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SURPRISE 5-6

AREA OF FOREIGN LANGUAGES

ENGLISH

THIRD CYCLE

COMPULSORY PRIMARY EDUCATION

TABLE OF CONTENTS

Oxford University Press – Surprise 5-6 2

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT..................3OBJECTIVES............................................................................................................................................10CONTENTS...............................................................................................................................................14ASSESSMENT CRITERIA......................................................................................................................15KEY COMPETENCES.............................................................................................................................16TREATMENT OF DIVERSITY..............................................................................................................29PROGRAMME OF UNITS: 5TH YEAR - COMPULSORY PRIMARY EDUCATION..................31PROGRAMME OF UNITS: 6TH YEAR - COMPULSORY PRIMARY EDUCATION..................73CLASSROOM PROGRAMME -SURPRISE! 5: YEAR 2010/2011*.................................................124CLASSROOM PROGRAMME -SURPRISE! 6: YEAR 2010/2011*.................................................195

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT

3th 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 language.

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

Pupils like/don’t like reading at home.

Others.

Group B Pupils like learning through play.







own language.



Others.

Group C Pupils like learning through play.







own language.



Others.

Group D Pupils like learning through play.







own language.



Others.

VI. PRIORITISATION OF NEEDS

(To be completed by teachers)

General needs

Specific needs of different groups

Group AGroup BGroup CGroup D

Specific individual needs

Group A Pupil

Group B Pupil

Group C Pupil

Group D Pupil

VII. STRATEGIES

(To be completed by teachers)

a) With pupils

b) With teachers

c) With parents and tutors

VIII. CRITERIA FOR GROUPING PUPILS

(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/s Profesores Term/

Dates

Outing and

activity

descriptions

Observations

XI. CLASS TIMETABLES

Teacher’s name and position:

TIME Monday Tuesday Wed. Thursday Friday

Teacher’s name and position:


Teacher’s name and position::


THEORETICAL JUSTIFICATION FOR THE PROJECT

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

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

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

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

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

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

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

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

key reference in the elaboration of the curriculum.

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

develop in children the skills that will enable them to:

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

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

society.

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

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

interest in learning

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

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

which they will relate.

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

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

people.

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

official language of the Autonomous Community and develop reading habits

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

understand simple messages and function in everyday situations.

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

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

to situations in everyday life.

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

as the possibilities for action and care of it.

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

mind to the messages they receive and produce.

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

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

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

both personal and social development.

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

contribute to their preservation and care.

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

attitude opposed to violence, prejudice and gender stereotype.

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

accidents.

OBJECTIVES

Objectives of the area of foreign language

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

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

circumstance demands the inclusion of diverse contents removed from the academic

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

adapted)

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

achievement of an effective oral and written communicative competence in meaningful

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

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

of communication strategies both verbal and non verbal.

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

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

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

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

students’ experience.

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

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

and adopting a rspectful and co-operative attitude.

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

the aid of patterns.

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

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

purpose.

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

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

language.

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

communication and understanding between people of diverse origins and

cultures and as a tool for learning different contents.

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

and use the foreign language.

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

efficient and independent acquisition of the target language.

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

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

basic elements of communication.

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

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

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

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

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

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

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

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

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

of communication.

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

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

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

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

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

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

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

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

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

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

themselves.

Methodological bases that inspire our work are as follows

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

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

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

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

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

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

socialization.

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

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

sound effects

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

activities and render meaningful answers with a view to promoting communication

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

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

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

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

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

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

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

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

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

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

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

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

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

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

specific needs

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

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

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

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

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

Education, Mathematics, Physical Education, etc.

CONTENTS

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

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

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

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

and cultural dimension of the foreign language.

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

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

CONTENT BLOCK 1- Listening, speaking and conversingThe language model provided by the school is the first source of knowledge and learning

of language. Classroom speech 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.

CONTENT 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.

CONTENT BLOCK 3- Reflection on the language and learning through useContact 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.

CONTENT BLOCK 4- Socio-cultural features and intercultural awarenessThis 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.

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 predictable

communicative situations, while respecting some basic rules, such as listening and

looking at the speaker.

2. Grasp the overall meaning and identify specific information in oral texts in different

communicative situations.

3. Read and locate explicit and direct information and make inferences understanding

texts on various topics of interest.

4. Prepare written texts keeping in mind the recipient, the text type and purpose, both in

paper and digital formats.

5. Usar formas y estructuras propias de la lengua extranjera incluyendo aspectos de

ritmo, acentuación y entonación en diferentes contextos comunicativos de forma

significativa.

6. Use some strategies for learning to learn such as asking questions as appropriate to

obtain information, seek clarification, using bilingual and monolingual dictionaries,

accompanying communication with gestures, to search for, collect and organize

information in different formats, using ICT to check and verify information and identify

some aspects to improve efficiency.

7. Value the foreign language as a communication tool and show curiosity and interest in

its speakers.

8. Identify some traits, customs and traditions of countries where the target language is

spoken and compare them with the students’ own.

(for instruments and assessment criteria for each teaching unit see the teaching

programme section at end of document)

KEY COMPETENCES

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

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

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

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

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

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

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

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

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

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

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

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

assessment.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

of learning to learn.

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

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

demands of their personal and working lives are as follows:

Competence in linguistic communication

Mathematical competence.

Competence in knowledge of and interaction with the physical world.

Data processing and digital competence.

Social and civic competence.

Cultural and artistic competence.

Learning-to-learn.

Autonomy and personal initiative.

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

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

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

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

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

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

encourages constructive relationships with others and with the environment. Learning

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

fundamental in resolving conflict and for peaceful coexistence. Acquiring this

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

and the functional use of at least one foreign language.

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

mathematical operations, symbols and mathematical reasoning to produce and

express information. Students learn about quantitative and spatial features and

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

and attitudes which allow for mathematical reasoning, understanding of mathematical

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

language integrating mathematical concepts with other types of knowledge.

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD

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

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

consequences of different activities designed to improve and preserve conditions for

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

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

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

personal and social decisions.

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

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

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

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

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

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

information available.

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

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

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

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

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

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

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

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

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

and responsibility.

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

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

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

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

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

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

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

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

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

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

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

intellectual processes.

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

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

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

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

critical approach to the development of individual or group projects.

How is each key competence attained by using this material?

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

denands of daily teaching practice at any given time.:

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

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

preparation:

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

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

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

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

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

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

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

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

language.

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

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

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

University Press offer a wide range of activities which encourage authentic

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

and opportunities for personalisation

Lessons 1 and 4 of each unit include a communicative dialogue game activity using the

key language E.g.: Surprise 5 p. 6, 10. Lessons 7 in the AB provide dialogue practise in

every day English from the SB. E.g: Surprise 5 AB p.12

DATA PROCESSING AND DIGITAL COMPETENCE

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

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

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

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

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

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

information available.

Information and communication technology offers the possibility to comunícate in

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

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

language offers the possibility to communicate using new technology real,

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

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

The Surprise! Series has its own website where students will be able to communicate,

via e-cards, with children from other parts of the world. The interactive games and

stories offer the opportunity for processing information and reinforcing knowledge. The

teacher's website (www.oup.com/elt/surprise) provides links to other websites for real

time online activities. The MultiROM offers interactive games to practise the language.

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,

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

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.

The cultural section at the end of the CB is about festivities and cultural activities

involving children in English-speaking countries. E.g.: :Surprise! 5 CB p.56-63. Each

unit in Surprise! 5 & 6 covers subjects of cultural interest in different countries, told

through the character's emails and websites. E.g. : Surprise! 5 CB p.6, p.12

The DVD includes scenes of British children showing different aspects of British culture.

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 through the course, children will be using the language of music (songs and chants)

drawing, etc. The cross-curricular lesson (Lesson 6) covers subjects such as music,

art, etc. E.g: : Surprise! 6 CB p.12 and p.28.

LEARNING-TO-LEARN

This competence involves on the one hand starting the learning process, and on the other

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

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

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

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

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

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

learn better and which strategies to use to improve.

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

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

and motivation, for example.

Surprise 5 & 6 come with a Study Skills Book – a separate booklet for each student that

includes grammar activities, dictionary use and reading and writing skills. In the AB there

is a picture dictionary to complete and Let’s Check (Lesson 9) with self-Assessment like

the Portfolio. E.g.: Surprise 5 AB p. 73-79 and CB 6 p.65. The Assessment Booklet in

each level includes Portfolio (self-Assessment) photocopiable material in the style of the

European Language Portfolio.

B. KEY COMPETENCES NOT DIRECTLY RELATED TO FOREIGN LANGUAGE LEARNING

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

mathematical operations, symbols and mathematical reasoning to produce and express

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

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

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

ability to express oneself and communicate in mathematical language integrating

mathematical concepts with other types of knowledge.

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

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

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

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

data and arguments.

There are activities throughout the course that provide the opportunity to develop

mathematical skills exercising sequencing, ordering, categorizing, reasoning to interpret

information and dealing with figures. E.g.: Surprise! 6 AB , p.40, 62, 68.

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD

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

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

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

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

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

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

social decisions.

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

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

consequences and activity directed towards the improvement and preservation of the

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

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

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

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

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

resources, environmental conservation, and preservation of individual and collective

health are recognised as key to quality of life.

Some cross-curricular lessons deal with (Social and Environmental Sciences)

Conocimiento del Medio as a subject.E.g.: Surprise! 6 CB p.44.

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

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

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

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

critical approach to the development of individual or group projects.

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

autonomy and personal initiative often involve others, this competence necessitates

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

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

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

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

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

ones.

The Guide proposes a great number of activities to do in pairs or teams that are

specially focused on diversity and promote confidence and self-esteem by means of

projects, games, etc. E.g.: Surprise! 5 Didactic Guide p.23, 127 (Additional Activities -

holiday poster)

Continuous learning

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

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

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

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

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

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

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

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

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

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

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

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

future).

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

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

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

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

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

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

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

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

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

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

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

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

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

with key competences.

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

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

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

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

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

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

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

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

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

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

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

pedagogical actions and to really demonstrate the competences acquired by the

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

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

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

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

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

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

English, though not in this grade):

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

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

verbal features and respecting norms of communicative exchanges.

Understand social and cultural conventions when producing texts

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

the communicative intention and formal features.

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

cultures.

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

Understand principles of word formation as a means of extending vocabulary

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

in specific situations.

Compose texts typical of the academic environment, appropriate to the

communicative objective.

Write texts to express ideas, feelings and experiences

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

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

Analyse critically the information obtained

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

conflict.

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

participation, citizenship, tolerance.

Value linguistic diversity as a cultural advantage.

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

Learning-to-learn Understand and habitually use the main techniques and strategies which favour the

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

Use a variety of sources for finding and processing information

Autonomy and personal initiative Show initiative and personal creativity

Develop social skills.

Mathematical competence

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

Competence in knowledge of and interaction with the physical world

Recognise geographical spaces and conditions where other cultures are located or

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

cultures.

Identify questions or problems and obtain conclusions based on evidence.

All these competentes and subcompetences bring into play different strategies and

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

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

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

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

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

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

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

based on interraction or mediation.

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

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

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

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

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

adaptation and diversity.

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

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

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

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

individual

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

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

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

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

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

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

Religion.

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

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

with more interrelation and in others with less:

ÁREAKEY COMPETENCES*

1 2 3 4 5 6 7 8

Science X X X X X X X X

Art X X X X X X

P.E. X X X X X X

Spanish Language X X X X X X

Foreign Language X X X X X X

Mathematics X X X X X X X X

*n.b.:

1. Linguistic communication.

2. Mathematics.

3. Knowledge of and interaction with the physical world.

4. Data processing and digital competence.

5. Social and civic..

6. Cultural and artistic.

7. Learning-to-learn.

8. Autonomy and personal initiative.

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

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

collective treatment.

TREATMENT OF DIVERSITY

One of the elements upon which the LOE places most emphasis is TREATMENT OF

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. TREATMENT OF DIVERSITy

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

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

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

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

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

and planning the process of teaching-learning.

Surprise! includes reinforcement and extension activities which allow for individualised

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

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

the classroom

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

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

student.

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

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

unit.

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

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

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

Adaptations will focus on:

1- The time and rhythm of learning

2- A more personalised methodology

3- A reinforcement of study skills

4- The improvement of procedures, habits and attitudes

5- Ways of increasing amount of counselling

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

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

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

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

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

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

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

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

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

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

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

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

contents and activities.

PROGRAMME OF UNITS: 5th YEAR - COMPULSORY PRIMARY EDUCATION

This programming and scheduling constitutes a model of timed learning for 5th year of Primary Education and taking into account the specific objectives of English as a

subject.

This is an adaptable timetable which may be adjusted to the group-class profile as it may

be used simultaneously with students who struggle to learn languages as well as with

those who have slightly superior knowledge. It may also be adapted to the teacher’s and

students’ own tastes and initiatives and the evolution of the course.

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

suggested in the Teacher’s Guide and the Photocopy Masters Book. The teacher may

introduce these activities at the appropriate moment, according to students’ needs and

attitudes, bearing in mind learning speed – individual and collective – and teaching hours

available.

STARTER UNIT

1.- TEACHING OBJECTIVES Students will be able to:

Recognise the characters of the Surprise e-pal/Club; Hannah, Rob, Kelly and Niko.

Sing a song

Revise vocabulary from previous levels

Present and practise ordinal numbers

Revise and practise personal questions and answers

Present and practise computer – related language

Write a self-description

Review the alphabet

Revise and reflect on the work accomplished. Self-evaluate their own progress.

2.- CONTENTSBLOCK 1- Listening, talking and conversing PROCEDURES

Listen to and read the contents in speech bubbles and identify the characters (CB p.

3).

Listen to the questions in a form and write down the answers in the right place. (CB

p. 3).

Listen to, find, and repeat ordinal numbers (CB p. 3).

Listen to, and sing a song (CB p. 3).

Listen to a character filling in a form and pick out the right answer between three

proposed options (AB p. 3).

Listen to and read an email (CB p. 4).

Listen to and read a presentation song (CB p. 4)

Listen and repeat the name of some countries. Infer and match the nationality of the

e-pal pictures with the right country. CB page. 4 and 5).

BLOCK 2- Reading and writingPROCEDURES

Match the description of the characters with their picture. (CB p. 2)

Write about yourself and make a self-portrait (AB p. 2).

Match the numbers with their ordinals. (AB p. 2).

Read vocabulary and find it in the picture (CB p. 3).

Fill in a form about yourself and a friend (AB p. 3).

Look closely at the pictures and match them with the right country. (AB p. 4).

Decode the letters and write the name of six countries (AB p. 4).

Match the words with the right subject in the e-pal picture. (CB pages. 4 and 5).

Match computer instructions with the pictures of the corresponding activity. (CB p. 4).

Choose three categories of vocabulary and write four words in each one (AB p. 5).

Order and write the computer instructions (AB p. 5).

BLOCK 3- Reflection and knowledge of language through useCONCEPTS

Basic

Vocabulary: Ordinal numbers 1st-10th

Spain, France, Thailand, Germany, China, Italy.

Revision: vocabulary Level 3 and 4.

Communicative Structures

Revision of question forms: What’s your name?, Where are you from?, What’s your

favourite hobby?. Have you got any brothers and sisters?, Who are your friends; Etc.

Language functions

Introduce oneself

Ask and answer questions about people's identity

Use computer-related language

BLOCK 4- Socio-cultural features and intercultural awarenessCONCEPTS

Relate the English language with its own reality through greetings and introductions. .

3.- CONTRIBUTION OF THE AREA OF FOREIGN LANGUAGE TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT See the Introduction for the general aspects of the contribution of learning a foreign

language to KEY COMPETENCES, and particularly how they reflect in this unit:

ii. learning-to-learn competence;

Students reflect and build on their personal initiative by giving their opinion on different

matters; they also learn to manage their resources by means of diverse learning

techniques; doing the exercises in the Study Skill , using the Picture Dictionary or

making a Portfolio.

iii. data processing and digital competence,

Students practise and become familiar with several digital and computer skills such as

the vocabulary they need to use a computer, emails, websites, (e-pal ;

http://www.wherewhenwhathow Co.uk, etc.

iv.social and civic competence since knowing a language implies the knowledge of

specific features and social facts linked to speakers of the said language, and can be

worked on alongside the unit.

Civic and moral education

Develop positive attitudes in personal relations; the importance of greetings and

introductions.

4. RELATION WITH OTHER AREAS OF THE CURRICULUM This unit will place great emphasis on a cross-curricular subject, transferring structures

and vocabulary to a real life context and helping in the development of knowledge of the

world outside the English language class.

Computing

Learn computer-related language.

5.- TREATMENT OF DIVERSITYAdditional Reinforcement activities Picture dictionary, AB p 74

Name plates (TG, p. 29).

The surprise! Revision game (GD p. 31

TPR Internet (GD, p. 35)

Additional extension activities Fast Finishers, (AB p. 66).

Play Throw and tell (TG, Bank of Ideas )

Make a personal collage with magazine cuttings (All about me collageTG, p. 31).

Time capsule (GD p. 35).

UNIT 1: FAMILY AND FRIENDS

1.- TEACHING OBJECTIVESStudents will be able to:

Identify and practise phrases (adjectives) to describe physical appearance.

Draw a list of rules for a specific place or occasion.

Learn classroom English as well everyday English ; (I think so!)

http://www.wherewhenwhathow/

Engage in short and simple communication exchanges (dialogues) to practise the

structures, expressions and vocabulary in the unit.

Listen to, sing and personalise a rap,(My family) inventing new stanzas

Listen and understand the story in the unit; a story with a bit of a moralising twist,

(Ferdinand’s hair) and practise the key structures : I’ve got… I haven’t got…, He’s

got…, He hasn’t got..

Read and act out the story. Practise the pronunciation and intonation of phrases. .

Read and understand an email and identify the information (Computer room rules)

Do written activities, practising comprehension and expression, consolidating in this

way, the vocabulary and structures in the unit.

Learn and practise the second structure in the unit: I’m wearing… She’s wearing…

He isn’t wearing…

Learn and say a tongue twister to practise pronunciation of the /s/ y /b/ sound.

Get to know about school uniforms, transferring classroom language to a real life

context (school uniforms around the world).

Revise and reflect on the work accomplished.

Self-evaluate your own progress.


Listen to Elke's email about her family. (CB p. 6)

Listen to the CD, repeat the words that are mentioned (physical descriptions), identify

them and point them out in the CB, indicating their number. (CB p. 6).

Listen to a dialogue and practise it in pairs.(CB p. 6).

Listen, sing and personalise a rap, inventing new stanzas with the replay

vocabulary. (CB p. 7).

Listen to the key words that will later appear in the story (Ferdinand’s hair) and point

them out in the picture. Listen to the story and explain it with the help of the story

cards, (CB p. 7).

Listen to and read the story in the unit. Answer the comprehension questions.

(CB pages 8 and 9).

Look closely at the illustration and listen to the CD. Identify and point out the clothing

items that are mentioned. Repeat out loud. (CB p. 10).

Listen and identify every different character who speaks. (CB p. 10).

Ask and answer questions in order to practise the structures and vocabulary in the

unit, following the proposed model. (CB p. 10).

Listen and repeat adjectives and their antonyms (CB p. 11).

Listen to and read an email and the computer room rules and find the three

differences between both activities. (CB p. 11).

Listen/read a text about school uniforms of the world and answer comprehension

questions. Match the photographs with their corresponding text. (CB p. 12).

Listen, repeat and act out the dialogue of a sketch about descriptions (CB p. 13).

