB p. 43 TB p. 124

Goodbye

- Listen and number the photos, Listen again and repeat.

- Sing a song performing the actions-Read a text completing it with a word from the table -Draw and write a text , observe and tick or cross

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


845’


Goodbye

-Draw and write about your favourite dinosaur-Find, match and colour.-Do the picture dictionaryDo self-assessment page from unit 5

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB

Reinforcement activitiesReinforcement activity in TB p. 127Extension activities: Reinforcement activity in TB p. 127Unit 5 Test



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TBTR CD-ROM

945’

Warm-up activity . TB p.128Learn about a visit to the natural history museum of Oxford, watching a DVD episodePractise language learnt in a real world context TB p. 128

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


UNIT 6: CLOTHES




SB, p. s. 50 TB p.130

Goodbye

.



- Listen to and indicate words. .- Listen again and say the word- Listen and practise the Chant- Play a game saying what’s missing

CO,EO

CE, CO, EO

CE, CO, EO,

P-A, TI

P-A

TI, TG, TP

TRP SBCD

Reinforcement activities-Do activities to reinforce previous work-Wordlist, TB 130-131




CE, EE

CE, EO

TI

TI, TG

TR CD-ROMTB


245’

Warm-up activity . TB p. 132Consolidate vocabulary developing cognitive strategies via stickers.Learn new actions and revise familiar ones with the game Lucky saysDevelop learning strategies via the Explores QuestGoodbyeSB, p. 51 , WB p. 45 TB p. 132

- Plce the stickers- Listen and mark with a tick or cross and write the name - Listen and perform the action playing Lucky says- Explorers Quest- Read and tick the correct sentence, read and colour

CO, EO,

CE, CO,

CO, EO, EE

P-A

TI, TP, TG

TP, TG

SB CDTB




CE, EE

CE, EE

TI

TI

TR CD-ROMTB

345’

Warm-up activity TB p. 134Get to know the structures to prepare the storyComplete a cognitive activity which involves reading and identification, using the new languageSB, p. 52, WB p. 46 TB p.134

Goodbye


- Read, number, write and play - Classroom activity: draw the clothes- Read and write the names.- Observe and complete the sentences, circling the

drawings that you think are true for you

CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD




CE, EE

CE, EE

TI

TI

TR CD-ROMTB


445’



- Listen to the story- Act out the story- Explorers Quest- Observe the drawing, count and write the number

of items- Complete the sentences after observing the

drawings

CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB





CE, EE

CE, EE

TI / TP

TI/ TPTB

545’




Song .- Play a game with the cut-out- Leer and Circle the right word- Number and write the word from the

table

EO

CE, CO, EO

TG

TI, TG, TP

SB

CD WB TB





CE, EE

CE, EE

TI

TP, TG

TR CD-ROMTB


645’


Use the main language in an intercurricular contextLearn how to represent information via a bar chartDevelop learning strategies via the Explorers QuestSB, p. 55, WB p. 49 TB p. 140

Goodbye

- Cross-curricular presentation: Bar charts- Listen and indicate. Listen again and say Yes or No..-Count, draw and say what there is-Explorers quest-Classroom activities: class, clothes survey-Observe the graph and write the numbers- Choose four colours. Colour the socks and do the bar chart

CE, CO

CO,EO, CE,EE,

P-A

TI

SBCDWBTB





CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TR CD-ROMTB

745’

Warm-up activity . TB p.142Use the unit language in a real world context learning about a Victorian schoolLearn something practical for English classAppreciate the importance of looking after thingsSB, p. 56-57, WB p. 50 TB p. 142

Goodbye

- Listen and number the photos, Listen again and repetir.

- Sing a song performing the actions-Observation and write the correct word -Draw and write about oneself

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


845’


Goodbye

-Draw and write about your favourite clothes-Find, match and colour.-Do the picture dictionaryDo self-assessment page from unit 6’’’’’’’’

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TBTR CD-ROM

945’

Warm-up activity . TB p.146Learn about a visit to a Victorian museum, watching a DVD episodePractise language learnt in a real world context TB p. 146

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

1045’


SB p. 58-59 WB p. 52

- Listen to and follow a story-Classroom activity: Describe the dog-Read the descriptionsy put the right number-Read and draw according to the description.-Observe and write a description

CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

SBWB





CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

1145’


SB p. 58-59 WB p. 53

- Listen to the story again.-Act out the story.-Observe the drawingsRead and match frases-Observe the drawings and write

CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

SBWB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


FESTIVAL: CHRISTMAS



Learn English expressions related to ChristmasLearn how Christmas is celebrated in Great BritainLearn about the tradition of carol singing

TB p. 152 SB p.60

- Listen, indicate and repeat the words related to Christmas- Listen again, colour and sing- Classroom activity: carol singing- Find and count how many.