Listen to the CD and complete Kelly's descriptions (AB p. 13).


Read Elke's email about her family (CB p. 6)

Classify the words semantically (AB pages 6 and 7)

Complete the descriptive phrases (AB p.6).

Describe the hair of two characters (AB p 6).

Write a personal description and two other descriptions of friends (AB p. 7).

Write one more stanza in the rap describing a relative (AB p. 7).

Read and listen to the story in the unit. Answer comprehension questions (CB pages

8 and 9).

Do writing and comprehension exercises in the unit: answer questions, identify

characters and describe people (AB p. 8).

Read the phrases describing the characters. Find and point out the characters in the

picture in the book (CB p. 10).

Read the descriptions of the characters and colour them appropriately. (AB p.9).

Read the phrases and pick out the right verb (AB p. 9).

Describe a character, read the description out loud and guess who it is (AB p. 9).

Read and listen to an email and the rules for the computer room (Computer room

rules) and find three differences between both activities (CB p. 11).

Order the letters in the word (AB p. 10).

Complete the computer room rules (AB p. 10).

Write two rules for the English class and two rules for your home (AB p. 10).

Read a text about uniforms in the world and answer the questions (CB p. 12).

Complete the phrases about British children's uniforms (AB p. 11).

Design and describe the ideal uniform (AB p. 11)

Read a family description. Answer a question (CB p. 13).

Read and order the dialogue. Listen and check. (AB p. 12).

Complete a personal dialogue. (AB p. 12).


Basic

Vocabulary: long, short, small, big, curly, straight, glasses.

Polite, rude, tidy, untidy, on time, late.

Lovely, hairdressers, uniform, cardigan, cap, he UK, Ecuador, Japan, Italy.

Communicative structures

Adjective+adjective+noun

I’ve got (short curly hair), I haven’t got…,

He’s/She’s wearing…., He/She isn’t wearing…

Language functions

Describe yourself and other people .

Express what you have.

Express rules.

Phonetics (rhythm, stress and intonation )

PROCEDURES

Learn and say a tongue twister (CB p. 14- Tongue twister).

Act out the rap, the story, and song in the unit


Relate the English language with its own reality through the external appearance and

physical features of the people in different parts of the world, thus contributing to the

knowledge of customs, forms of social relationships and specific features of the countries

in which the target language is spoken.

Get to know facts about the rules and uniforms of British schools and compare them with

their own.

3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNIT See in the introduction the general aspects of the contribution of learning a foreign

language to KEY COMPETENCES and particularly as they are reflected in this unit:

ii. learning-to-learn competence;



techniques; doing the exercises in the Study Skill, using the Picture Dictionary or making

a Portfolio.





iv. social and civic competence since knowing a language implies the knowledge of




Develop positive attitudes in relations with family and friends. .

v. artistic and cultural competence

Make a story book, (AB, pages 85-86).

4. RELATION WITH OTHER AREAS OF THE CURRICULUM This unit will place great emphasis on a cross-curricular subject, transferring structures

and vocabulary to a real life context and helping in the development of their knowledge of

the world outside the English language class. .

Geography

Learn about different parts of the world in relation to the uniforms (School uniforms

around the world).

5.- TREATMENT OF DIVERSITYAdditional reinforcement activities Photocopy Master 32 Draw and write (cut out the picture and vocabulary cards and

play with them) Play Guess what? (Bank of Ideas, p. 178).

Photocopy Master 1, 3 and 4 (Play Guess who?)

Order and put punctuation marks in a letter snake (DG).

Play at being in a TV quiz show (Bank of Ideas, p. 176)



Play Noughts and crosses (Bank of Ideas, p. 174)

Photocopy Master 2

Write and decorate some rules for the English class (DG).

Describe school uniforms (DG).

Work on the topic of the unit with the cross-curricular poster: People in uniforms (DG)

Text display (Portfolio activity: My family, AB p. 13)

6.- ASSESSMENTAssessment toolsSummative Assessment Test Unit 1 Assessment booklet, pages. 13 and 14

Test trimestral, Assessment booklet, pages. 25, 26 and 27

Global Test , Assessment booklet, pages. 28, 29 and 30

Let’s check, AB pages. 14 and 15

Formative Assessment Creation of a Portfolio to evaluate continuous progress of the student (AB p. 13).

Complete the Picture Dictionary, AB, p. 74

Continuous Assessment in the Assessment sheet, Assessment booklet, p. 5.

Self-AssessmentRead and tick (Let’s Check!, AB, p. 15).

“I can” section, p. 36

Assessment criteria Identify, say and number the characters according to their description (Test Unit 1-

Listening, vocabulary and grammar, Assessment booklet , p. 13)

Complete the vocabulary words (adjectives) (Test Unit 1- Listening, vocabulary and

grammar, Assessment booklet, p. 13.

Complete the phrases with a structure drilled in the unit (She’s got/she hasn’t got)

Test Unit 1- Listening, vocabulary and grammar, Assessment booklet , p. 13)

Read and understand a text, distinguishing the right option between the phrases

(Test Unit 1- Reading and writing, Assessment booklet, p. 14).

Complete the phrases using correctly the structure drilled in the unit (She’s

wearing/She isn’t wearing )Test Unit 1- Reading and writing, Assessment booklet , p.

14.

Engage in short and simple communicative exchanges in groups (CB p. 13).

Participate in oral interactions through a cutout activity (Story Book, AB pages 85

and 86)

Self evaluate your own progress and reflect about the work accomplished (Portfolio

material. Assessment booklet , p. 36 and AB p. 15).

UNIT 2: HEALTHY EATING


Identify and name eight fruits and vegetables.

Prepare a recipe, learning suitable vocabulary and expressions

Learn classroom language and everyday language; talk about and ask for food (How

about…?).

Engage in short and simple communicative exchanges (dialogues) to practise the

structures, expressions and vocabulary in the unit,

Listen to, sing and personalise a rap,(5 a day!) inventing new stanzas.

Listen and understand the story in the unit; a comic (Chicken soup) practising the

key structures in it : I like…, I don’t like.., he likes…, he/she doesn’t like.

Read and represent the story. Practise pronunciation and intonation of the phrases

Read and understand an email and identify the information (Fruit Smoothie!)

Do written activities, practising comprehension and expression and consolidating the

vocabulary and structures in the unit

Learn and practise the second structure in the unit: :I love/I hate…, She loves/She

hates...

Learn and say tongue twisters to practise the /b/ y /p/ sounds.

Learn about haveing a varied and balanced diet, transferring classroom language to

a real life context (Food groups).


Self-evaluate your own progress.


Listen to Jean's email about healthy food (CB p. 14)

Listen to the CD, repeat the words mentioned (fruits and vegetables), identify them

and point them out in the CB, indicating their number (CB p. 14).

Listen to the dialogue and practise it in pairs (CB p. 14).

Listen to, sing and personalise a rap, inventing new stanzas with the replay

vocabulary (CB p. 15).

Listen to the key words that will later appear in the story (Chicken soup) and point

them out in the illustration. Listen to the story and explain it with the help of the story

cards, (CB p. 15).

Listen to and read the story in the unit. Answer the comprehension questions (CB

pages. 16 and 17).

Look closely at the picture and listen to the CD. Identify and point out the foods that

are named. Repeat out loud (CB p. 18).

Ask and answer questions to practise structures and vocabulary in the unit, following

the model proposed (CB p. 18).

Listen to and read an email and a recipe (smoothie) and find four differences between

both activities. Repeat the recipe and its instructions (CB p. 19).

Listen to and read a text about food groups and answer personal questions and

questions on the information in the text (CB p. 20).

Listen, repeat and act out the dialogue of a sketch related with food (CB p. 21).

Listen to the CD and mark the food Nico likes (AB p. 23).


Read Jean's email about healthy food (CB p. 14)

Order the letters to form the right words and write them down (AB p. 16)

Write the foods you like and those you don't like in a chart (AB p. 16).

Read the dialogues and ask that same question in class, finding and writing the name

of the people who like the same foods (AB p 16).

Fill in a crossword with the help of the visual clues (AB p. 17).

Answer the questions about food, writing the answer (AB p. 17).

Write one more verse in the rap (AB p. 17)

Read and listen to the story in the unit. Answer the comprehension questions (CB

pages. 16 and 17).

Do some writing and comprehension exercises about the story in the unit, answer

questions, complete texts, and identify true or false information (AB p. 18).

Read the dialogues in which children talk about their food tastes. Listen and repeat.

Read the phrases and identify the child (CB p. 18).

Draw and write about foods according to how much you like or dislike them (AB p.

19).

Complete the phrases regarding the tastes of two characters (AB p. 19).

Read and listen to an email and a recipe (smoothie) and find four differences

between both activities (CB p. 19).

Complete the phrases of a recipe and number the pictures correctly (AB p. 20).

Write your own recipe to make a smoothie (AB p. 20).

Classify different foods writing their names in a chart (AB p. 21).

Prepare a healthy menu following the proposed model (AB p. 21).

Complete the dialogue using the one in the CB as a model and write a new one (AB

p. 22).

Read a text about food groups and answer the questions (CB p. 20).

Read the poems about food. Answer a comprehension question (Portfolio-CB p. 21).

Complete the written poem and write a new one (AB p. 23).


Basic

Vocabulary: carrots, pineapple, broccoli, beans, potatoes, peas, onions, plums. Run!

Fruit, smoothie, wash, peel, cut, put, pour, mix, drink, recipe, vegetables,

meat, fish, oil, fats, cereals, healthy.


Do you like…?, Yes, I don. No, I don’t.

I love/hate/like/don’t like…

How about…?

Language functions

Say hello and goodbye

Ask and answer questions about food preferences

Express likes and preferences.

Phonetics rhythm, stress and intonation

PROCEDURES

Learn and say the tongue twister (CB p. 6).

Act out and dramatise the rap, the story and the song in the unit ).


Relate the English language with its own reality through the food and eating habits in

Great Britain and specially in schools, thus contributing to the knowledge of customs,

forms of social relationships and specific features of countries in which the target

language is spoken.

Get to know, for example, what a smoothie is: a very healthy blended fruit drink, widely

consumed in British schools thanks to the 5-a-day campaign.

Talk about a famous sportsman, the Formula 1 race driver Fernando Alonso, and relate

sport with health and good eating habits.

3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNITSee the Introduction for the general aspects of the contribution of learning a foreign

language to KEY COMPETENCES, and particularly how they reflect in this unit: ii.learning-to-learn competence;




making a Portfolio.









Develop positive attitudes in personal relations; the importance of greetings and farewells

as courtesy expressions as well as having good table manners.

Health education

The importance of caring about what we eat in order to ensure a healthy and balanced

diet. .


Make a story book, (AB, p. 87-88).

Write and decorate a poem about food (AB p. 23).


4. RELATION WITH OTHER AREAS IN THE CURRICULUMThis unit will place great emphasis on a cross-curricular subject, transferring structures

and vocabulary to a real life context and helping in the development of their knowledge of

the world outside the English language class.

Sciences

Learn about food science and how food is classified (food groups).


play with them ).

Photocopy Master 6, 8, 9

Play Pop it in your pocket (Bank of Ideas p. 176)

Play “ Run and write “(DG p. 60).

Order and put punctuation marks in a letter snake. (DG p. 63).


Play Board pelmanism (Bank of Ideas p. 178)

Photocopy Master 7

Invent a recipe as from the words written on pieces of paper (DG p. 67).

Drill the unit topic with the cross-curricular poster (DG p. 69).

Make a list with meals they like and don't like (DG p. 71).

Drill the unit topic with the cross-curricular poster: Think about food! (DG)

Text display (Portfolio activity: My poem, AB p. 23).


End of Term Examination, Assessment booklet, pages. 25, 26 and 27



Formative Assessment Creation of a Portfolio to evaluate continuous progress of the student (AB p. 23).




Section “I can”, p. 36

Assessment criteria Identifies, says and numbers food items (Test Unit 2- Listening, vocabulary and

grammar, Assessment booklet, p. 15)

Completes vocabulary words (verbs) (Test Unit 2- Listening, vocabulary and

grammar, Assessment booklet, p. 15).

Completes the phrases with a structure drilled in the unit (likes/doesn’t like) Test Unit

2- Listening, vocabulary and grammar, Assessment booklet, p. 15)

Reads and understands the text, indicating whether the phrases are true or false


Completes the phrases using correctly the structure drilled in the unit

(love/hate )Test Unit 2- Reading and writing, Assessment booklet, p. 16).

Engages in simple communicative exchanges in groups (CB p. 23).

Participates in oral interactions through a cutout activity (Story Book, AB pages 87

and 88)

Self-evaluates own progress and reflects on work accomplished. (Portfolio material , Assessment booklet, p. 36 and AB p. 25).

UNIT 3: MY CITY


Identify and name eight facilities in the city .

Give directions (imperative) using prepositions of place

Identify and learn vocabulary related with road safety

Learn classroom language and everyday language; related with greetings (Hi,

It’s…).

Engage in simple communicative exchanges (dialogues) to practise the structures,

expressions and vocabulary in the unit.

Listen to, sing and personalise the rap,(Our week) inventing new stanzas.

Listen to and understand the story in the unit; a detective story (The robbery)

practising the key structures in it : There is a…,There are…,There isn’t a…,There

aren’t any.

Read and act out the story. Practise pronunciation and intonation of the phrases

Read and understand an email and identify the information (Road safety-Arrive

Alive!).

Do writing activities, practising comprehension and expression, thus consolidating

the structures and vocabulary in the unit.

Learn and practise the second structure in the unit : Go straight on/past/through…,

Turn left/right/, Cross the road.

Learn and say the tongue twister to practise pronunciation of the /k/ y /s/ sound.

Learn about several unique buildings of the world, transferring the classroom

language to a real life context (Unique buildings).

Revise and reflect on the work accomplished. Self-evaluate own progress.


Listen to Fiore's email about the city (CB p. 22)

Listen to the CD, repeat the words mentioned (city facilities), identify them and point

out in the CB, indicating their number (CB p. 22).


Listen to, sing and personalise the rap, inventing new stanzas with the replay


Listen to the key words that will later appear in the story (The robbery) and point

them out in the picture. Listen to the story and explain it with the help of the story

cards, (CB p. 23).

Listen to, and read the story in the unit. Answer some comprehension questions

(CB pages.24/25)

Look closely at the pictures and listen to the CD. Identify and signal directions as

they are heard. Repeat out loud (CB p. 26).

Ask and answer questions to practise structures and vocabulary in the unit, to give

directions following the model proposed (CB p. 26).

Listen to six words related with road safety and point to the right photos as they are

named (CB p. 27)

Listen to and read an email and a sign on road safety (Road safety –Arrive alive!).

Say whether it is sign A or B (CB p. 27).

Listen to and read the text on unique buildings and answer personal questions on

your opinion and the information in the text (CB p. 28).

Listen, repeat and act out the dialogue of the sketch, related with a telephone

conversation (CB p. 29).

Listen to the text about the city of Venice and pick out the right words between the

three proposed options (AB p. 33).


Read Fiore's email about the city (CB p. 22)

Fill in the crossword with the indicated words (AB p. 26)

Answer the questions about your weekend and complete a chart with your friends'

weekend (AB p. 26).

Read the name of the facilities and match them to the right picture (AB p 27).

Rearrange the letters in the names of the days of the week and write them down in

order (AB p. 27).


Read and listen to the story in the unit. Answer the comprehension questions

(CB pages.24 and 25)

Do writing and comprehension exercises about the story in the unit; answer

questions, fill in the texts and identify true or false information (AB p. 28).

Read the dialogues in which directions of how to get somewhere are given and

asked. Listen and indicate the place the instructions refer to. (CB p. 26).

Complete the instructions of how to get to a place.

Look closely at a street map and point to the place they are talking about (AB p. 29).

Write an answer giving the instructions of how to get to certain places. P (AB p. 29).

Read an email and a sign on road safety (Road safety –Arrive alive!). Say if it is sign

A or B. Answer the opinion questions (CB p. 27).

Match the drawings with their corresponding word (AB p. 30).

Fill in the chart classifying good and bad road safety habits (AB p. 30).

Read and answer the comprehension questions (AB p. 30).

Read a text about unique buildings and answer the question (CB p. 28).

Fill in the chart with facts about unique buildings of the world (AB p. 31).

Read a text and complete a similar one, personalising your answer (AB p. 31).

Describe a well known, outstanding building (AB p. 31).

Complete a dialogue. Listen and check. Write a similar dialogue (AB p. 32).

Read and listen to the text about Oxford city and answer a comprehension question

(Portfolio, CB p. 29).

Complete the texts about each one's city (AB p. 33)


Basic

Vocabulary: Art gallery, bowling alley, ice rink, sports centre, shopping centre,

restaurant, football stadium, Internet café.

Traffic lights, zebra crossing, text message, cycle helmet, reflective vest,

lights.

Robbery, security guard, robber, map,

Metal, glass, brick, ice, fantastic, unique, stone, building.


There is a (painting). There isn’t a…, There are…, There aren’t any…

Go… straight on/past/through, Turn left/right, Cross the road.

Language functions

Talk about what people do on weekends

State what there is and what there isn't, when describing a city

Give directions to get somewhere.

Phonetics(rhythm, stress and intonation)

PROCEDURES


Act out and dramatise the rap, the story and the song in the unit)


Relate the English language with its own reality through cities and their equipment, thus

contributing to the knowledge of customs, forms of social relationships and specific

features of the countries where the target language is spoken.

Talk about and reflect on the importance of road safety and the widespread awareness

campaign being carried out in Great Britain .

Get to know facts about unique buildings of the world and the building materials used in

their construction

Learn about famous cities like Oxford or Venice.

3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNITCONTRIBUTION OF THE AREA OF FOREIGN LANGUAGE TOSee the Introduction for the general aspects of the contribution of learning a foreign

language to KEY COMPETENCES, and particularly how they reflect in this unit.

ii.learning-to-learn competence;




making a Portfolio.









Develop civic awareness as citizens who care for their city and its facilities

Rad safety awareness

The importance of learning and complying with road safety regulations, to protect our

health and encourage good habits of civic coexistence.



4. RELATION WITH OTHER AREAS OF THE CURRICULUMIn this unit special emphasis will be placed on a cross-curricular topic, transferring the

structures and vocabulary to a real life context, helping students to develop their

knowledge of the world outside the English classroom.

Art

Learn about unique buildings.

5.- TREATMENT OF DIVERSITY


Additional reinforcement activities Photocopy Master 34 Draw and write (cut out the picture and vocabulary cards and

play with them ).

Photocopy Master 11, 13 and 14

Play No. Sorry! and The magician (Bank of Ideas p. 176 and 177)


Play Board slam (Bank of Ideas p. 177)

Photocopy Master 12

Design a road safety poster (design a poster with road safety habits ) (GD p. 87).

Describe your house (DG p 89).

Work on the topic of the unit with the cross-curricular poster: Special homes (GD)

Text display (Portfolio activity: My town, CB p. 29 AB p. 33).

6.- ASSESSMENTAssessment toolsSummative Assessment Test Unit 3 Assessment booklet, pages. 17 and 18.

End of Term examination, Assessment booklet, pages. 28, 29 and 30


Let’s check, AB pages. 34 y 35

Formative Assessment Creation of a Portfolio to evaluate the continuous progress of the student (AB p. 33).


Continuous Assessment in the Assessment sheet , Assessment booklet, p. 5.

Self-Assessment Read and tick (Let’s Check!, AB, p. 35).

Section “I can”, p. 36

Assessment criteria Identify, say and number some commonplace locations in the city (Test Unit 3-

Listening, vocabulary and grammar, Assessment booklet, p. 17)

Complete the vocabulary words (road safety) (Test Unit 3- Listening, vocabulary and


Complete the phrases with the structure drilled in the unit (there are/there aren’t)

Test Unit 3- Listening, vocabulary and grammar, Assessment booklet, p. 17)

Read and understand a text following and numbering indications on the map (Test

Unit 3- Reading and writing, Assessment booklet, p. 18).

Complete the phrases correctly using a structure drilled in the unit (There is/there

isn’t-There are/there aren’t any Test 3- Reading and writing, Assessment booklet, p.

18).

Engage in short and simple communicative exchanges in groups (CB p. 33).

Participate in oral interactions through a cutout activity (Story Book, AB pages 89

and 90)

Self-evaluate own progress and think about the work accomplished . (Portfolio

material, Assessment booklet, p. 36 and AB p. 35).

UNIT 4: SPORTS AND HOBBIES


Identify and name eight sports and leisure activities

Identify and learn six objects related with hobbies

Learn classroom language and everyday language; (Great!, Brilliant!, Fantastic!)

Engage in short and simple communicative exchanges (dialogues) to practise the

structures, expressions and vocabulary in the unit.

Listen to, sing and personalise the rap,(I like sports) inventing new verses .

Listen to and understand the story in the unit: a comic ( (The film star) practising the

key structures in the unit : I’m playing football, He’s kitesurfing, They’re making…

Read and act out the story. Practise pronunciation and intonation of the phrases .

Read and understand an email and identify information (hobbies)

Do written activities, practising comprehension and expression, consolidating

vocabulary and structures in the unit .

Learn and practise the second structure in the unit : Is she swimming?, Yes, she

is/No, she isn’t, She’s swimming, She isn’t swimming.

Learn and say the tongue twister, to practise pronunciation of the /b/ y /v/ sounds.

Learn facts and tips to keep in shape, transferring the classroom language to a real

life context .


Self-evaluate your own progress .

2.- CONTENTSBLOCK 1- Listening, talking and conversing

PROCEDURES

Listen to Carlos' email about sports (CB p. 30)

Listen to the CD, repeat the words mentioned (sport activities ), identify them and

point them out in the CB, indicating their number (CB p. 30).


Listen to, sing and personalise the rap, inventing new stanzas with the replay


Listen to the key words that will later appear in the story (The film star) and point


cards, (CB p. 31).

Listen to and read the story in the unit. Answer true or false comprehension questions

(CB pages 32/33)

Look closely at the pictures and listen to the CD. Identify and point out the leisure

activities named. Repeat out loud. Answer the questions (CB p. 34).

Ask and answer questions to practise structures and vocabulary in the unit, asking

and answering questions about the characters (present continuous -CB p. 34).

Listen to six words related with hobbies and point to the right photo as they are

named . Repeat the names aloud. (CB p. 35)

Listen to an email and text about Gisela Pulido (Hobbies). Find four differences and

answer the opinion questions (CB p. 35).

Listen and read a text with tips for keeping in shape and answer the opinion

questions. Match the text with the corresponding picture. (CB p. 36).

Listen to, repeat and act out the dialogue in a sketch, in relation with giving emphatic

answers to a proposal (CB p. 37).

Order a dialogue. Listen and check. Write a similar dialogue (AB p. 42).

Listen to the description of a character and choose the right words. Complete the text

about this person. (AB p. 43)


Read Carlos' email about sports (CB p. 30).

Find the name of eight sports in a letter soup and write them down (AB p. 36)

Answer yes or no to questions about your sport preferences (AB p. 36).

Complete a chart with your friends' sport tastes (AB p 36).

Classify activities under games and sports (AB p. 37).

Order the phrases and write similar personalised ones (AB p. 37)


Read and listen to the story in the unit. Answer some comprehension questions

(CB pages 32 y 33)

Do the writing and comprehension exercises in the unit; order the phrases, complete

the texts and identify information (AB p. 38).

Read the phrases and indicate what character they refer to (CB p. 34).

Answer the questions after looking closely at the pictures, and write other similar

ones (AB p. 39).

Read an email and a text about Gisela Pulido (Hobbies). Find four differences and

answer the opinion questions (CB p. 35).

Answer the questions ; complete the words and match them with their corresponding

phrases and order the phrases about Gisela Pulido (AB p. 40).

Read the text with tips for being in shape. Match the paragraphs with the

corresponding picture and answer opinion questions (CB p. 36).

Read the chart with information about a character and answer the comprehension

questions (AB p. 41).

Write a text about living habits (AB p. 41).

Read and listen to a text about your friends' activities. Answer a comprehension

question. (Portfolio, CB p. 37).

Write the description of a friend, using the proposed model (AB p. 43)


Basic

Vocabulary: Playing handball, doing aerobics, doing gymnastics, kitesurfing, bowling,

snowboarding, doing judo, playing volleyball.

Mountain bike, kite and kite board, MP3 player, digital camera, pets, DVDs

Eat, drink, sleep, brush your teeth, go to bed, walk, take.


I’m (playing football), He’s/She’s (kitesurfing), They’re (playing volleyball)

Is he/she (swimming)?, Yes, he/she is. No, he/she isn’t, he/She isn’t (swimming).

Language functions

Expressing tastes regarding sports

Talking about healthy habits

Phonetics(rhythm, stress and intonation )

PROCEDURES

Learn and say a tongue twister (CB p. 30).

Act out and dramatise the rap, the story and song in the unit


Relate the English language with its own reality through sport and leisure activities,

contributing in this manner to the knowledge of customs, forms of social relationships,

and specific features of countries where the target language is spoken.

Talk about the Catalan kitesurfing champion, 11 year-old Gisela Pulido.

Comment and reflect on the importance of leading healthy life styles, food, sport, study,

etc.

3.- CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES IN THIS UNITSee in the introduction the general aspects of the contribution of learning a foreign


CONTRIBUTION OF THE AREA OF FOREIGN LANGUAGE TOii.learning-to-learn competence;


aspects and by learning to manage their resources using different learning techniques;

doing the Study Skill exercises, using the Picture Dictionary or making the Portfolio.








Health education

The importance of practising sport to keep our body and mind strong




4. RELATION WITH OTHER AREAS OF THE CURRICULUM In this unit, special emphasis will be placed on a cross-curricular topic, transferring the

vocabulary and structures to a real life context, helping in the development of knowledge

of the world outside the English class.

Sciences

Learn fitness facts and tips.


play with them ).

Photocopy Master 16, 18, 19

Play Kim’s game, Favourite three (Bank of ideas p. 176 and 177)


Play Yes/No (Bank of ideas p. 176)

Photocopy Master 17

Work on vocabulary writing an Action chain (DG).

Make a book ; My sports book about sports (DG).

Design a poster with cuttings of people doing sport (Annotated picture posters )

Design a poster with fitness facts and tips

Play Get in order (DG).

Work on the topic of the unit with the cross-curricular poster: Keep fit! (DG)

Text display (Portfolio activity: My friend, CB p. 37, AB p. 43).



Global Test, Assessment booklet, pages. 28, 29 and 30






Section “I can ”, p. 36

Assessment criteria Identifies, says and numbers some sports (Test Unit 4- Listening, vocabulary and


Completes the vocabulary words (hobbies) (Test Unit 4- Listening, vocabulary and


Writes phrases with a structure worked on in the unit (She,s/He’s/They’re) Test Unit

4- Listening, vocabulary and grammar, Assessment booklet, p. 19)

Reads and understands a text, matching phrases with corresponding pictures (Test


Answers the phrases using the structure drilled in the unit in a correct way (Yes, he

is/Yes, she is/No, he isn’t/No, she isn’t Unit 4- Reading and writing, Assessment

booklet, p. 20).

Engages in short and simple communicative exchanges in groups (CB p. 43).


and 92)

Self-evaluates own progress and reflects on the work accomplished . (Portfolio

materials, Assessment booklet, p. 36 and AB p. 45).

UNIT 5: MY COUNTRY


Identify and name eight geographic landforms and the months of the year.

Learn and use the verb to be.

Learn classroom language and everyday language; talk about and ask for food (Do

you fancy…?)

Engage in short communicative exchanges (dialogues) to practise the structures,


Listen, sing and personalise a rap, (My holiday) inventing new stanzas.

Listen to and understand the story in the unit; a real drama (Tilly and the tsunami)

practising the key structures in it : I’m…,You’re…,He’s…,It’s…,We’re…, They’re

Read and act out the story. Practise pronunciation and intonation of the phrases.

Read and understand an email and identify the information (School holidays in

Britain).

Do written activities, practising comprehension and expression, consolidating the

vocabulary and structures in the unit.

Learn and practise the second structure in the unit : was…/were…

Learn and say a tongue twister to practise the pronunciation of the /w/ sound.

Learn about the tsunami and the countries it affected, transferring the classroom

language to a real life context in the world.

Revise and reflect about the work accomplished. Self-evaluate own progress.


Listen to Sunee's email about her country (CB p. 38)

Listen to the CD, repeat the words mentioned (geographic landforms), identify them

and point them out in the CB, indicating their number (CB p. 38).


Listen, sing and personalise the rap, inventing new stanzas with the replay


Listen to the key words that will later appear in the story (Tilly and the tsunami) and

point them out in the picture.. Listen to the story and explain it with the help of the

story cards, (CB p. 39).


pages.40 and 41)

Look closely at the picture and listen to the CD. Identify and point out the toys that are

named. Repeat out loud. (CB p. 42).

Ask and answer questions to practise structures and vocabulary in the unit, speak

using the past, following the model. Match characters with their picture. (CB p. 42).

Listen and repeat the months of the year. Listen and read an email and a school

calendar (School holidays in Britain). Answer the comprehension questions (CB p.

43).

Listen to and read a text about oceans and continents of the world. Answer the

knowledge and comprehension questions. (CB p. 44).

Listen, repeat and act out the dialogue in the sketch, (CB p. 45).

Listen to the characters talking about their holidays. Number the frames with the

information you hear. Complete the phrases about a character. (AB p. 53).


Read Sunee's email about her country (CB p. 38)

Look closely at the picture and define each landform, using the words in the list. (AB

p. 46)

Classify the words in categories (AB p. 46).

Complete the columns with the right activities (AB p 46).

Read the phrases and indicate whether they are possible or not in the students'

country (AB p. 47).

Answer personal questions about your holidays (AB p. 47).



pages.40 and 41)

Do the writing and comprehension of the story in the unit exercises; indicate if the

information is true or false, complete texts and order the phrases (AB p. 48).

Read the dialogues in which the children talk about their favourite things from the

past. Listen and match characters and toys (CB p. 42).

Complete the phrases using the proposed vocabulary and the right verb tense is/are,

was/were (AB p. 49).

Complete the phrases describing own favourites now and in the past (AB p. 49).

Read an email and a school calendar (School holidays in Britain). Answer the

comprehension questions (CB p. 43).

Complete the months and write the school calendar (AB p. 50).

Complete the phrases with the corresponding months (AB p.50).

Complete a chart, asking friends about their holidays (AB p. 50).

Read and listen to the text about the oceans and continents of the world. Answer the

knowledge and comprehension questions (CB p. 44).

Complete a world map with the continents and oceans. Answer the questions and

colour the map following instructions (AB p. 51).

Put the dialogue in order. Listen and check. Write a similar dialogue. (AB p. 52).

Complete a box about each one's holidays (AB p. 53)


Basic

Vocabulary: beach, island, jungle, lake, mountains, ocean, river, waterfall

Months of the year.

Go on holiday, tidal wave, tsunami, safe, bravery, clever, proud.

The Pacific/Atlantic/Arctic/Southern/Indian Ocean, continents, North

America, South America, Africa, Asia, Australia, Antarctica, Europe.


Verb “to be”: I’m.., You’re…, It’s…, He’s/She’s…, We’re…, They’re…

My favourite food was pizza, My favourite toys were a scooter and bike.

Language functions

Indicate where they go and what they do in their holidays

Express preferences in present and past

Phonetics (rhythm, stress and intonation)

PROCEDURES


Work on the pronunciation of oceans and continents (DG, p. 129).


Relate the English language with its own reality through the different or similar

geographical features of each place, contributing thus to the knowledge of customs,

forms of social relations and specific features of the countries where they speak the target

language.

Get to know how in some countries, like Thailand, the names have a special meaning that

is sometimes shortened. Talk about the meaning of the students' nickname.

Explain what a tsunami is, particularly the one that occurred on the coasts of the Indic

Ocean in 2004.



CONTRIBUTION OF THE AREA OF FOREIGN LANGUAGE TOlearning-to-learn competence;

Students think about and build on their personal initiative by giving their opinion about

different matters and learning to manage their resources with different learning


making the Portfolio.








Environmental Education

Reflect about the importance of taking care of the landscape and respecting the places

we visit when we go on holidays, as well as choosing ways of travel of low environmental

impact.



4. RELATION WITH OTHER AREAS OF THE CURRICULUMIn this unit we will pay special attention to a cross-curricular subject, transferring the

vocabulary and structures to a real life context. helping in the development of

knowledge of the world outside the English class.

Geography

Learn about continents and oceans of the world (The world: oceans and continents).

5.- TREATMENT OF DIVERSITYAdditional reinforcement activitiesTRP 1

Photocopy Master 36 Draw and write (cut the picture vocabulary cards and play with

them).

Photocopy Master 21, 23 and 24

Play No sorry! (Bank of Ideas p. 176) and Months Bingo! (DG)


Play Noughts and crosses (Bank of Ideas, p. 175)

Photocopy Master 22

In groups, describe where they go and what they do during their holidays (DG).


Work on the pronunciation of oceans and continents (DG).

Make a poster about the holidays (A holiday poster) (GD).

Play Watch my lips (DG)

Work on the topic in the unit with the cross-curricular poster: The world (DG)

Text display (Portfolio activity: My holidays, CB p. 45, AB p. 53).

6.- ASSESSMENTAssessment toolsSummative Assessment Test Unit 5 Assessment booklet, pages. 21 and 22 .

End of Term Examination , Assessment booklet, pages. 31, 32 and 33



Formative Assessment Creation of a Portfolio to evaluate the continuous progress of student (AB p. 53).





Assessment criteria Identifies, says and numbers some landforms (Test Unit 5- Listening, vocabulary and


Completes the vocabulary words (months) (Test Unit 5- Listening, vocabulary and


Completes the phrases with a structure drilled in the unit (was/were) Test Unit 5-


Reads and understands the text, indicating whether the phrases are true or false


Completes the phrases using the structure worked on in the unit (was/were )Test


Engages in short communicative exchanges in groups (CB p. 53).


and 94).

Self-evaluates own progress and reflects about the work accomplished . (Portfolio

material, Assessment booklet, p. 36 and AB p. 55).

UNIT 6: ANIMALS


Identify and name eight animals.

Identify and learn six comparative adjectives.

Learn classroom and everyday language; talk about, and ask for food (It was great!).



Listen, sing and personalise the rap,(Animal rock) inventing new stanzas.

Listen and understand the story in the unit; a legend (The four dragons) practising the

key structures in it: They visited…(simple past of regular verbs ).

Read and act out the story. Practise pronunciation and intonation of phrases.

Read and understand an email and identify the information (Animal quiz!)



Learn and practise the second structure in the unit: I watched…He watched…

Learn and say the tongue twister, to practise the pronunciation of the /i/ e /I/ sounds.

Learn about spectacular animals, extinct or not, in a real life context. (Amazing

animals).

Revise and think about the work accomplished. Self-evaluate your own progress.


Listen to Wang's email about his favourite animals (CB p. 46)

Listen to the CD, repeat the words mentioned (animals), identify them and point them

out in the CB, indicating their number (CB p. 46).

Listen to the dialogue about favourite animals and practise it in pairs (CB p. 46).

Listen, sing and personalise the rap, inventing new stanzas with the replay

vocabulary(CB p. 47).

Listen to the key words that will later appear in the story (The four dragons) and point


cards, (CB p. 47).


pages. 48 and 49)

Look closely at the pictures and listen to the CD. Identify and point out the animals

named. Repeat out loud (CB p. 50).

Ask and answer questions to guess what animal it is (CB p. 50).

Listen to the phrases (My dream) and order them in the book (AB p. 59).

Point at the right photos as they are mentioned (CB p. 27)

Listen and read an email with the comparative phrases about animals (CB p. 51).

Listen to and read the text about animals of the present and the past and answer the


Listen to, repeat and act out the dialogue in the sketch, in which children talk about

the weekend (CB p. 53).

Listen to a text about tigers and figure out the right words in the phrases (AB p. 63).


Read Wang's email about his favourite animals (CB p. 46)

Find eight animals in a letter soup and write their names. Complete the phrases with

them. (AB p. 56)

Complete the chart and the phrases with your friends' favourite animals (AB p. 56).

Write and complete a list of animals and classify them in categories. Complete the

quiz phrases about four of these animals (AB p 57).

Write one more verse for the rap (AB p. 57)


pages. 48 and 49).

Do the writing and comprehension exercises related with the story in the unit; indicate

which phrases are correct and complete the phrases with the words in the box (AB p.

58).

Read and complete the phrases (CB p. 59).

Write the phrases and complete the chart writing about your last weekend, and that of

three friends (AB p. 59).

Read an email and the animal quiz. Answer the questionnaire and see the points you

made. (CB p. 51).

Write and answer the questions (My quiz) with the information in the chart (AB p.

60).

Read the text about animals of the present and of the past and answer the


Complete the chart with animals and classify in categories (AB p. 61).

Write about a prehistoric animal with the information in the chart (AB p. 61).

Correct the dialogue. Listen and check. Write a similar dialogue. (AB p. 62).

Read and listen to a text about the African elephant (My favourite animal) and

answer the comprehension question (Portfolio, CB p. 53).

Complete the text about the koalas (AB p. 63).

Write about the student's favourite animal (AB p. 63).


Basic

Vocabulary: Cheetah, koala, rhino, hippo, gorilla, spider, kangaroo, panda

Bigger, smaller, slower, faster, heavier, lighter.

Extinct, tall, long, woolly, mammoth, Indian elephant, great white shark,

megalodon, emperor, fairies, dragon


I watched (television), He played (a computer game),

Visited, walked, watched, played, liked (simple past of regular verbs).

Language functions

Talk about everyone's favourite animals.

Express the past


PROCEDURES


Act out and dramatise the rap, the story and the song in the unit.


Relate the English language with its own identity through animals, contributing thus to the

knowledge of customs, forms of social relations and specific features of the countries that

speak the target language.

Learn geography. Information about China, continent, oceans that bathe its coasts, etc.

Get to learn information about spectacular animals, extinct or not.



CONTRIBUTION OF THE AREA OF FOREIGN LANGUAGE TO

ii.learning-to-learn competence;

Students think about and build on their personal initiative by giving their opinion on

different aspects and learning to manage their resources with different learning

techniques; doing exercises from the Study Skill, using the Picture Dictionary or making

a Portfolio.








Environmental education

The importance of caring for nature and animals, preserving species in danger of

becoming extinct.




vocabulary and structures to a real life context and helping in the development of


History

Learn about prehistoric animals (Amazing animals).

5.- TREATMENT OF DIVERSITYAdditional reinforcement activities


TRP 1

Photocopy Master 37 Draw and write (cut out the picture and vocabulary cards and

play with them ).