CO,EO

CE, CO, EO

EE

P-A, TI

P-A

TI, TG, TP

TRP SBCD

Reinforcement and extension activities

- Do the suggested reinforcement and extension activities . TB p.153

-


EO,CE, EE TI

TI, TG

WBTRP

TB


245’

Warm up. TB, p. 154

Consolidate expressions related to ChristmasLearn how Christmas is celebrated in Great BritainMake and decorate a Christmas card

TB p. 154 SB p.61 WB p. 54

- Listen, number Write the word and play- Draw two presents saying I´ve got…- Make a Christmas bell.- Classroom activity: presents-Read, number and write the name- Leer and complete with tick or cross

CO,EO

CE, CO, EO

EE

P-A, TI

P-A

TI, TG, TP

TRP SBCD


- Do the suggested reinforcement and extension activities . TB p.155

-


EO,CE, EE TI

TI, TG

TRP

TB


FESTIVAL: CARNIVAL



Introduce and practise vocabulary related to Carnival.Learn how carnival is celebrated Dress up to celebrate Carnival

TB p. 156 SB p. 62

Goodbye

- Listen and indicate, listen again, say the word and respond

- Listen and colour.- Draw oneself with one’s favourite costume- Classroom activity: Guess who?.- Match, colour and revise words

CO,EO

CE, CO, EO

P-A, TI

P-A

TI, TG, TP

TRP SBCD


- Do the suggested reinforcement and extension activities . TB p. 157

Do exercises to recycle and extend Vocabulary EO, CE, EE

TI

TG

WBTRP TB


245’

Warm up. TB, p. 158

Consolidate expressions related to CarnivalLearn a song about Carnival.Make a Carnival maskCelebrate this festival together in class

TB p. 158 SB p. 63 WB p. 55

- Find and number drawings- Observe, write and sing.Make a Carnival mask- Classroom activity: Sing and act the Carnival song- Circle the word which represents each drawing, write it under the corresponding word and colour your favourite character

CO,EO

CE, CO, EO

P-A, TI

P-A

TI, TG, TP

TRP SBCD


- Do the suggested reinforcement and extension activities . TB p. 159

Do exercises to recycle and extend Vocabulary EO, CE, EE

TI

TG

WBTRP TB


Annex I THE DEVELOPMENT OF KEY COMPETENCES USING EXPLORERS 2

STARTER UNIT: HELLO AGAIN Class Book Workbook Teacher’s book Teacher’s Resource

CD-ROMLinguistic competence All the activities All the activities All the activities All the activitiesMathematical competence P. 4 Count and write the number P.2 Look, number and write

P.3, 4 Count and writeP. 28, 30


P. 5: colour the family words, find and write

P. 26


All the activities

Social and civic competence P.2-5: Listen and say, and answerP.2. Listen and do. Chant. Play Lucky says

P. 5: colour the family words, find and write

P. 24, 30

Cultural and artistic competence P.2: StickP.3: Song and cut outPág3 Draw the weatherP. 5 Go back and finf , match and draw

P.2 . Colour and sayP.3. Write the missing wordP.4: Find and circle five differences

P. 26 Songs

Learning-to-learn All the activities All the activities All the activities All the activitiesAutonomy and personal initiative Pag.2: listen and point and

answer. Listen and doP. 3: Look and say, play I can see..P. 5: Go back and find

All the activities P. 31 Games

Unit 1: LET´S PLAY Class Book Workbook Teacher’s book Teacher’s Resource

CD-ROMLinguistic competence All the activities All the activities All the activities All the activitiesMathematical competence P. 6 y 8 Listen and point

P. 7, 11 y 12: Listen and numberP.8 Follow the number

P.6 look and countP. 7 Read and numberP. 8 Number the pictures

P.37 Reinforcement and extension activities. Tests


P.11: Exercise is good for youP.12: Lets explore!

P.7: Look and writeP. 9 Read and draw

P.48 Reinforcement and extension activities. Tests


Pag.. 48-49 All the activities

Social and civic competence P. 8: Listen again and sayP. 9: Listen to the story and actP. 10; playP.11: Exercise is good for youP.12: Lets explore!