Photocopy Master 26, 28, 29 and 30

Play Sentence chain (Bank of Ideas p. 175)


Play I’m thinking of a word (Bank of Ideas, p. 176)

Photocopy Master 27

Create and decorate a new tongue twister (Creating a new tongue twister (DG).

Memorize a phrase from the story (DG).

Look for information (Research) about your favourite animal (DG).

Drill the unit topic with the cross-curricular poster: How dinosaurs lived (DG)

Text display (Portfolio activity: My favourite animal, CB p. 53, AB p. 63).










Assessment criteria Identifies, says and numbers the animals (Test Unit 6- Listening, vocabulary and

grammar, Assessment booklet, p. 23) .

Completes the vocabulary words (comparative adjectives) (Test Unit 6- Listening,

vocabulary and grammar, Assessment booklet, p. 23.

Completes the phrases with a structure worked on in the unit (live/lived) Test Unit 6-


Reads and understands the text, finding the grammatical mistakes. (Test Unit 6-

Reading and writing, Assessment booklet, p. 24).

Completes the phrases using correctly the structure drilled in the unit

(visited/watched/walked/liked/played) Test Unit 6- Reading and writing, Assessment

booklet, p. 24.

Engages in simple communicative exchanges in groups (CB p. 63).


and 96)

Self-evaluates own progress and thinks about the work accomplished . (Portfolio

materials, Assessment booklet, p. 36 and AB p. 65).

CULTURE – HALLOWEEN


Learn about the Halloween celebration in English-speaking countries

Identify and practise the key language of this festivity in a real life context

Develop oral and written comprehension

Learn a song (Monster Mash).

Write a Halloween menu.

2.- CONTENTSBlocks 1 and 2 - Listening, talking and conversing - Reading and writing

PROCEDURES

Listen and read a text about Halloween celebration. Answer the comprehension

questions (CB p. 54).

Listen and sing the song (CB p. 55)

Read the Halloween menu and write one with its corresponding drawing (CB p. 55).


Vocabulary

Monster, vampire, ghost, witch, wizard, cat, pumpkin, apple, dress up, make, play, use

Grammar

Present simple

Past simple

Structures

We dress up (as monsters)

He did…

It was…

BLOCK 4- Socio-cultural features and intercultural awarenessUnderstand the cultural differences between English-speaking countries regarding the

celebration of certain festivities.

Get to know facts about the night of Halloween (31st October). It is the eve of All Saints'

Day and it is said that the spirits and witches are wandering about.

3.- CONTRIBUTION OF THE AREA OF FOREIGN LANGUAGE TO THE DEVELOPMENT OF KEY COMPETENCESSee in the introduction the general aspects of the contribution of learning a foreign

language to KEY COMPETENCES.

4.- TREATMENT OF DIVERSITYAdditional activities (Reinforcement and extension)Activities in the AB p. 80

CULTURE – CHRISTMAS


Learn about Christmas in English-speaking countries

Identify and practise the key language of this celebration in a real life context

Develop oral and written comprehension.

Learn a Christmas song: Christmas Stocking.

Play Christmas Bingo.

2.- CONTENTSBlocks 1 and 2 – Listening, talking and conversing and Reading and writing PROCEDURES

Listen and read a text on a British girl talking about Christmas . Answer the


Listen and sing a song (CB p. 57).

Play Christmas Bingo (CB p. 57, and TG p. 159).


Vocabulary

Christmas, Christmas Day, Christmas Eve, Christmas tree, present, Santa Claus, star,

stocking, decorations, snowflake, candle, roast turkey, open, cook, make, cut up, eat,

play

Structures

We have (Christmas lunch)

I’ve got…

I love…



Get to know facts about the celebration of Christmas in Great Britain (25th December).




Play at writing a letter, a card or a poem related with Christmas (TG, p. 159).

CULTURE – PEACE DAY


Learn about the celebration of Peace Day.

Identify and practise the key language of this day in a real life context


Learn a song : What a Wonderful World.

2.- CONTENTSBLOCKS 1 and 2 - Listening, talking and conversing and Reading and writing PROCEDURES

Listen to and read the text about Peace Day. Answer the comprehension questions

(CB p. 58).

Make a Pigeon of Peace with fellow students (CB p. 58)

Listen to and sing a song (CB p. 59).


Vocabulary

Peace, respect, friendship, diversity, dove, make, draw, write, stick, use, cut, fold, test



Learn facts about Peace Day (Día Nacional de la Paz, in January ).




CULTURE – MY SCHOOL DAY


Learn about British schools.

Identify and practise the key language in a real life context.

Develop oral and written comprehension .

Learn the song: Wonderful World.

2.- CONTENTSBLOCKS 1 and 2 - Listening, talking and conversing and Reading and writing PROCEDURES

Listen to and read the texts about a British school. Answer the comprehension


Read the school timetable of a British child and answer the questions (CB p. 61)

Listen to and sing the song. (CB p.61).


Vocabulary

Assembly, lesson, classes, break time, playground, lunchtime, home time, school

dinners, packed lunch, hall, canteen, after school club. School subjects

Structures

The Present simple



Get to know facts about schools in Great Britain and school timetables.




Play a game from the TPR (TG p. 163).

CULTURE – LONDON


Learn about London.

Identify and practise the key language in a real life context

Develop oral and written comprehension.

Learn a song: London Town

Write a postcard from London to a friend.

2.- CONTENTSBLOCKS 1 and 2 – Listening, talking and conversing and Reading and writing PROCEDURES

Listen to and read the texts about places in London. Answer the comprehension


Listen to and sing the song. (CB p.63).

Read a postcard. Write your own postcard . (CB p. 63)


Vocabulary

Large numbers, capital, heavy, heavier, taller, big, beautiful, weather, fine, live, walking,

town, last weekend, football, theatre, visited, walked, liked, was played, watched,

kilometres, fantastic

Structures

Comparatives

I love...

The Past simple

BLOCK 4- Socio-cultural features and intercultural awarenessUnderstand the cultural differences between cities in English-speaking countries

Get to know facts about London town

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

See in the introduction the general aspects of the contribution of learning a foreign

language to KEY COMPETENCES:


Make a postcard for your own city (TG p. 165).

PROGRAMME OF UNITS: 6th YEAR - COMPULSORY PRIMARY EDUCATION

This programming and scheduling constitutes a model of timed learning for 6th year of Primary Education and taking into account the specific objectives of English as a

subject.

This is an adaptable timetable which may be adjusted to the group-class profile as it may

be used simultaneously with students who struggle to learn languages as well as with

those who have slightly superior knowledge. It may also be adapted to the teacher’s and

students’ own tastes and initiatives and the evolution of the course.

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

suggested in the Teacher’s Guide and the Photocopy Masters Book. The teacher may

introduce these activities at the appropriate moment, according to students’ needs and

attitudes, bearing in mind learning speed – individual and collective – and teaching hours

available.

STARTER UNIT

1.- TEACHING OBJECTIVES Students will be able to:

Learn the concept of e-pals and recognize the characters in the Surprise e-pal/Club;

Sam, Jo and his friends (Rob and Hannah).

Present and practise key vocabulary: ordinal numbers, countries and computer

related language

Revise vocabulary and structures of previous levels

Revise and practise personal questions and answers, practising oral comprehension.

Sing a song.

Reading and writing an email to practise written comprehension

Read computer instructions to develop written comprehension



Listen to and read the content of the speech bubbles and identify the characters (CB

pages. 2 y 3)

Listen to the descriptions of the characters and to the questions. In pairs, ask and

answer these questions in order to practise structures and personalise (CB p. 3).

Listen, find and repeat ordinal numbers. Listen again and indicate the numbers that

are missing (CB p. 3).

Listen to and read a conversation (CB p. 3).

Ask and answer the questions proposed following the model (CB p. 3)

Listen to and sing a song (CB p. 3).

Listen to a character filling in a form and decide between the three proposed options

(AB p. 3).

Listen to an email (CB p. 4).

Listen and read the presentation song in the website (CB p. 4)

Listen and repeat the name of the countries. Figure out and match the flags with the

right e-pal (CB p. 4 y 5).

BLOCK 2- Reading and writing PROCEDURES

Read the description of the character and answer the questions correctly (AB p. 2).

Read and order the dates (AB p. 2)

Read and answer some questions of your own and others coming from three fellow

students. Fill in the chart with the information (AB p. 2).

Read the words from the revision vocabulary and find them in the picture (CB pages.

2 y 3).

Classify the words in the box under the indicated categories. Add new words (AB p.

3).

Find the words in the box in the picture. Write phrases guided by the model (AB p. 3).

Read an email (CB p. 4).

Match the flags with their countries in the map. Write the names of the countries in

their right place. (AB p. 4).

Write the name of the countries the e-pals.come from. Also write about your own

country (AB p 4).

Match the phrases with each e-pal subject(CB pages. 4 and 5)

Match the instructions to send an email with the right symbols (CB p.4).

Order and write the instructions for sending an email. (AB p. 5).

Read the scheme questions and answer them writing a message (AB p. 5)

BLOCK 4 - Reflection and knowledge of language through use CONCEPTS

Basic

Vocabulary: Ordinal numbers 1st-31st

Japan, Morocco, Russia, Kenya, Peru, Britain.

Mail icon, message, email address, spell check, past times, heroes,

villains, fame, fortune, life at home, planet.

Revision: vocabulary Level 5


Dates; (the) 23rd (of) March

Revision of question forms : How do you spell Brown?, When’s your birthday?, What do

you look like?, What do you do at home at the weekend?, What’s your favourite place for

a holiday?,

Where are you/ from?, I’m/She’s//He’s from…

Language functions

Introductions

Ask and answer questions about people's identity

Talk about tastes and personal hobbies.

Ask and answer questions about your country of origin.

BLOCK 4- Socio-cultural features and intercultural awareness CONCEPTS

Relate the English language with its own identity through greetings and introductions.

Learn how to express dates in English.




Students think about and build their personal initiative by giving their opinion on diverse

matters and learning to manage their resources through different learning techniques;

doing the exercises in the Study Skill , using the Picture Dictionary or making a

Portfolio.









Develop positive attitude in personal relations; the importance of greetings and

introductions .

4. RELATION WITH OTHER AREAS OF THE CURRICULUMIn this unit we will pay special attention to a cross-curricular subject, transferring

vocabulary and structures to a real life context, helping with the development of their


Computer skills

Learn computer-related language .

5.- TREATMENT OF DIVERSITYAdditional reinforcement activities Picture dictionary, AB p 73 (TG, p. 179)

Ordering the class birthdays (TG, p. 29).

The surprise e-pal application form (TG p. 31 and AB p. 3)

World maps (TG p. 33).

Computer hangman (TG, p. 35)


Role play: signing up for a club (TG p. 29)

Make a personal collage with photos and magazine cuttings (All about me collage

TG, p. 31).

Guessing game (TG, p. 33).

Web page collages (TG p. 35).


6.- ASSESSMENTAssessment toolsFormative Assessment Complete the Picture Dictionary (AB, p. 73).

UNIT 1: HEROES AND VILLAINS


Identify and practise adjectives to describe people in positive, comparative and

superlative ways.

Practise to be + adjective.

Learn classroom language and everyday language; (Say it!: I know. I don’t know).

Engage in simple communicative exchanges (dialogues) to practise unit structures,

expressions and vocabulary.

Listen, sing and personalise a song (I want to be a hero) inventing new stanzas .

Listen to and understand the story in the unit ; a fable (A myth; The three brothers.)

practising the key structures in it : I’m stronger than you/He’s weaker than me.

Learn and practise the second structure in the unit : I’m the shortest, youngest,

tallest…

Read and act out the story. Practise the pronunciation and intonation of phrases.

Read and understand an email about a personality test (Number quiz).

Do written activities, practising comprehension and expression, thus consolidating


Write a description of a hero or a villain

Learn and say a tongue twister to practise intonation of questions and the

pronunciation of the /Λ/ y /æ/ sounds.

Learn about Manga cartoon characters, transferring the classroom language to a real

life context and linking the English language with cross-curricular subjects like Art

(Art; drawing faces).

Revise and think about the work accomplished. Self-evaluate own progress.

2.- CONTENTSBLOCK 2- Reading and writingPROCEDURES

Listen to Keiko's (Japan) email about Manga style cartoon characters (CB p. 6)

Listen to the CD, repeat the words mentioned (adjectives for describing people ),

identify them and point out in the picture of the CB, indicating the number (CB p. 6).

Listen to a dialogue and practise it in pairs (CB p. 6).

Listen, sing and personalise the song, inventing new stanzas with the replay


Listen to and repeat the key words that will later appear in the story (The three

brothers). Listen to the story and explain it with the help of the story cards, (CB p. 7).

Listen to and read the story in the unit. Answer the comprehension questions

(CB pages. 8 and 9).

Listen and identify the character that speaks at each given time (CB p. 10).

Ask and answer questions to practise the structures and vocabulary in the unit, using

the proposed model as a guide (CB p. 10).

Listen to the questions about superlative features of the characters and answer with

the help of an informative chart (CB p. 10).

In pairs, ask and answer similar questions about the students in the class (CB p. 10).

Listen and read an email about personality adjectives (Number quiz). Repeat the

adjectives (CB p. 11).

Look closely at a sketch (a question competition in school ). Listen, repeat and act

out the dialogues to practise oral comprehension (CB p. 13)

Listen to the CD with the descriptions of the two characters. Look closely at the

pictures and indicate the right adjective (AB p. 13).

BLOCK 2- Written communication : Reading and writing PROCEDURES

Read Keiko's (Japan) email about Manga style cartoon characters (CB p. 6)

Read the descriptive phrases and indicate whether they are true or false (AB p. 6).

Complete the descriptive phrases with the adjectives in the box (AB p.6).

Complete the questions choosing the right adjectives and write the answer (AB p 6)

Find the adjectives with their antonyms in a letter soup and write them down in the

right place (AB p. 7).

Match the two parts of the phrases in the song. Listen and check (AB p.7)

Write one more stanza of the song, choosing one of the two options proposed

(want/don’t want; AB p. 7).


pages. 8 and 9).

Do the writing and comprehension exercises in the unit story, read and indicate the

right adjective in the phrases, read and complete the phrases, indicate 12

comparatives and complete the speech bubbles with them (AB p. 8).

Match the adjectives in the box (replay) with the letters in the corresponding image.

Listen and check (CB p. 10).

Read and listen to the phrases in which the characters describe themselves. Repeat

the phrases (CB p. 10).

Read in the chart the physical features of the previous characters. Figure out and

identify the name of the characters the phrases are about (CB p.10).

Read the text describing a family (Sam’s family). Order the questions about this

family and answer the questions (AB p. 9).

Write a similar text about each one's family. Follow the model (AB p. 9).

In groups, do a measuring project with the students. Answer questions about their

features (AB p. 9).

Read and listen to an email about the personality test (Number quiz). Answer the


Work out the number corresponding to each student and look for his personality

group in the code (CB p. 11)

Work out the number of characters with the personality test code in the CB and

complete the chart with their features (AB p. 10).

Complete your own test code with the superlative adjectives you decide (AB p. 10).

Complete a chart with the test code you invented in the previous exercise adding

three students in the class (AB p. 10).

Listen/read a text about the Japanese Manga-type cartoon characters. Match each

written step about the creation of these characters with the right drawing (CB p. 12).

Read the information of the Do you know? section and contrast with the text (CB p.

12)

Write the names of the parts of the face in Manga type characters (AB p. 11).

Indicate if the features belong to one type of Manga character or another (AB p.11)

Draw a Manga villainous character (AB p. 11).

Complete the dialogues expressing I know/I don’t know, and practise with a friend

(AB p. 12).

Order the words in the questions. Listen and check the words in the questions. Listen

and check (AB p. 12).

Complete the dialogue about a competition with fellow students (AB p. 12).

Read and listen to the text (Portfolio; My hero and villain). Answer the

comprehension question (CB p. 13)

Complete the description (AB p. 13).


Basic

Vocabulary: old, young, strong, weak, pretty, ugly, brave, scared.

older, younger, stronger, weaker, nicer, nastier, shortest, tallest, lightest,

heaviest, biggest, smallest, longest, youngest, oldest.

Sporty, friendly, wise, trendy, lucky, funny.

Manga, eyebrow, pupil, iris, jaw, lip, mouth, head. I know, I don’t know.

Grammar

Comparative and superlative adjectives


Who is she/he? I’m/He’s/She’s… -er than

I’m/She/He’s the …-est in the (class) - Who’s the… -est person in the world?

Language functions

Describing people.

Comparing ages, weights and heights.


PROCEDURES

Learn and say a tongue twister to practise pronunciation of the /Λ/ y /æ/ sounds.

(CB p. 6- Tongue twister).

Act out and represent the story and song in the unit.



physical features of people from different parts of the world, contributing thus to the

knowledge of customs, forms of social relations and specific features of the countries that

speak the target language.

Get to know facts about the calendar (from September to September ), rules and

uniforms in British schools and compare them to your own

Refer to famous people of today (Penélope Cruz).

Learn facts about Japanese Manga cartoons.




Students think about and build personal initiative by giving their opinion on different


doing the exercises in the Study Skill Book, using the Picture Dictionary or making a

Portfolio.









Value and become aware of the differences between good and evil (heroes and villains),

learning to develop good behaviour and attitudes that are positive for the human being

and humanity in general.


Make a story book, (AB, pages 85-86) (Photocopy Master Book, p. 5).

Invent and draw a Manga villain hero and write his description y (Portfolio activity: My

hero and villain, AB p. 13)

4. RELATION WITH OTHER AREAS OF THE CURRICULUMIn this unit, we will pay special attention to a cross-curricular subject, transferring the

vocabulary and structures to a real life context, helping to develop their knowledge of the

world outside the English class.

Art

Learn to draw (drawing faces) Manga cartoon characters.

5.- TREATMENT OF DIVERSITYAdditional reinforcement activities


Photocopy Master 31 (cut out the picture and vocabulary cards and play with them)

Pelmanism , Guess what?, etc. (Bank of Ideas, p. 178, TG p. 38).

Play at spelling out adjectives (TG p. 40)

Photocopy Master 1 (TG p. 45) 3 (TG p. 49),

Photocopy Master 4 (Play Animal Trumps) (TG p. 51)


Play Noughts and crosses (Bank of Ideas, p.176).

Answer the question What do you want to be like? (TG p. 40)

Intonation practice (TG p. 43)

Photocopy Master 2 (TG p. 45)

Make a class poster (English Class Number Quiz) (TG, p. 47)

Work on the unit topic with the cross-curricular poster (TG, p. 49, Bank of Ideas,173

Text display (Portfolio activity: My hero and villain, AB p. 13)

Read aloud with good pronunciation (TG, p. 55)

Study Skills Book; grammar 1 and 2 (pages. 2 and 3), Dictionary skills (p. 4),

Spelling and pronunciation (p. 5), Reading and writing (p. 6).

6.- ASSESSMENTAssessment toolsSummative Assessment Test Unit 1 Assessment booklet, pages. 13 y 14.



Formative Assessment Creation of a Portfolio to evaluate continuous progress of the student (AB p. 13)

Complete the Picture Dictionary; AB, p. 74



Photocopy material from the Assessment booklet on oral comprehension and expression

(p. 34), written comprehension and expression (p. 35) to do after each unit

Self-Assessment (Assessment booklet, p. 36).

Assessment criteria

Identifies and numbers the characters according to their description (Test Unit 1-


Writes the vocabulary words (adjectives) (Test Unit 1- Listening, vocabulary and

grammar, Assessment booklet, p. 13.

Completes the phrases with the structure drilled in the unit (He’s

younger/older/taller/shorter/lighter) (Test Unit 1- Listening, vocabulary and grammar, Assessment booklet, p. 13)

Reads and understands a text, indicating if the phrases about it are true or false


Completes the phrases using correctly the structure drilled in the unit (taller, shorter,

happier )(Test Unit 1- Reading and writing, Assessment booklet, p. 14)

Participates in oral interactions through a cutout activity (Story Book, AB pages 85 y

86).

UNIT 2 – FAME AND FORTUNE1.- TEACHING OBJECTIVES Students will be able to:

Identify and practise vocabulary about free time accessories and activities .

Learn and practise grammatical aspects such as: Present continuous and Present

simple + frequency adverb.

Learn classroom and everyday language ; (Say it!: Lucky thing!, Poor thing!)

Engage in short communicative exchanges (dialogues) to practise structures,

vocabulary and expressions in the unit.

Listen, sing and personalise a song (Followers of fashion) inventing new stanzas.

Listen to and understand the story in the unit; a fairy tale with a different ending (A

fairy tale with a twist: Happily ever after) practising the key structures in it : He

always/often sometimes/never wears a crown).

Learn and practise the second structure in the unit : I’always/often/sometimes/never

play…, Does she play…?, Yes, always/often/sometimes. No, never).


Read and understand an email about British princesses (Two modern princesses ).


way the vocabulary and structures in the unit:

Write the profile of a famous person.

Learn and say a tongue twister to practise question intonation and pronunciation of

the /w/ y /r/ sounds.

Learn about the origin of certain “precious” materials, transferring classroom

language to a real life context (Silk, pearls, gold and diamonds) and linking the

English language with other cross-curricular subjects (Science).



Listen to Ivan's (Russia) email about famous people and what they are wearing (CB

p.14)

Listen to the CD, repeat the words mentioned (accessories), identify and point them

out in the CB illustration, indicating their number (CB p. 14).

Listen to a dialogue and practise it in pairs (CB p.14).

Listen, sing and personalise a song, inventing new stanzas with the replay


Listen to and repeat the key words that will later appear in the story (Happily ever

after). Listen to the story and explain it with the help of the story cards, (CB p. 15).

Listen to and learn the story in the unit. Answer the comprehension questions


Listen to the questions about the characters' activities and answer them (CB p. 18).

Ask and answer questions with your fellow students and practise the structures and

vocabulary in the unit, following the model (CB p. 18).

Listen and repeat the free time activities (CB p. 19).

Listen to and read an email about British princesses (Two modern princesses).

Answer the comprehension questions (CB p. 19).

Listen/read the text about the origin of certain “precious” materials. Match each

description of these materials with the right picture (CB p. 20).

Look closely at the sketch. Listen, repeat and act out the dialogues in it to practise

oral comprehension (CB p. 21)

Listen to the CD with the description of a famous person (Sam’s famous person) and

indicate the correct options in the chart (AB p. 23).


Read Ivan's (Russia) email about famous people and the things they wear (CB p.14)

Complete the speech bubbles where characters talk about the accessories they are

wearing (AB p. 14).

Look closely at the pictures and complete the questions in the bubbles about the

accessories they are wearing (AB p. 16).

Answer questions on accessories worn by the student. Write phrases guided by the

model (AB p. 16)

Fill in the crossword with the help of a picture. Discover the famous person (AB p.

17).

Complete the words of the song with the right pronouns. Listen and check (AB p. 17)

Write one more stanza for the song, indicating in each phrase one of the two

proposed options (AB p. 17).

Read/Listen to the story in the unit. Answer the comprehension questions (CB

pages.16/17

Do writing and comprehension exercises of the story in the unit; read and indicate if

the phrases are true or false, read and complete the phrases, write phrases looking at

the chart and using the right frequency adverbs (AB p. 18).

Match the activities in the box (replay) with the letter in the corresponding picture.


Read and listen to the phrases in which characters express the activities they

practise. Repeat the phrases (CB p. 18).

Read the phrases and figure out and identify the character they refer to (CB p.18).

Complete the bubbles with the activities in the box (AB p. 19).

Write the questions related with the activities practised by the characters in the

previous exercise. Practise asking and answering with fellow students. (AB p. 19).

Write a similar text about yourself, describing the frequency with which you practise

sport (AB p. 19).

Listen and read an email about British princesses (Two modern princesses). Answer

the comprehension questions (CB p. 19).

Find the vocabulary related to free time activities in a letter soup (AB p. 20).

Write questions, following the model, with the activities mentioned in the previous

exercise Answer the questions personally and then ask a fellow student (AB p. 20).

Write an article for a magazine about one of the fellow students you questioned in the

previous exercise. Draw his/her face or stick a photo. (AB p. 20).

Read and listen to a text about the origin of “precious” materials. Match each

description with the right image. Answer comprehension questions (CB p. 20).

Read the information in the Do you know? Section and contrast with the text (CB p.

20)

Order the pictures depicting formation process of different materials (AB p.21).

Classify the words in the box under the indicated categories (AB p.21)

Complete the phrases with the words from the previous exercise (AB p. 21).

Complete the dialogues expressing Lucky thing!, Poor thing!, and practise with a

fellow student (AB p. 22).

Order the dialogues. Listen and check (AB p. 22).

Complete a personalised dialogue similar to the one previously proposed (AB p. 22).

Read and listen to the text about Rafael Nadal (Portfolio; A profile of a famous

person). Answer the comprehension questions (CB p. 21)

Complete the description of a famous person (AB p. 23).


Basic

Vocabulary: watch, belt, ring, wristband, rucksack, scarf, boots, earrings.

famous, crown, princess, eagle, prince.

never, sometimes, often, always.

watch films, go out alone, go horse riding, go to pop concerts, go on skiing

holidays, play video games, send, magazine article, princesses,

schoolboy/girl

gold, diamonds, pearls, silk, rock, mine, oyster, rare, ordinary, cocoon,

worm, gold

long, short, new, old, fragile, hardest, come from, get from.

Lucky thing!, Poor thing!

Grammar

Present simple: she/he + adverbs of frequency

Present simple: all forms + questions


She’s/He’s/They’re wearing, Are you wearing…?, Yes, I am/No, I’m not.

He/She wears… I always/often/sometimes/never… Does he/she play…? Yes,

always/sometimes/often, No, never.

Language functions

Express what you are wearing and what you have in general

Talk about free time activities and frequency of action


PROCEDURES

Learn and say a tongue twister to practise pronunciation of the /w/ y /r/ sounds

(CB p. 15 Tongue twister).

Act out and dramatise the story and the song in the unit


Relate the English language with its own reality through its clothes; riches and luxury of

people in different parts of the world, contributing in this way to the knowledge of

customs, forms of social relations and specific features of countries that speak the target

language.

Get to know information about the British monarchy and Princesses Beatrice and

Eugene.

Learn about the origin of certain precious metals

Talk about the famous tennis player, Rafael Nadal.




Students think about and build personal initiative by giving their own opinion on diverse

matters and learning to manage their resources through different learning techniques,

doing exercises in the Study Skill Book, using the Picture Dictionary or making a

Portfolio.









Become aware of the part of the world we happen to live in; full of opportunities and

comforts and value the importance of consuming rationally in order not to extinguish the

resources of our planet.

Health education

The importance of practising sports and leisure activities outdoors to improve our minds

and physical health.


Make a story book, (AB, pages 87-88) (Photocopy Master Book, p.10).

Prepare a school class magazine (Class magazine, TG, p. 67)

Complete the chart and write down the profile of a famous person (Portfolio activity:

My famous person, AB p. 23)

4. RELATION WITH OTHER AREAS OF THE CURRICULUM


In this unit we will pay special attention to a cross-curricular subject, transferring the



Science

Get to learn the origin of certain precious materials (Origin of materials) such as silk,,

pearls, gold and diamonds.

5.- TREATMENT OF DIVERSITYAdditional reinforcement activities Photocopy Master 32 (cut out the picture and vocabulary cards and play with them )

Quick fire pairs, etc. (BanK of Ideas, p. 178).

Play a vocabulary competition (TG p. 60)

Photocopy Master 6 (TG p. 65), 8 (TG p. 69),


Play at making a Sentence chain (Bank of Ideas, p.176).

Draw a famous person with accessories and fashionable clothes (TG p. 60)

Photocopy Master 7 (TG pa´g. 65)

Make a class magazine (Class magazine, TG, p. 67)

Work on the topic of the unit with the cross-curricular poster (TG, p. 49, Bank of

Ideas,173

Copy and complete the chart (Find someone who has got…, TG p. 71)

Text display (Portfolio activity: My famous person, AB p. 23)

Reading aloud with good pronunciation (TG p. 75)



6.- ASSESSMENTAssessment toolsSummative Assessment Test Unit 2 Assessment booklet, pages. 15 y 16.




Complete the Picture Dictionary; AB, p. 75 (TG p. 179).



Photocopy material in the Assessment booklet to revise oral comprehension and

expression (p.34) and written comprehension and expression (p.35) to do at the end of

each unit

Photocopiable of Self-Assessment (Assessment booklet, p. 36).

Assessment criteria Identifies and numbers the characters according to their description (Test Unit 2-


Writes the vocabulary words (free time activities ) (Test Unit 2- Listening, vocabulary

and grammar, Assessment booklet, p. 15).

Completes the phrases with the structure worked on in the unit (Yes, always, Yes,

often, Yes sometimes, No, never (Test Unit 2- Listening, vocabulary and grammar, Assessment booklet, p. 15)

Reads and understands a text. Chooses the right option in the phrases (Test Unit 2-

Reading and writing, Assessment booklet, p. 16).

Looks closely at the pictures and writes a short text about himself; the activities and

frequency of practice ; always, often, sometimes, never (Test Unit 2- Reading and

writing, Assessment booklet, p. 14)


88).

UNIT 3: WORK AND PLAY


Identify and practise vocabulary related with jobs and professions

Practise to be + job and professions .

Learn vocabulary to tell the time in English

Learn and practise grammar such as: Past simple.

Learn classroom and everyday language ; (Say it!: Cool!, boring!).

Engage in simple communicative exchanges (dialogues) to practise structures,

expressions and vocabulary in the unit

Listen, sing and personalise a song (We can change things) inventing new stanzas.

Listen and understand the story in the unit; a biography (A biography: the oldest

pupil), practising the key structures in it : He was…/He wasn’t, They were/They

weren’t.

Learn and practise the second structure in the unit : I was at…/I wasn’t at…, Where

you at…?, Yes, I was, No, I wasn’t.

Read and act out the story. Practise pronunciation and intonation of the phrases.

Read and understand an email about a video diary (Video diary)

Do written activities, practising comprehension and expression, thus consolidating


Write a report based on an interview

Learn and say the tongue twister, to practise the intonation of the questions and the

pronunciation of the /ə/ sound.

Learn about African music, transferring the classroom language to a real life context

(Rhythm and drums) linking the English language with other cross-curricular subjects

(Music)

Go over and think about the work accomplished. Self-evaluate own progress.

2.- CONTENTSBLOCK 2- Reading and writingPROCEDURES

Listen to Kioni's (Nairobi, Kenya) email about professions (CB p. 22)

Listen to the CD, repeat the words mentioned (professions), identify them and point

them out in the illustration of the CB, indicating their number (CB p. 22).

Listen to a dialogue and practise in pairs (CB p. 22).



Listen to and repeat the key words that will later appear in the story (The oldest

pupil). Listen to the story and explain it with the help of the story cards, (CB p. 23).



Listen and identify the speaker at all times (CB p. 26).

In pairs, ask and answer questions to practise the structures and vocabulary in the

unit (ask what they did over the weekend) following the model (CB p. 26).

Listen to an email about a video diary. Repeat what the times are. Answer the


Observe the sketch (a dialogue about what happened the weekend ). Listen, repeat

and act out the dialogues to practise oral comprehension (CB p. 29)

Listen to the CD with the questions to ask your teacher. Complete the phrases with

the information you get in answer (AB p. 33).

BLOCK 2- Written communication: Reading and writing PROCEDURES

Read Kioni's (Nairobi, Kenya) email about professions (CB p.22)

Look closely at the pictures and write the name of the job they represent (AB p.26).

Answer the questions, writing down the answers (AB p.26).

Write questions and answers related to the professions of your own relatives and of

one friend (AB p 26).

Match the objects with the name of the right profession (AB p. 27).

Order the words in the phrases and write them down. Listen and check (AB p.27)

Write one more stanza for the song adding three new professions (AB p.27).


pages. 24 and 25).

Do the writing and comprehension exercises of the story in the unit, relate dates with

events, complete the phrases with the right word between two options, correct the

phrases and rewrite them correctly. (AB p.28).

Match the places in the replay box with the letters in the corresponding image. Listen

and check (CB p. 26).

Read and listen to the phrases in which the characters say what they've done over

the weekend. Repeat the phrases. Infer and identify the name of the characters the

phrase refer to. (CB p.26).

Complete the speech bubbles with the right day of the week and the place the

pictures represent (AB p. 29).

Write the questions in the chart, following the model. Answer them using the verb

correctly I was/I wasn’t. Ask a fellow student questions and indicate the answers (AB

p.29).

Complete the phrases with the information of the previous exercise, about your own

weekend and that of a fellow student (AB p. 29).

Read and listen to an email about the video diary. Repeat the times that are

mentioned. Answer comprehension questions. (CB p. 27).

Indicate at what time the main character in the video did the activities referred to in

the phrases (CB p. 27)

Look closely at the picture of the clocks and put down in writing what time they show

(AB p. 30).

Read the phrases and indicate which of the three answers is correct (AB p. 30).

Complete the chart with personal information about what the student did the previous

Saturday (AB p. 30).

Listen/read the text about African music and the rhythm of the drums. Match each

text with the photo of the right drum (CB p. 28).

Read the information in the Do you know? section and contrast with the text (CB p.

28)

Match the picture of the drums with their description (AB p. 31).

Read and complete the phrases about music and drums. Listen and check (AB p.31)

Read and complete the text (AB p. 31).

Complete the dialogues expressing cool!/boring! Accordingly. Practise with a friend

(AB p. 32).

Complete the dialogue. Listen and check (AB p. 32).

Complete your own dialogue about the weekend (AB p. 32).

Read and listen to the text (Portfolio; A report). Answer the comprehension questions

(CB p. 29).

Complete the interview with the teacher and write a report about it (AB p. 33).


Basic

Vocabulary: lawyer, doctor, vet, office worker, builder, cleaner, housewife, reporter.

In a hospital, postman, waiter, policeman, pupil, actor, teacher, workers,

cowherd

Trousers, school uniform, short, go to school, surprised, free education.

Five past, ten past, twenty past, twenty five past, twenty five to, twenty to,

ten to , five to, o’clock, half past, quarter past, quarter to .

African, Calypso, Flamenco, Samba, rock and roll, blues, jazz, reggae, rap,

hip hop, West Africa, the Caribbean Islands, Peru, Brazil, North Africa

Cool!, Boring!

Grammar

Past simple: to be; she/he/they + was/were

Past simple: to be, all forms + questions


What’s your uncle’s job?, He’s a…

He/She was/wasn’t, They were/weren’t, I’m/I’m not a…

I was/wasn’t at + place, Where you at + place?, Yes, I was, No, I wasn’t.

I was… We were…, …was originally from…, it often accompanies…, on + date.

Language functions

Talk about what people did the weekend

Tell the time

Phonetics (rhythm, stress, intonation)

PROCEDURES

Learn and say the tongue twister to practise pronunciation of the /ə/ sound.

(CB p.22- Tongue twister).

Act out and dramatise the story and the song in the unit.

BLOCK 5- Social aspects of language CONCEPTS

Relate the English language with its own reality through people's jobs in different parts of

the world, thus contributing to the knowledge of customs, forms of social relations and

specific features of the countries that speak the target language.

Learn to tell the time in English.

Get to know information about African music in particular and types of music in general .



ii. CONTRIBUTION OF THE AREA OF FOREIGN LANGUAGE TO learning-to-learn competence;




Portfolio.










Value and consider the importance of each and every profession and the satisfaction of

the job well done.

Education in gender equality

The importance of observing and practising non-sexist behaviour and attitude in all

aspects of our life; personal relations, work, family, etc.


Make a story book, (AB, pages 89-90) (Photocopy Master Book, p.15).

Interview your teacher and write down the report (Portfolio activity: My report, AB p.

33)


vocabulary and structures to a real life context, thus helping with the development of


Music

Learn about African music (The rhythm of drums)).


Quick fire pairs?, etc. (Bank of Ideas, p. 178).

Photocopy Master 11 (TG p. 85), 13 (TG p. 89) and 14 (TG p. 91)

Interview a famous person (TG p. 93)




Play Favourite three (Bank of Ideas, p. 178).

Play at practising the phrase : When I’m an adult, I want to be a… (TG p. 80)

A video diary (TG p. 87)

Work on the unit topic with the cross-curricular poster (TG, p. 89, Bank of Ideas,174

Text display (Portfolio activity: My report, AB p. 33)

Reading aloud with good pronunciation (TG, p. 95)




End of Term Examination , Assessment booklet, pages. 28, 29 and 30


Formative Assessment Creation of the Portfolio to evaluate the continuous progress of the student (AB pages.

33)

Complete the Picture Dictionary; AB, p. 76



Photocopy material in the Assessment booklet to do at the end of each unit about oral

comprehension and expression (p.34) and written comprehension and expression (p.35)

Photocopiable in Self-Assessment (Assessment booklet, p. 36).

Assessment criteria Listens, identifies and numbers the professions (Test Unit 3- Listening, vocabulary

and grammar, Assessment booklet, p. 17).

Writes the times shown on the clocks (Test Unit 3- Listening, vocabulary and


Completes the phrases with the structure drilled in the unit (was, were, wasn’t) (Test

Unit 3- Listening, vocabulary and grammar, Assessment booklet, p. 17).

Reads and understands the text, indicating if the phrases about it are true or false


Completes the phrases using correctly a structure drilled in the unit (was/wasn’t )

(Test Unit 3- Reading and writing, Assessment booklet, p. 18)


and 90).

UNIT 4: PAST TIMES


Identify and practise descriptive adjectives and extracurricular activities

Drill was + adjective.

Learn and practise grammatical aspects such as: Past simple regular.

Learn classroom and everyday language: (Good idea!, Let’s … instead!).

Hold simple communicative exchanges (dialogues) to practise the structures,

expressions and vocabulary in the unit .

Listen, sing and personalise the song (Robin Hood) inventing new stanzas.

Listen and understand the story in the unit; a legend (A legend: Robin Hood and the

archery contest) practising the key structures in it: He/She/They lived in…)

Learn and practise the second structure in the unit: I played the guitar yesterday.

Did you play the guitar yesterday?, Yes, I did, No, I didn’t.

Read and act out the story. Practise pronunciation and intonation of the phrases. .

Read and understand an email: a survey about the students' activities after

school(Survey results)


way, the vocabulary and structures in the unit.

Write a book review

Learn and say a tongue twister to practise intonation of questions and the

pronunciation of the /i/ and /e/ sounds.

Learn about the history of sports, transferring the classroom language to a real life

context (History of sports quiz) and linking the English language with other cross-

curricular subjects (History).


2.- CONTENTSBLOCK 1- Listening, talking, conversing PROCEDURES

Listen to Dam's (Nottingham, Great Britain) email about his book and favourite legend

character: Robin Hood (CB p. 30)

Listen to the CD, repeat the words mentioned (adjectives to describe people), identify

them and point them out in the picture of the CB, indicating their number (CB p. 30).