P.8 WriteP.9 Read and draw

TB P. 33, 40, 42, 44

Cultural and artistic competence P.6: ChantP. 7 Listen and do. Play Lucky saysP. 8: Story. ActP. 10: SongP.10: Cut out and play the game

P.9 Circle five differences. WriteP.10: Look, tick the exercise you do. Draw your favourite exercisePág11. Look and write, draw yourself and how you feel

Songs and phonics

Learning-to-learn All the activities All the activities All the activities All the activitiesAutonomy and personal initiative P. 6: Listen again and say

P. 7 Stick, Listen and numberP. 8: Complete and playP. 10: Make Cut out . P. 11: Draw your own exercise routineP.13 : Draw show and write…P. 13: Find match and draw

Pág, 6-15 All the activities P. 38, 40, 44 y 46 Reinforcement and extension activities. Tests

Explorers 2 – Oxford University Press 124

Unit 2: LET´S GO!Class Book Workbook Teacher’s book Teacher’s Resource

CD-ROMLinguistic competence All the activities All the activities All the activities All the activitiesMathematical competence P. 14 Listen and point

19 y 20 : Listen and numberP.17 Number the picture P. 55


P.19: People who help usP.20: Lets explore!

P.17:Look and write P. 50, 62,66 Reinforcement and extension activities. Tests


P. 66-67 All the activities

Social and civic competence P. 16: Listen again and sayP.17: Listen to the story and actP.18; playP.19: People who help usP.20: Lets explore!

P.17:Look and writeP.18 Can you see? Tick or cross. Look and write

P. 50, 56, 58, 60, 61, 63 y 68

Reinforcement and extension activities. Tests

Cultural and artistic competence P.14: ChantP. 15 Listen and do. Play Lucky saysP. 17, 22 y 23: Story. ActP. 18: SongP.18: Cut out and play the game

P.13: Look and circlePág,14 Follow and write, read and colourP.15 Read and colourP.17 Who helps you? Choose and draw

P. 55 Songs and phonics

Learning-to-learn All the activities All the activities All the activities All the activitiesAutonomy and personal initiative P.14: Listen again and say

P. 15 Stick, Listen and tick or cross…P. 16: Look , draw and sayP. 18: Make Cut out . P.19 : Read , write and match…P. 20:Draw and write . Find match and draw

P.13-21 Todas las actividades P.69 Reinforcement and extension activities. Tests


Unit 3: AT HOME Class Book Workbook Teacher’s book Teacher’s Resource


P. 25 y 30 Listen and number

P. 22 Read and numberP.26 Circle and count

TB P.72


P.29: RecycleP.30: Lets explore!

P.26:Write and decorate signsP.27 Draw and write

TB P. 82, 84, 88 Reinforcement and extension activities. Tests


TB P.88, 89 All the activities

Social and civic competence P. 26: Listen again and sayP. 27: Listen to the story and actP. 28; playP.29: RecycleP.30: Lets explore!

P.23 Look and writeP.26 Write and decorate signs



P. 23: Write and drawP.25: Read and colour , find and writePág,26 Write and decorate signs P. 27 Draw and write

P.80, 86, 88 Songs and phonics


Pág25 Stick and writeP. 26: Say, playP. 28: Make Cut out . P.31 : Draw and write…P. 31: Find match and draw

P. 22-28 All the activities TB P.74, 76, 80


Unit 4: IN THE GARDENClass Book Workbook Teacher’s book Teacher’s Resource


P. 38 : listen and numberP.31: Number the picturesP.33 Number and writeP. 37 Look and number


P.37: a hedgehog´s yearP.38: Lets explore!

P.29:Match and drawP.33 Number and writeP.35 Circle and write.



TB P.90, 91, 102, 105, 106, 107

All the activities

Social and civic competence P. 34: Listen again and sayP.35: Listen to the story and actP. 36; playP.37: a hedgehog´s yearP.38: Lets explore!

P.29:Match and draw P.32 Read and tick or crossP.35 Circle and write


Cultural and artistic competence P.32: ChantP. 33 Listen and do. Play Lucky saysP.34, 40-41: Story. ActP. 35: SongP.35: Cut out and play the game

P.30 Match and drawP. 31 Draw and writePág,32 Read , colour and writeP. 33 Draw yourself in your favourite season

P. 96, 99 Songs and phonics


P. 33 Stick, Listen and tick or crossP. 34: Look and matchP. 36: Make Cut out . P.39 : Draw and write…P. 40: Find match and draw

P. 27- 37 All the activities TB P. 94, 105, 110


Unit 5: THE BODYClass Book Workbook Teacher’s book Teacher’s Resource


P.43 y 48 Listen and numberP.38, Joint he dotsP. 41, Read and number


P.47: The five sensesP.48: Lets explore!