Listen to the dialogue and practise it in pairs (CB p.30).

Listen, sing and personalise a song, inventing new stanzas with the replay vocabulary

(CB p. 31).

Listen and repeat the key words that will later appear in the story (Robin Hood and

the archery contest). Listen to the story and explain it with the help of the story cards,

(CB p. 31).



Listen to and answer the questions in name of the characters in the CB. Identify the

speaker at all times (CB p. 34).

Ask and answer questions to practise the structures and vocabulary in the unit,

following the model proposed ; did you… after school yesterday? (CB p. 34).

Listen and read an email about a survey on the activities of the students after class

(Survey results) (CB p. 35).

Observe the sketch (talk about what you will do on Sunday ). Listen, repeat and act

out the dialogues to practise oral comprehension (CB p. 37)

Listen to the CD in which the character talks about his favourite film last year

Superman Returns. Figure out the correct options in the review. Complete the film

review. (AB p. 43).


Read Dan's (Nottingham, Great Britain) email about his book and favourite legend

character: Robin Hood (CB p. 30)

Look closely at the illustration of the Robin Hood characters and describe them with

the help of the adjectives in the box (AB p. 36).

Order the words in the phrases and write them correctly (AB p. 36).

Complete the chart with the descriptions of several characters in Robin Hood and

figure out what character each one is (AB p 36).

Fill in the missing letters in the adjectives. Write these adjectives in alphabetical order

(AB p. 37).

Complete the phrases about Robin Hood. Listen and check (AB p. 37)

Write one more stanza for the song, choosing one of the two verbs proposed in each

phrase (AB p. 37).


pages. 32 and 33).

Do the writing and comprehension exercises of the story in the unit; put the phrases

in logical order, fill in the phrases with the verbs in the box, rearrange the words in the

phrases and match with their corresponding picture (AB p.38).

Match the activities in the replay box with the letters in the corresponding image.


Read and listen to the phrases in which the characters express what they did

yesterday after school. Repeat the phrases. (CB p. 34).

Fill in the bubbles with the activities the characters in the picture did yesterday after

school. Use the expressions in the box. (AB p. 39).

Fill in the chart writing questions about what the student did the day before. Answer

the questions. Ask a friend and write down the answers. (AB p. 39).

Answer Dan's email on page 35 of the CB personalizing the text (AB p. 39).

Read and listen to an email: a survey about the students' activities after class

(Survey results). Answer the comprehension questions (CB p. 35).

Find the verbs in the letter soup and use them to complete the phrases (AB p. 40).

Read a list of activities and order them according to preferences. Complete the

phrases expressing tastes (AB p. 40).

Read and interpret the pie chart of a survey and complete the report with the results

(AB p. 40).

Read the text: a test about the history of sports and answer the questions choosing

between three options. Listen and check the answers (CB p. 36).

Read and complete the phrases about the history of sports with the right verbs.

Check the answers in the CB p. 36 (AB p. 41).

Classify the sports and sportsmen in the chart, using the words from the box (AB p.

41)

Read a short description about the character's favourite sport. Write a similar one

expressing your own taste (AB p. 41).

Fill in the dialogues expressing good idea!/Let’s… instead and practise with a friend

(AB p. 42).

Match the two parts of the phrases. Listen and check (AB p. 42).

Complete your own dialogue based on the one in the CB p. 37 (AB p. 42).

Read and listen to the text (Portfolio; A book review). Answer the comprehension

questions (CB p. 37)

Complete a review about a film (AB p. 43).

BLOCK 3- Reflection and knowledge of language through use

CONCEPTS

Basic

Vocabulary: clever, silly, cruel, kind, fat, thin, poor, rich,

Playing team sports, acting in plays, playing in an orchestra, going on

school trips, doing archery, using a video camera, survey, go running.

Football player, archer, tennis player, kitesurfer, racing driver, cyclist,

snowboarder, shoot, arrow, drive cars, cycle, snowboard, archery, cycling,

car racing, running, bat, bow and arrow, snowboard.

Let’s…, Good idea!, Britain, instead.

Grammar

Past simple regular: she/he/it/they + verb + edPast simple regular: all forms + questions


What was this character like?, I’m thinking of a character,

He/she/they + Past simple of regular verbs

Did you…?, Yes I did/No I didn’t, I … yesterday.

Language functions

Describing people

Talking about what students did yesterday after school

Expressing tastes and preferences related with leisure activities


PROCEDURES

Learn and say a tongue twister to practise the pronunciation of the /i y /e/ sounds.

(CB p. 30 Tongue twister).




physical features of people from different parts of the world, thus contributing to the

knowledge of customs, social relations and specific features of the countries that speak

the target language.

Learn to do and interpret the results of a survey, talking of percentages, statistics, etc.

Talk about a famous book for the young , Harry Potter by JK Rowling.

Learn information about the history of sports.







Portfolio.









To consider values such as justice, solidarity or compassion that appear in the legend of

Robin Hood.

Education for gender equality

Value statistically the differences between girls' and boys' hobbies. See the importance of

having equal options and possibilities.



Describe your favourite film from last year (Portafolio activity: My favourite film last

year, AB p. 43)



knowledge of the world outside the English class


History

Learn about the history of sports (History of sports quiz).


Hold up pictures, etc. (Bank of Ideas, p. 176).

Photocopy Master 16 (TG p. 105), 18 (TG p. 109) y 19 (TG p. 111)

An interview (TG p. 113)


Classify the adjectives (TG p. 98)

Play I’m thinking of a word (Bank of Ideas, p.176).

Play Past simple bingo (TG p. 103)

Class survey (TG p. 107)


Practise the question ; Where were you … at….?(TG, p. 111).

Work on the topic in the unit with the cross-curricular poster (TG, p. 109, Bank of

Ideas, page174).

Text display (Portfolio activity: My favourite film last year, AB p. 43)



Spelling and pronunciation (p.20), Reading and writing (p.21).





Fill in the Picture Dictionary; AB, p. 78 (TG p. 179)



Photocopy material in the Assessment booklet on oral comprehension and expression

(p.34) and written comprehension and expression (p.35), to be done after each unit

(Assessment booklet, p. 36).

Assessment criteria Listens, identifies and numbers the characters according to their description (Test

Unit 4- Listening, vocabulary and grammar, Assessment booklet, p. 19).

Writes the vocabulary words (adjectives) (Test Unit 4- Listening, vocabulary and


Fills in the phrases with the structure drilled in the unit (Past simple) (Test Unit 4-

Listening, vocabulary and grammar, Assessment booklet, p. 19).

Reads and understand two texts, indicating whether the phrases about them are true

or false (Test Unit 4- Reading and writing, Assessment booklet, p. 20).

Looks closely at the chart and fills in the phrases using the right verb, worked on in

the unit (watched, talked, listened, used, walked, played )(Test Unit 4- Reading and

writing, Assessment booklet, p. 20)

Participates in oral interactions through a cutout activity (Story Book, AB pages. 91

and 92).

UNIT 5: LIFE AT HOME


Identify and practise Past simple of some irregular verbs, as well as the vocabulary of

housework.

Learn and practise grammatical aspects such as: : Past simple irregular.

Learn classroom and everyday language ; (Say it!; I’ve got a(n) …ache).



Listen, sing and personalise the song (The birthday song) inventing new stanzas.

Listen and understand the story in the unit; a folk tale (A folk tale: Nasreddin and the

pot.) practising the key structures in it : She went/had/said…. He/ didn’t go/have/give

say…).

Learn and practise the second structure in the unit : What time did you get

up/have…/go…? I got up/had/went…


Read and understand an email about how children help with the housework at home

(At home in different countries).


way the vocabulary and structures in the unit.

Write a page in the diary about a special day (write a diary)

Learn and say a tongue twister to practise question intonation and pronunciation of

the /f/ and /δ/ sounds.

Learn about the water we use every day, transferring the classroom language to a

real life context (water and our homes) and linking the English language with other

cross-curricular subjects (Science).



Listen to Fadia's (Morocco) email about her cousin's party and what they did (CB

p.38)

Listen to the CD, repeat the phrases mentioned (activities in a party ), identify them

and point them out in the illustration of the CB, indicating their number (CB p. 38).

Listen to the dialogue and practise in pairs (CB p. 38).



Listen and repeat the key words that will later appear in the story (Nasreddin and the

pot.). Listen to the story and explain it with the help of the story cards, (CB p. 39).



Listen and identify which character is speaking at all times and answer their


Ask and answer questions similar to the ones in the previous exercise, to practise the

structures and vocabulary in the unit, following the proposed model (CB p. 42).

Listen to the household chores and repeat them. Listen to an email of how children

help with the housework in different parts of the world Answer the comprehension


Observe the sketch (a child isn't feeling well). Listen, repeat and act out the

dialogues in it to practise oral comprehension (CB p. 45)

Listen to the CD in which they talk about grandparents visiting a character's home.

Read the questions and choose the right word in the answers. (AB p. 53).


Read Fadia's (Morocco) email about her cousin's party and what they did (CB p.38)

Fill in the phrases with the verbs in the past from the box (AB p. 46).

Fill in the phrases with the right verb (AB p 46).

Complete a short text writing about a party the student attended (AB p. 46).

Order the letters in the words (months of the year) and write them chronologically

(AB p. 47).

Read the phrases and choose the right word between two options (AB p.47)

Write one more stanza in the song using the words in the box (AB p. 47).


pages. 40 and 41).

Do the writing and comprehension exercises of the story in the unit and choose the

right word in the phrases; read and fill in the phrases with the proposed verbs in the

past tense (AB p. 48).

Match the actions in the (replay) box with the letters corresponding to the image (a

poster for a competitions). Listen and check (CB p. 42).

Read and listen to the phrases in which the characters describe their actions and at

what time they did them Repeat the phrases (CB p. 42).

Read the phrases. Figure out and identify the names of the characters they refer to.

(CB p.42).

Fill in the bubbles indicating the actions of the characters and the time at which they

did them. Use the pictures as a guide(AB p. 49).

Complete the questions in a chart and answer them with personal information. Ask a

fellow student the questions and put down the answers (AB p. 49).

Write two texts expressing what the student and a friend did yesterday (AB p. 49).

Read and listen to an email about how children help with the housework in different

parts of the world. Answer the comprehension questions (CB p. 43).

Match the infinitives with their tense in the past. Complete the text about household

chores done yesterday by a character (AB p. 50)

Write phrases expressing the chores done and those not done from the previous

exercise (AB p. 50)

Complete the test (quiz: How helpful are you?) about the chores the student did

yesterday. Look at the results (AB p. 50).

Listen/read a text about the water we use daily in our homes. Follow the steps of the

water cycle in the pictures. Answer a comprehension question. (CB p. 44).

Read the information in the Do you know? Section and contrast with the text (CB p.

44).

Order the stages of the water cycle and write them in the indicated chart. Use the

connectors proposed in the box (AB p. 51).

Fill in the chart calculating the amount of water the student's family uses daily (AB p.

51).

Fill in the dialogues expressing I have got a(n)… Practise with a friend (AB p. 52).

Find eleven differences between the dialogue and the original and write them down.

Use the expressions in the box. Listen and check (AB p. 52).

Write a similar dialogue, personalising it (AB p. 52).

Read and listen to the text: a diary (Portfolio; Rob’s diary). Answer the

comprehension questions (CB p. 453)

Write a diary entry about the grandparents' visit to a character's home (AB p. 53).


Basic

Vocabulary: make my bed, tidy my room, do the washing up, empty the rubbish bin, lay

the table, look after my brothers and sisters, housework.

Went, said, gave, had, got, made, tidied, did,

First, then, next, finally.

I’ve got a(n) stomach ache, headache, earache, backache, toothache.

Collected, cleaned, pumped, turned, used, started, reservoir, water

treatment plant, safe, underground, tap, drain, sewage, sewer, cycle, use it

for… ing.

Grammar

Past simple irregular: affirmative and negative

Past simple irregular: all forms + questions


We went (to a birthday party), He/She went/gave/said…. He/She didn’t

go/give/have/say…

What time did you get up/have…/go…?

What’s the matter?, I’ve got a(n) (stomach ache), Well, I’m not surprised

Language functions

Talking about what people did yesterday and at what time.

Talking about parties and birthdays.

Phonetics (rhythm, stress and intonation

PROCEDURES

Learn and say a tongue twister to practise pronunciation of the /f/ and /δ/.sounds.

(CB p. 38- Tongue twister).



Relate the English language with its own reality through celebrations and parties of

people from different parts of the world, contributing in this manner to the knowledge of

customs, forms of social relations and specific features of the countries where the target

language is spoken.

Learn information about the water we use in our homes, its cycle and consumption.




Students reflect about and build personal initiative by giving their opinion on different

matters and learning to manage their resources with different learning techniques: doing

the exercises in the Study Skill Book, using the Picture Dictionary or making the

Portfolio.









Leisure education

Value the importance of parties and celebrations in our participation in social life


The importance of helping others, being generous and compassionate.

Education for gender equality

The responsibility we all have to help with the housework, regardless of our gender or

age. Value the subject of gender roles.


Internalise the importance of water and take measures towards a rational and sustainable

consumption.


Make a story book, (AB, pages 93 y 94) (Photocopy Master Book, p.25).

Write the page in a diary (Portfolio activity: My great day, AB p. 53)


vocabulary and structures to a real life context and helping with the development of


Science

Learning about the water we use daily in our homes (water and our homes).


Find your word partner, etc. (Bank of Ideas, p. 178).

A quiz (TG p. 120))

Write true phrases about the story in the unit (TG p. 122)

Photocopy Master 21 (TG p. 125), 23 (TG p. 129) 24 (TG p. 131))

An interview (TG p. 133)


Remember Fadia’s photo diary (game with the mini cards, TG p. 118)

Design a Class poster (Celebrity Party Poster) (TG, p. 120)


Class survey (design a poster with household chores , TG p. 127)

Work on the unit topic with the cross-curricular poster (TG, p.129, Bank of Ideas,175

Text display (Portfolio activity: My great day, AB p. 53)

A visit to the dentist’s or doctor’s (TG p. 131)





End of Term Examination, Assessment booklet, pages. 31,32 and 33


Formative Assessment Creation of a Portfolio to evaluate continuous progress of the student (My great day, AB

p. 53)

Fill in the Picture Dictionary; AB, p. 78 (TG p. 179).



Photocopy material in the Assessment booklet on oral comprehension and expression

(p. 34), and written comprehension and expression (p. 35), to be done after each unit.

Photocopiable in the Self-Assessment (Assessment booklet, p. 36).

Assessment criteria Identifies and numbers the objects according to their description (Test Unit 5-


Writes down the activities of a woman as she appears in the pictures. (Test Unit 5-

Listening, vocabulary and grammar, Assessment booklet, p. 21.

Fills in the phrases with the verbs drilled in the unit (didn’t go, gave, went, said, had)

(Test Unit 5- Listening, vocabulary and grammar, Assessment booklet, p. 21)

Reads and understands the text about two friends. Indicates in the chart whether the

activities marked are true or false according to the text (Test Unit 5- Reading and

writing, Assessment booklet, p. 22).

Completes the phrases indicating the activities a character did at given times using

(had lunch, went to school, got up, had breakfast, went home) (Test Unit 5-

Reading and writing, Assessment booklet, p. 22)


94).

UNIT 6: OUR PLANET


Identify and practise vocabulary related to the beach and the activities we can carry

out there, as well as the seasons and the weather

Learn and practise the expression of future intentions (going to).

Learn classroom and everyday language ; (Say it!:sounds alright!, no way!)

Engage in simple communicative exchanges (dialogues) to practise the structures,

expressions and vocabulary in the unit .

Listen, sing and personalise the song (Summer holiday) inventing new stanzas .

Listen and understand the story in the unit; an adventure story (Adventure Island)

practising the key structures in it: I’m going to, I’m not going to).

Learn and practise the second structure in the unit: Where are you going to go?,

What are you going to do?.

Read and act out the story. Practise pronunciation and intonation of the phrases. .

Read and understand an email about the seasons and the weather in Great Britain

(Come to Britain: a reason for each season).



Write a postcard about your holidays (write: My postcard).

Learn and say the tongue twister, to practise question intonation and pronunciation of

the /S/ /s/ and /z/ sounds.

Learn about global warming and climatic change, transferring the classroom

language to a real life context (Global warming: The Arctic) and linking the English

language with other cross-curricular subjects (Science).

Go over and reflect about the work accomplished. Self-evaluate own progress.

2.- CONTENTSBLOCK 1- Listen, talking and conversing PROCEDURES

Listen to Mario's (Peru) email about his activities on the beach (CB p. 46).

Listen to the CD, repeat the phrases mentioned (beach activities), identify them and

point them out in the CB illustration, indicating their number (CB p. 46).

Listen to the dialogue and practise in pairs (CB p. 46).



Listen to and repeat the key words that will later appear in the story (Adventure

Island.). Listen to the story and explain it with the help of the story cards, (CB p. 47).

Listen and read the story in the unit. Answer the comprehension questions


Listen and identify the characters that speak at all times, describing their holidays.

Read the phrases and match them to the character (CB p. 50).

Listen and answer the characters' questions. Ask and answer similar questions to

those of the previous exercise in order to practise the structures and vocabulary in

the unit, following the model proposed (CB p. 50).

Listen and repeat the phrases describing the weather. Listen to an email about the

seasons and the weather in Great Britain. Answer comprehension questions (CB

p.51)

Listen to and read the text about global warming of the planet. Match each paragraph

with its corresponding picture. Answer the comprehension question. (CB p. 52).

Look at the sketch (children talking on the phone ). Listen, repeat and act out the

dialogues to practise oral comprehension (CB p. 53)

Listen to the CD in which the contents of a postcard are read. Choose the right word

heard from the phrases. Fill in a postcard. (AB p. 63).


Read Mario's (Peru) email about the activities that can be done on the beach (CB p.

46).

Fill in a crossword with the help of the pictures. Discover the secret word. Complete

Mario's phrases about the beach (AB p. 56).

Complete the phrases about the activities the two characters do on the beach. Use

the pictures and the model proposed as guidance (AB p 56).

Fill in the chart asking the students if they do any of the activities that appear. Write

their names., Write phrases with this information (AB p.56)

Complete a chart about the seasons of the year and the best activities (from the box)

for this season (AB p. 57).

Find nine mistakes in the words of the song and write the correct word. Listen and

check (AB p. 57).

Write one more stanza of the song with the right season (AB p. 57).


pages. 48 and 49).

Do the writing and comprehension exercises of the story in the unit; read and choose

the right words in the phrases, put the words of the phrases in order and write them

out, write phrases expressing personal intentions for the future with the help of the

phrases proposed (AB p. 58).

Match the holiday activities in the (replay) box with the corresponding letters in the

image (a notice board with holiday photos). Listen and check (CB p. 50).

Read the phrases in which the characters describe the activities they do in their

holidays. Infer and identify the name of the characters (CB p. 50).

Complete the information about the holidays of one of the characters with the help of

the pictures (AB p. 59).

Read the chart with the different activities the characters will carry out during their

holidays. Write phrases describing the holidays (AB p. 59).

Answer the questions about the student's next holidays (AB p. 59).

Read an email about the seasons and weather in Great Britain. Answer the


Order the words in the phrases and write them out correctly (AB p. 60)

Fill in the chart with the seasons in Great Britain using the words form the box. (AB p.