P.39 y 43:Read and write P. 114, 120, 122, 128 Reinforcement and extension activities. Tests


P.118,128, 129 All the activities

Social and civic competence P.44: Listen again and sayP. 45: Listen to the story and actP.46; playP.47: The five sensesP.48: Lets explore!

P.39 y 43:Read and writeP.42:Look and tick or cross

P.112, 123, 128 Reinforcement and extension activities. Tests


P. 39: Read and colourP. 40 Find and circle five differences…Pág,41: Colour. Draw and colour and writeP. 42 Draw yourself and writeP. 43 Draw and write. Look and tick or cross

P. 124 Songs and phonics


P. 43 Stick, and writeP. 44: Look, tick or cross, write and playP. 46: Make Cut out . P. 47: Write, choose and drawP.49 : Draw and write…P. 49: Find match and draw

P. 38-44 All the activities P. 114, 118, 121, 125


Unit 6: CLOTHESClass Book Workbook Teacher’s book Teacher’s Resource


P. 55 Read , number and write… P.56 Listen and number

P.47 Look and count. P. 48 Number and writeP. 49 Look and writeP. 52 Read and number

P. 141


P.55: Bar ChartsP.56: Lets explore!

P.47:Look at the picture. Circle and writeP.49 y 50 Look and write

P. 130, 146 Reinforcement and extension activities. Tests


P.136, 140, 146-147, 150, All the activities

Social and civic competence P. 52: Listen again and sayP.53: Listen to the story and actP. 54; playP.55: Bar ChartsP.56: Lets explore!

P.46 Read and write the names.Look and write. Circle the pictures true for youP.49 y 50 Look and write

P. 130, 135, 138, 142, 143, 145

Reinforcement and extension activities. Tests

Cultural and artistic competence P.50: ChantP. 51 Listen and do. Play Lucky saysP. 53, 58-59: Story. ActP.54: SongP.54: Cut out and play the game

P. 45: Read and colourP. 49 Choose four colours. Colour the socks…P. 50 Draw and write about yourselfP.52: Read and draw. Look and write

P., 146, 148 Songs and phonics


P. 51 Stick, listen and tick or cross and writeP. 52: Write, say and play…P. 54: Make Cut out . P.57 : Draw and write…P. 58: Find match and draw

P. 45-53 All the activities P. 132, 141, 143


Extras: CULTURE and FESTIVALS Class Book Workbook Teacher’s book Teacher’s Resource CD-

ROM

Linguistic competence All the activities All the activities All the activitiesMathematical competence P.60: Christmas: Listen and

point. Find and countP. 61: Listen and numberP. 63 Find and number

P. 54 Read number and write


P.60: Christmas: Listen and singP. 62: Carnival: Listen again and say

Data processing and digital competenceSocial and civic competence P. 60: Listen again and say.

P. 62: Listen again and say.P. 54 Read and tick or cross

Cultural and artistic competence P.60 Decorate the Christmas treeP. 61 Make a Christmas bellP. 62 Listen and colour and draw yourself in your favourite costumeP.63.. Make a Carnival mask

P. 55 Circle. Follow and write. Colour your favourite character

Learning-to-learn All the activities All the activities All the activitiesAutonomy and personal initiative P. 60-61: All the activities

P.62-62 All the activitiesAll the activities


Annex II. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT

1st 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

(omit those which are not relevant)

General

Group A Pupils like learning through play.

Pupils show a lot of/little creativity and imagination.

The curiosity of pupils is easily/not easily engaged.

Pupils like/don’t like expressing their emotions.

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

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

Pupils express themselves coherently/incoherently and correctly/incorrectly in their own lan-

guage.

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.








guage.



Others.

Group C Pupils like learning through play.







guage.



Others.

Group D Pupils like learning through play.







guage.



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

(omit those which are not relevant)

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(omit those which are not relevant)

Multi-use areas

Language laboratory

Computer room

playground

Gymnasium

Teatro

Library

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

classes.)


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

Pupils’ desks arranged in rows

Pupils’ desks arranged in “U”

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

Others

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

(Note here any educational or other outings planned.)

Group/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::





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