60)

Write a short text about the weather in different seasons in the country where the

student lives (AB p. 60)

Read. Listen to the text about global warming of the planet. Match each paragraph

with its corresponding picture. Answer the comprehension question (CB p. 52).

Read the information in the Do you know? section and contrast with the text (CB p.

52).

Read the phrases and choose the right word between two options. Write the phrases

correctly (AB p. 61)

Look at the pictures and indicate with a symbol whether the action it represents is

good or not to save energy (AB p. 61).

Follow the model to write phrases indicating the actions that the characters carry out

to save energy (AB p. 61).

Complete the dialogues expressing : sounds alright!, no way!. Practise with a friend

(AB p.62).

Order the dialogue. Listen and check (AB p. 62).

Write a similar dialogue, but personalise it (AB p. 62).

Read and listen to the text; a postcard (Portfolio; A postcard). Answer the


Fill in the postcard about a character's holidays (AB p. 63).


Basic

Vocabulary: take a picnic, go fishing, find shells, hide in caves, look for treasure, jump

in the sea, go on boats, take photos, sea shells,

vet, oil, oil drum, island, contaminate, move, police, reporter, dump.

Hot, sunny, cloudy, cold, warm, snows, windy

Penguin, seal, polar bear, fish, global warming, Arctic, Antarctica, North

Pole, South Pole, swim, hide, planet, ice, conserve energy, use energy.

Sounds alright!, No way!

Grammar

Going to (future): I + affirmative/negative

Going to (future): all forms + questions


I’m (not) going to…, He’s/She’s going to… He/She isn’t going to…

Where are you going to go?

What are you going to do?

It’s hot, it rains.

Do you…?

Language functions

Talking about what people are going to do

Expressing future intention .


PROCEDURES

Learn and say the tongue twister to practise pronunciation of the /S/ /s/ and /z/

sounds (CB p. 46- Tongue twister).

Act out and dramatise the story and song in the unit


Relate the English language with its own reality through the knowledge of different places

in our planet, contributing thus to the knowledge of customs, forms of social relations and

specific features of the countries where the target language is spoken.

Get to know information about the weather in Great Britain in different seasons and

different areas of the country.

Learn about climatic change and the warming of the planet; how it affects human beings

and the animal species and what we can do in order not to make matters worse.




Students reflect about and build personal initiative by giving their opinion on different

matters and learning to manage their resources with different learning techniques; doing

the exercises in the Study Skill Book, using the Picture Dictionary or making a Portfolio.









The importance of caring for and protecting our planet, avoiding contamination and

processes like global warming resulting mainly from human action.




Write a holiday postcard (Portfolio; My postcard). (AB p. 63).


vocabulary and structures to a real life context, helping in the development of knowledge

of the world outside the English class.

Science

Learn about global warming of the planet (Science: Global warming).


Threes, etc. (Bank of Ideas, p. 179).

Photocopy Master 26 (TG p. 145), 28 (TG p. 149) y 29 (TG p. 151).

Photocopy Master 36 (Guess what?) (TG p. 147)

A weather map: a drawing dictation. (TG p. 153)

Additional extension activities Fast Finishers, (AB p. 72)

Guess which one is false (TG p. 143).


Make a class poster (Tourist poster) (TG, p. 147)

Work on the subject of the unit with the poster (TG, p. 149, Bank of Ideas,175).

Act out telephone conversations in English (TG p. 151).

Text display (Portfolio activity: My postcard, AB p. 63)





End of Term Examination , Assessment booklet, pages. 31, 32 and 33.



Fill in the Picture Dictionary; AB, p. 79 (TG p. 179)



Photocopiers in the Assessment booklet to do after each unit – about oral comprehension

and expression (p. 34), written comprehension and expression (p. 35).

Photocopiable in the Self-Assessment (Assessment booklet, p. 36).

Assessment criteria Identifies and numbers the beach activities according to the description (Test Unit 6-


Writes the times that appear in the pictures (Test Unit 6- Listening, vocabulary and


Completes the phrases expressing future intention with the structure worked on in the

unit (I’m going to/I’m not going to) (Test Unit 6- Listening, vocabulary and grammar, Assessment booklet, p. 23).

Reads and understands the text. Figures out the correct expression between the two

options in the phrases (Test Unit 6- Reading and writing, Assessment booklet, p.

24).

Completes the phrases using correctly the structure drilled in the unit (I’m going to/I’m

not going to) (Test Unit 6- Reading and writing, Assessment booklet, p. 24).


and 96).

CULTURE – BONFIRE NIGHT


Learn about the Bonfire Night celebration in English speaking countries .

Identify and practise the key language of this festivity in a real life context.


Learn the song (Reach).

Draw a Guy.

2.- CONTENTSBLOCKS 1 y 2 - Listening, talking and conversing and Reading and writing

PROCEDURES

Listen to and read the text about the Bonfire Night festivity. Answer the


Listen and match the parts indicated in the song with their corresponding picture

(CB p. 55)

Listen and sing the previous song (CB p. 55).

Match the steps in a recipe with the right picture (CB p. 55).


Vocabulary

Guy, bonfire, fireworks, rocket, hot dogs, toffee apples, sparklers.

Dreams, recipe, sugar, oil, butter, vinegar, put, heat, stir, boil, push, dip.

Reach for the stars, climb every mountain, rainbow, shining over you.

Grammar

The Present simple

Imperatives

Structures

We put on our (coats)

Put a little oil…, Mix the sugar…



Get to know facts about Bonfire Night (5th November) the night in which Guy Fawkes)

tried to burn down the Houses of Parliament and murder the king.


language to KEY COMPETENCES


CULTURE – CHRISTMAS


Learn about Christmas in English-speaking countries.



Learn the Christmas carol : We wish you a merry Christmas.

Make a Christmas cracker.

2.- CONTENTSBLOCKS 1 y 2 - Listen, talking and conversing and reading and writing PROCEDURES

Listen to and read the diary of British children about Christmas. Answer the


Listen to and match the indicated parts of the song with their corresponding image

(CB p. 57).

Listen to and sing the previous song (CB p. 57).

Make a Christmas cracker (CB p. 57, y TG p. 159).


Vocabulary

Advent calendar, Christmas Eve, roast potatoes, mince pies, Christmas cake, crackers,

sprouts,

Father Christmas, baby Jesus, carol singing, sleigh, angel, bells, snowman, pudding,

snowflake,

Turkey, candle, carrots.

Send cards, buy presents, decorate a tree, put up Christmas decorations, hang up

stockings,

give/open presents, have turkey, pull the crackers, sing carols.

Structures

We send a Christmas card, Write a Christmas message…

BLOCK 4- Socio-cultural features and intercultural awareness

Understand the cultural differences between English-speaking countries regarding the


Get to know facts about the celebration of Christmas in Great Britain (25th December).




Play at writing words related with Christmas (TG, p. 159).

CULTURE – VALENTINE’S DAY


Learn about St.Valentine's celebration .



Learn a song: Sugar.

Invent a poem for St. Valentine's.

2.- CONTENTSBLOCKS 1 and 2 – Listening, talking and conversing and Reading and writing PROCEDURES

Listen to and read the text about St. Valentine's. Answer the comprehension


Listen and match the indicated parts of the song with their corresponding image (CB

p. 59).

Listen to and sing the previous song (CB p. 59).

Fill in the poem with words from the previous song. Listen and check. Learn and

recite the poem (CB p. 59).

BLOCK 3- Reflection and knowledge of language through use

CONCEPTS

Vocabulary

Played, loved, celebrate, write, make, give, love, poems, cards, roses, sugar, honey,

candy

(sweets), festival of love, martyr.

Brave, great, trendy, clever, funny, strong.

Grammar

Rhyming adjectives


celebration of certain festivities

Get to know facts about the celebration of Valentine’s Day, 14th February.



4.- TREATMENT OF DIVERSITYAdditional activities (Reinforcement and extension) Activities in the AB p. 82

CULTURE – EASTER


Learn about Holy Week (Easter) in Great Britain.

Identify and practise the key language about this festivity in a real life context .


Learn the song : Celebration.

Play the game: The Easter celebration game.

2.- CONTENTSBLOCKS 1 and 2 – Listening, talking and conversing and reading and writing PROCEDURES

Listen to and read the text in which a girl talks of her holidays in Semana Santa

(Easter holidays). Answer the comprehension questions (CB p. 60).

Listen and match the indicated parts of the song with their corresponding image (CB

p. 61).

Listen to and sing the previous song (Celebration, CB p. 61).


Vocabulary

Good Friday, Easter Sunday, hot cross buns, bonnets, parade, Assembly, lesson,

classes..

Structures

I go to the shop and buy Easter eggs, Mum hides eggs…

BLOCK 4- Socio-cultural features and intercultural awarenessUnderstand the cultural differences between English speaking countries regarding the


Get to know facts about Holy Week in England and how Easter is celebrated.




Organize a competition rolling eggs in the yard (TG p. 163).

CULTURE – ANIMAL AND PETS


Learn about British children's animals and pets

Identify and practise the key language in a real life context .


Learn a song : Going to the zoo.

2.- CONTENTSBLOCKS 1 and 2 – Listening, talking and conversing and Reading and writing

PROCEDURES

Listen to and read the texts about places where you can find animals. Answer the


Listen to and sing the song. Answer the comprehension questions (CB p.63).


Vocabulary:

make a noise, feed, take home, clean, walk the dog, cat, dog, budgie, goat, goldfish,

farm.

Hamster, horses, ponies, pigs, sheep, donkey, penguins, fish, elephants, lions, monkeys,

zoo, park, wildlife park, pet.

Structures

We take turns…, I feed the animals…



Get to know facts about pets and animals in Great Britain and the places where they can

be found (Animals and pets).



4.- TREATMENT OF DIVERSITYAdditional activities (Reinforcement and extension )Activities in the AB p. 84

Play at guessing an animal, asking and answering questions (TG p. 165).

CLASSROOM PROGRAMME -SURPRISE! 5: YEAR 2010/2011*

UNIT APPROX. Nº SESSIONS

APPROX. TIMING (45 MIN PER SESSION)

NOTES AND OBSERVATIONS

0 Starter Unit 4 3 hour 20 mins1 Family and friends 9 7 hours 30 minsHalloween 1 50 mins2 Healthy eating 9 7 hours 30 minsChristmas 1 50 mins3 My city 9 7 hours 30 minsPeace Day 1 50 mins4 Sports and hobbies 9 7 hours 30 minsMy school day 1 50 mins5 My country 9 7 hours 30 minsLondon 1 50 mins6 Animals 9 7 hours 30 mins

Total 63 52 horas 30 mins

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

12

STARTER UNITObjectives Activities Skills Interaction MaterialSession 1

Welcome the children to the class. Introduce yourself .

TB p. 28. Introducing the book. L/S T/Ss CBABCD 1Starter posterFlashcards of the e-palsA3 sheet of card with the name of the class written in the middle, coloured strips of paper (one per student) glue or Sellotape Picture Dictionary (AB p 73)Old magazines A ball

Define the e-pal concept and introduce the characters of the Surprise e-pal Club. Listen to the presentation dialogues of the new characters and identify them.

TB p. 28/CB p. 2 y 3. Listen, read and find Hannah, Rob, Kelly and Nico.

L/S/R T /Ss

Personalise. Practise oral expression. Ask and answer previous questions.

TB p. 28/CB p. 3. Listen and answer L/S T/Ss

Practise oral comprehension and expression. Practise the key vocabulary in the lesson. Listen and repeat ordinal numbers. .

TB p. 28/CB p. 3. Listen, point and repeat.

L/S T/Ss

Get to know the characters in the book. Read the texts and colour the pictures .

TB p. 29/AB p. 2. Read, match and colour.

R T/Ss/IW

Practise written expression. Make a drawing and write a paragraph with your own information

TB p. 29/AB p. 2. Draw and write about yourself

W T/Ss/IW

Consolidate vocabulary in the lesson. Match numbers with figures and ordinal form.

TB p. 29/AB p. 2. Read and match. R T/Ss/IW

Additional activities Reinforcement and extension Revise and practise vocabulary, language and structures acquired in the lesson .

Additional activities Reinforcement activities Picture dictionary, AB p 74 Name plates (TB, p. 29).Additional extension activitiesFast Finishers (AB p. 66).Play Throw and tell (TB, Bank of Ideas )

L/S/R/W T /Ss/IW

12

STARTER UNITObjectives Activities Skill Interaction MaterialSession 2

Go over the key vocabulary in the unit TB p. 30. Review vocabulary. L/S T/Ss CBABCD 1Starter poster10 sheets of paper, each with one of the questions in the application form of the Surprise e-pal Club.A student-card sized photo of each student Old magazines.

Revise vocabulary from previous levels. Read and identify vocabulary .

TB p. 30/CB p. 3. Read and find. S/R T /Ss

Practise the personal questions and answers with a song. Listen to and sing the song.

TB p. 30/CB p. 3. Listen and sing. L/S T/Ss

Go over the vocabulary of previous levels. Listen and identify the right words.

TB p. 31/AB p. 3. Listen and circle. L T /Ss/IW

Practise written expression. Fill in the charts with own information and that of a fellow student.

TB p. 31/AB p. 3. Complete about you and a friend.

S/W T/IW/S-S

Additional activities Reinforcement and extension Revise and practise vocabulary, language and structures learnt in the lesson .

Additional activities Reinforcement activitiesThe Surprise! Revision game (TB p. 31Additional extension activitiesFast Finishers (AB p. 66).Make a personal collage with magazine cuttings (All about me collageTB, p. 31).

L/S/R/W T /Ss/IW

12


Go over the language of previous levels .

TB p. 32. Language review. L/S T/Ss CBABCD 1Starter posterFlashcards: e-pals

Introduce the e-pals in the Surprise e-pal Club. Read and listen to an email.

TB p. 32/CB pages. 4 y 5. Read and listen to the email.

R/L T /Ss/IW

Listen to and sing the introduction song . TB p. 32/CB pages 4 y 5. Listen and sing.

L/S T/Ss

Listen and practise the key vocabulary in the lesson: countries. Match the characters with their countries.

TB p. 33/CB pages. 3 y 4. Listen and repeat. Look at the e-pals and guess the country

L/R T /Ss/IW

Get to know the characters in the book . TB p. 33/AB p. 4. Look, read and match. R T/Ss/IW

Writing practise. Use the code to discover the countries.

TB p. 33/AB p. 4. Use the code to write the countries.

W T/Ss/IW

Additional activities Reinforcement and extension Revise and practise vocabulary, language and structures learnt in the lesson.

Additional activities Reinforcement activities Fast finishers (AB p. 66)Make a collage about a country with magazine cuttings (Web page collages TB, p. 33).

L/S/R/W T /Ss/IW

12

STARTER UNITObjectives Activities Skill Interaction MaterialSesión 4

Go over the concept of Surprise e-pal Club and the e-pals' countries.

TB p. 34. Review. L/S T/Ss CBABCD 1Flashcards: e-pals.Picture Dictionary (AB p 73).

Present the course topics and revision vocabulary. Match the phrases with their topics.

TB p. 34/CB pages 4 y 5. Match these words to the e-pals’ topics.

R T /Ss/IW

Present and practise key vocabulary in the lessons; computer related language.Match the phrases with the pictures, showing comprehension.

TB p. 35/CB p. 4. Read and match. R/S T/Ss/IW

Practise written expression. Write words in the categories.

TB p. 35/AB p. 5. Choose three categories and write four words in each.

W T /Ss/IW

Practise written expression. Order and write the computer instructions

TB p. 35/AB p. 5. Write in order. W T/Ss/IW

Additional activities Reinforcement and extension Revise and practise vocabulary, language and structures learnt in the lesson.

Additional activities Reinforcement activities Picture dictionary, AB p 74 TPR Internet (TB, p. 35)Additional extension activitiesFast Finishers, (AB p. 66).Time capsule (TB p. 35).

L/S/R/W T /Ss/IW

12

UNIT 1. FAMILY AND FRIENDSObjectives Activities Skill Interaction MaterialSession 1

Introduce the new Surprise! e-pal. TB p. 36 New Surprise! e-pal L/S T/Ss CBABCD 1Starter posterFlashcards: e-pals and the family Photocopy Master 32Picture Dictionary (AB p 74).A world map Dice

Present the unit topic. Listen to and read the new e-pal's email.

TB p. 36/CB p. 6. Listen and read. L/S/R T /Ss

Listen and drill the key vocabulary in the lesson: adjectives to describe people. Practise has got + adjective + noun .

TB p. 37/CB p. 6. Listen and repeat the words.

L/S T/Ss

Practise oral comprehension and expression. Identify the key vocabulary in the lesson. Listen to the descriptions of people.

TB p. 37/CB p. 6. Listen and say the number.

L/S T/Ss

Practise question intonation and pronunciation of the /s/ and /b/ sounds with a tongue twister.

TB p. 37/CB p. 6. Listen and say the tongue twister.

L/S T /Ss

Oral drill of key vocabulary, practising the dialogue in pairs.

TB p. 37/CB p. 6. Listen and ask each other.

L/S T /Ss

Practise written comprehension. Classify description vocabulary.

TB p. 38/AB p. 6. Put these words in the correct box.

W T/Ss/IW

Practise written expression. Fill in the phrases using adjectives as from the pictures.

TB p. 38/AB p. 6. Complete. R/W T/Ss/IW

Practise written expression. Write phrases with descriptions of the characters.

TB p. 38/AB p. 6. Write about Rob and Hannah.

W T/Ss/IW

13


Additional activities Reinforcement activities Picture Dictionary (AB p 74).Photocopy Master 32 Draw and write (cut out the picture and vocabulary cards and play with them) and Pelmanism (Bank of Ideas, p. 178).Extension activities Fast Finishers (AB p. 67).Play Noughts and crosses (Bank of Ideas , p. 174)

L/S/R/W T /Ss/IW


Practise key vocabulary 1; adjectives that describe physical appearance. Sing the song.

TB p. 39/CB p. 7. Listen and sing. Sing with the replay words.

L/S/R T /Ss CBABCD 1Flashcards: family Vocabulary cards: the family .Story cards 1

Classify the key and replay vocabulary words. Write the words in the right boxes.

TB p. 40/AB p. 7. Put these words in the correct boxes

W/R T/Ss/IW

Practise written expression. Write descriptions of you and your friends.

TB p. 40/AB p. 7. Write a description of you and your friends.

W T/Ss/IW

Complete a new verse of the song, personalising it.

TB p. 40/AB p. 7. Write a new verse. W/R T /Ss/IW

Develop oral comprehension with a story. Listen and repeat.


L /S T /Ss

Practise oral comprehension listening to the story and answering a comprehension question.

TB p. 40/CB p. 7. Listen to the story. R T/Ss/IW

13

Additional activities Reinforcement and extension Go over and practise vocabulary, language and structures learnt in the lesson.

Additional activities Reinforcement activities A game of introductions (TB p. 40)Extension activities Fast Finishers (AB p. 67).Make a Venn diagram with the adjectives describing physical appearance (TB p. 40)

L/S/R/W T /Ss/IW

13


Revise and consolidate the story in the unit .

TB p. 42. Story time L/S T/Ss CBABCD 1Flashcards: the family Story cards 1Study Skills Book

Develop written comprehension. Read and understand as a whole. Answer questions of general comprehension. Present key structure 1: I’ve got / haven’t got.. He/ she´s got / hasn’t got

TB p. 43/CB pages. 8 y 9. Listen, read and answer the questions.

L/S/R T /Ss

Develop written comprehension. Read and understand more specifically. Choose the correct phrases.

TB p. 43/AB p. 8. Read and underline the correct sentence. Then read the story again and check.

R T/Ss/IW

Practise written expression of the key structure. Read and match the phrases with the pictures.

TB p. 43/AB p. 8. Read and write F or H. R/W T/Ss/IW

Practise the written expression of the key structure. Write a text about a character in the story.

TB p. 43/AB p. 8. Write four sentences about Henry the hairdresser

R/W T /Ss/IW

Additional activities Reinforcement and extension Go over and drill vocabulary, language and structures learnt in the lesson

Additional activities Reinforcement activities A game of descriptions (TB p. 43)Extension activities A team game writing phrases on the board (TB p. 43)Study Skills Book: grammar 1 (p 2)

L/S/R/W T /Ss/IW

UNIT 1. FAMILY AND FRIENDSObjectives Activities Skill Interaction Material

13

Session 4

Revise vocabulary from previous levels. Identify and match words. Listen, check and repeat them. .

TB p. 44/CB p. 10. What clothes can you see? Listen, check and repeat.

R/L/S T/Ss/IW CBABCD 1Photocopies of Photocopy Master 1 and 2.Study Skills Book.

Present key structure 2; superlative adjectives : I’m / She’s / He’s wearing. She / He isn’t wearing.Read, listen and repeat the phrases .

TB p. 44/CB p. 10. Listen and say the name.

RL/S T /Ss

Practise written comprehension. Read the phrases and identify the character described.

TB p. 45/CB p. 10. Read and say the name.

R/L/S T/Ss

Present and practise key structure 2 in question form : He’s / She’s wearing? Practise written expression asking and answering questions

TB p. 45 y 45/CB p. 10. Now think of some more sentences and ask a friend

L/S T/S-S

Practise written comprehension of key structure 2. Colour the drawing according to the description

TB p. 45/AB p. 9. Read and colour Hannah’s clothes.

R T/Ss/IW

Practise written expression. Write the description you see in the drawing.

TB p. 45/AB p. 9. Colour Rob’s clothes and write about them.

W T/Ss/IW

Consolidate key structure 2. Figure out the right word

TB p. 45/AB p. 9. Read and circle. R T/Ss/IW

Practise written expression. Describe a friend.

TB p. 45/AB p. 9. Write about someone in your class. Ask a friend to guess who it is.

W/S IW/S-S


Additional activities Reinforcement activities Photocopy Master 1Extension activities Fast Finishers (AB p. 67).Photocopy Master 2 Study Skills Book: grammar 2 (p 3)

L/S/R/W IW/ S-S

13

13


Revise key vocabulary 1 TB p. 46. Vocabulary review. L/S T/Ss CBABCD 1Vocabulary cards: the adjectives Picture DictionaryPhotocopies of Photocopy Master 32Study Skills Book

Practise key vocabulary 2; adjectives. Read and repeat the adjectives in the rules of the computer room

TB p. 46/CB p. 11. Listen and repeat. L/S T/Ss

Practise written comprehension. Read and listen to the email.

TB p. 46/CB p. 11. Read and listen to the email.

R/L/S T /Ss/IW

Practise oral and written comprehension. Read the text, listen and find the differences.

TB p. 46/CB p. 11. Read. Then listen and find three differences.

R/L/S T/Ss/IW

Practise spelling. Order the letters to form words.

TB p. 47/AB p. 10. Write the words W T /Ss/IW

Fill in the rules with the right adjectives. TB p. 47/AB p. 10. Complete the computer room rules

W T/Ss/IW

Practise written expression. Write rules for the class and your home

TB p. 47/AB p. 10. Write two rules for your English class and two rules for your home.

W T/Ss/IW


Additional activities Reinforcement activities Picture Dictionary (AB p. 74)Photocopy Master 32 Guess what? (Bank of Ideas, p. 178).Extension activities Fast Finishers (AB p. 67).Write and decorate the rules for the English class poster (TB p. 47).

L/S/R/W T /Ss/IW

13

UNIT 1. FAMILY AND FRIENDS Objectives Activities Skill Interaction MaterialSession 6

Transfer the language in the unit to a real life context, linking with other subjects: Social and natural science (Ciencias sociales) (school uniforms from all over the world ).

TB p. 48. Introduce the cross-curricular theme.

L/S T/Ss CBABCD 1Cross-curricular poster from unit 1.Photocopy of Photocopy Master 3.

Practise written comprehension. Read and match the paragraphs with the photos.

TB p. 48/CB p. 12. Listen, read and match.

L/R T /Ss/IW

Read the paragraphs and show comprehension. Find in them the proposed vocabulary: clothes

TB p. 48/CB p. 12. Which uniform do you like best? Describe the clothes you wear to school.

R/S T/Ss/IW

Practise the language from the cross-curricular topic. Identify and write the vocabulary.

TB p. 49/AB p. 11. Complete. R/W T /Ss/IW

Personalise the key language. Design a uniform and write about it.

TB p. 49/AB p. 11. Design and write about your ideal school uniform for a boy or a girl

W T /Ss/IW


Additional activities Reinforcement activities Photocopy Master 3 Extension activities Fast Finishers, (AB p. 67).Describe school uniforms (TB p.49).Work on the unit topic with the cross-curricular poster: People in uniforms (TB p. 49)

L/S/R/W T /Ss/IW

13


Develop oral comprehension and expression. Listen to and repeat the dialogue. Act out a brief sketch and practise expressions (Say it!).

TB p. 50/CB p. 13. Listen and repeat. Then act.

L/S T/Ss CBABCD 1Photocopies of Photocopy Master 4.Study Skills Book.

Practise language in the Say it! section. Order and act out the dialogue.

TB p. 50 y 51/AB p. 12. Read and order the dialogue. Listen and check

R/S T /Ss

Practise writing, personalising the dialogue.

TB p. 51/AB p. 12. Write your own dialogue.

W T/Ss/IW


Additional activities Reinforcement activities Photocopy Master 4 (guess who)Extension activities Fast Finishers (AB p. 67).Work on the unit topic with the cross-curricular poster: People in uniforms (TB p. 51Study Skills Book: Spelling and pronunciation (p 5)

L/S/R/W T /Ss/IW

13


Practise written comprehension. Read and listen to the text (Portfolio). Answer a comprehension question.

TB p. 52/CB p. 13. Read and listen. R/L T /Ss/IW CBABCD 1Photos of famous people taken from magazines Study Skills Book

Practise oral comprehension. Listen and complete the descriptions.

TB p. 52 y 53/AB p. 13. Listen and complete.

L T/Ss

Practise written expression. Complete the description.

TB p. 53/AB p. 13. Complete about Kelly and her family

W/R T /Ss/IW

Consolidate vocabulary and language in the unit in a final activity of personalised writing (Portfolio).

TB p. 53/AB p. 13. Write about you and your family.

W T /Ss/IW


Additional activities Reinforcement activities Order and put punctuation marks in a letter snake (TB p. 53).Extension activities Fast Finishers (AB p. 67).Text display (Portfolio activity: My family, AB p. 13)Study Skills Book: reading and writing (p. 6)

L/S/R/W T /Ss/IW

13


Revise the language and activities done throughout the unit

TB p. 54/AB pages. 14 y 15 Let’s check! L/S T/Ss ABCD 1Story cards 1Photocopy of Photocopy Master 5Flashcards: Keiko's e-pal A finished mini book of the story A photo where you see the complete figure of someone

Self-evaluate learning of key vocabulary and structures, development of linguistic skills and comprehension of cross-curricular information

TB p. 54 y 55/AB p. 15. Read and tick. W T /Ss/IW

Recall the story in the unit, practising written comprehension and expression. .

TB p. 55/AB p. 85. Make the story book on page 85.

L/S T/Ss/IW


Additional activities Reinforcement activities Play at a TV quiz show (Bank of Ideas, p. 176)Extension activities Fast Finishers (AB p. 67).Sing the song in the unit (TB p. 55)

L/S T /Ss

14

HALLOWEENObjectives Activities Skill Interaction MaterialSession 1

Introduce the topic of Halloween. TB p. 156. Starting the lesson. L/S T/Ss CBABCD 3A Halloween mask like the one you can see on p.80

Become aware of the cultural differences with English-speaking countries. Expose the student to key language of the festivity in a real life context

TB p. 156/CB p. 54. Listen and read.Answer the questions.

L/S/R T /Ss

Practise oral comprehension. Sing the song.


Practise written expression of key vocabulary in the lesson.

TB p. 157/CB p. 55. Write your own Halloween menu.

R/W T/Ss

Follow written instructions. Practise key vocabulary of the topic.

TB p. 157/AB p. 80. Make a Halloween mask.

R T /Ss/IW


Additional activities Reinforcement Write additional Halloween activities on the board (TB p 157)ExtensionPick an outfit for the Halloween party, draw it and write about it (TB p. 157).

L/S/R/W T /Ss/IW

14

UNIT 2. HEALTHY EATINGObjectives Activities Skill Interaction MaterialSession 1

Introduce the new Surprise! e-pal. TB p. 56 New Surprise! e-pal L/S T/Ss CBABCD 1Starter posterFlashcards: e-pals and fruits and vegetables Fruits and vegetables vocabulary cards Photocopy of Photocopy Master 33Picture Dictionary (AB p. 75)World map

Present the unit topic. Listen to and read an email from the new e-pal.


Listen to and practise key vocabulary in the lesson: fruits and vegetables. Practise Do you like..? Yes I do / No I don’t.


L/S T/Ss

Practise oral comprehension. Identify the key vocabulary in the lesson. Listen and say the number of each fruit and vegetable.


L T/Ss

Practise pronunciation of the /p/ and /b/ sounds with the tongue twister


L /S T /Ss

Oral practice of key vocabulary with a dialogue in pairs


L /S T /Ss

Practise written expression and spelling. Order the letters to form words guided by the pictures.

TB p. 57/AB p. 16. Write the words. W T/Ss/IW

Practise written expression. Personalise and write preferences regarding fruits and vegetables.

TB p. 57/AB p. 16. Write. W T/Ss/IW

Practise oral expression. Fill in the chart with the name of somebody who likes each food.

TB p. 58/AB p. 16. Complete. Ask and write names.

S T/Ss/IW

14


Additional activities Reinforcement activities Picture Dictionary (AB p. 75)Photocopy Master 33 (cut out the picture and vocabulary cards and play Hold up pictures with them).Extension activities Fast Finishers (AB p. 68).Play Board pelmanism (Bank of Ideas p. 178)

L/S/R/W T /Ss/IW

UNIT 2. HEALTHY EATINGObjetivos Activities Skill Interaction MaterialSession 2

Practise key vocabulary 1: fruits and vegetables. Sing the song. .

TB p. 59/CB p. 15. Listen and rap. Rap with the replay words.

L/S/R T /Ss CBABCD 1Flashcards: fruits and vegetables Fruits and vegetables vocabulary cards Story cards 2

Fill in the crossword with the key and replay vocabulary words.

TB p. 60/AB p. 17. Complete the crossword.

W/R T/Ss/IW

Expand key vocabulary. Count how many fruits and vegetables you can name. .

TB p. 60/AB p. 15. Read and write a number.

R T/Ss/IW

Complete a new verse in the song, personalising it .




L /S T /Ss

Practise oral comprehension listening to the story and answering the comprehension question.

TB p. 60/CB p. 15. Listen to the story. L T/Ss/IW

14


Additional activities Reinforcement activities Play Pop it in your pocket (Bank of Ideas p. 175)Extension activities Fast Finishers (AB p. 68).Play Run and write (TB p. 60)

L/S/R/W T /Ss/IW



TB p. 62. Story time L/S T/Ss CBABCD 1Flashcards: fruits and vegetables Story cards 2Study Skills Book

Develop written comprehension. Read and understand as a whole. Answer the general comprehension questions. Introduce key structure 1; I like / don’t like. He / She likes / doesn’t like

TB p. 62-63/CB pages. 16 y 17. Listen, read and answer the questions.

L/S/R T /Ss

Develop written comprehension. Read and understand more specifically. Figure out if some phrases are true or false.

TB p. 63/AB p. 18. Read and circle True or False. Then read the story again and check.

R/L/S T/Ss/IW

Practise written expression of the key structure. Read and complete the phrases.

TB p. 63/AB p. 18. Write like or don’t like.

R/W T/Ss/IW

Practise written expression of the key structure. Study the chart with information and complete the phrases.

TB p. 63/AB p. 18. Read and complete the table. Then write sentences

R/W T /Ss/IW

14


Additional activities Reinforcement activities Order and add punctuation marks in the letter snake (TB p. 63).Extension activities Fast Finishers (AB p. 68).Play with the flashcards (TB p. 63)Study Skills Book: grammar 1 (p 7)

L/S/R/W T /Ss/IW

UNIT 2. HEALTHY EATINGObjectives Activisms Skill Interaction MaterialSession 4

Revise the vocabulary of previous levels. Identify and match words. Listen and check.

TB p. 64/CB p. 18. What foods can you see? Listen, check and repeat.

R/L/S T/Ss/IW CBABCD 1Flashcards: fruits and vegetables Photocopies of Photocopy Masters 6 and 7.Study Skills Book.

Introduce key structure 2; I live / hate / like / don’t like . Read, listen to, and repeat the phrases.

TB p. 64/CB p. 18. Read, listen and repeat.

RL/S T /Ss



R/L/S T/Ss

Practise and personalise key structure 2. Ask your friend some questions.

TB p. 64 y 65/CB p. 18. Now think of some more sentences and ask a friend.

L/S T/S-S

Practise written expression. Complete the text with your own information.

TB p. 65/CB p. 18. Draw and write about two foods.

W T /Ss

Practise written expression of key structure 2. Write about the tastes of the characters guided by the pictures.

TB p. 65/AB p. 19. Complete W T/Ss/IW

14

Actividades adicionalesRefuerzo y ampliaciónRepasar y practicar vocabulario, lenguaje y estructuras aprendidas en la lección.

Additional activities Reinforcement activitiesPhotocopy Master 6Extension activities Fast Finishers (AB p. 68).Photocopy Master 7 Study Skills Book: grammar 2 (p. 8)

L/S/R/W T /Ss/IW


Revise key vocabulary 1 TB p. 66. Vocabulary review. L/S T/Ss CBABCD 1Flashcards: free time activities Vocabulary cards: free time activities Picture DictionaryPhotocopies of Photocopy Master 33.Picture DictionaryStudy Skills Book

Practise written comprehension. Read and listen to an email.


R/L/S T /Ss/IW

Practise oral comprehension. Read and listen to a recipe.

TB p. 66/CB p. 19. Read and listen to the recipe.

R/L/S T/Ss/IW

Listen to and repeat key vocabulary 2 TB p. 66/CB p. 19. Listen and repeat the words

L/S T/Ss

Listen for specific information: the four differences

TB p. 66/CB p. 19. Listen and find four differences.

L T/Ss

Practise key vocabulary 2; Complete the phrases with the right word. Order the pictures.

TB p. 67/AB p. 20. Read and complete. Number the pictures

R/W T/Ss

Write a recipe similar to the one on p19 of the CB

TB p. 67/AB p. 20. Choose three fruit. Write your own smoothie recipe

W T /Ss/IW

14


Additional activities Reinforcement activities Picture Dictionary (AB p 75)Photocopy Master 33 (cut out the picture and vocabulary cards and play with them ).Extension activities Fast Finishers, (AB p. 68).Invent a recipe as from the words written in some papers (TB p. 67).Study Skills Book: dictionary skills (p. 9)

L/S/R/W T /Ss/IW


Transfer the language in the unit to a real life context, linking with other subjects: Social and natural science - Sciences naturals (food groups)

TB p. 68 Introduce the cross-curricular theme.

L/S T/Ss CBABCD 1Cross-curricular poster in unit 2Photocopies of Photocopy Master 8.

Practise written comprehension. Read and listen to a text about food groups and answer the personalization and comprehension questions.

TB p. 68/CB p. 20. Listen and read. L/R T /Ss/IW

Expand the cross-curricular topic and go further into it. Consolidate and expand vocabulary by classifying food.

TB p. 69/AB p. 21. Complete the table using the words on the plate. Then add some more of your own.

R/W T /Ss/IW

Show comprehension of the cross-curricular topic and practise writing. Write a healthy menu following the example.

TB p. 69/AB p. 21. Look at Hannah’s healthy menu. Design a healthy menu for you

W/R T /Ss/IW

14


Additional activities Reinforcement activities Photocopy Master 8Extension activities Fast Finishers (AB p. 68).Invent a healthy recipe suitable for a sportsman (TB p. 69).Work on the unit topic with the cross-curricular poster (TB p. 69).

L/S/R/W T /Ss/IW


Develop oral comprehension and expression. Listen to and repeat the dialogue. Act out a brief sketch and practise the expressions (Say it!).

TB p.70/CB p. 21. Listen and repeat. Then act.

L/S T/Ss CBABCD 1Photocopies of Photocopy Master 9.Study Skills Book.

Practise the language in the Say it! section. Complete and act out the dialogue.

TB p. 71/AB p. 22. Look at the pictures and complete. Listen and check.

R/S T /Ss



W T/Ss/IW


Additional activities Reinforcement activities Photocopy Master 9Extension activities Fast Finishers, (AB p. 68).Make a list of food you like and don't like (TB p. 71).Study Skills Book: spelling and pronunciation (p. 10)

L/S/R/W T /Ss/IW

14


Revise and consolidate the vocabulary in the unit on the board

TB p. 72. Vocabulary review. L/S T/Ss CBABCD 1Study Skills Book

Practise written comprehension. Read and listen to the poems (Portfolio). Answer a comprehension question.

TB p. 72/CB p. 21. Read and listen. R/L T /Ss/IW

Practise oral comprehension. Listen and figure out the details about the character in the book

TB p. 72 y 73/AB p. 23. Listen to Nico and circle the correct words.

L T/Ss

Practise written expression. Complete the poem .

TB p. 73/AB p. 23. Complete Nico’s poem

W T /Ss/IW

Consolidate vocabulary and language in the unit in a final writing activity. (Portfolio).

TB p. 73/AB p. 23. Write and decorate your own food poem

W T /Ss/IW


Additional activities Reinforcement activities Play in pairs at writing phrases about tastes (TB p 73)Extension activities Fast Finishers (AB p. 68).Text display (Portfolio activity: My poem, AB p. 23).Study Skills Book: reading and writing (p 11)

L/S/R/W T /Ss/IW

14



TB p. 74/AB pages. 24 y 25 Let’s check! L/S T/Ss ABCD 1Story cards 2Photocopy of Photocopy Master 10A finished story book

Self-evaluate learning of key vocabulary and structures, the development of linguistic skills and comprehension of the cross-curricular information.

TB p. 74 /AB p. 25. Read and tick. R/W T /Ss/IW

Recall the story in the unit, practising written comprehension and expression.


L/S T/Ss/IW


Additional activities Reinforcement activities Talk about the activities in the unit and look for the ones you liked the most (TB p 75Extension activities Fast Finishers (AB p. 68).A game in pairs about the tastes of each one (TB p. 75)

L/S T /Ss

15

CHRISTMASObjectives Activities Skill Interaction MaterialSession 1

Introduce the Christmas topic TB p. 158. Starting the lesson. L/S T/Ss CBABCD 3Stocking, bowls, spoons, goodies wrapped in cellophane paper or colour silk paper

Become aware of the cultural differences with the English speaking countries. Expose the student to the key language of the topic in a real life context.

TB p. 158/CB p. 56. Listen and read. Then answer. Answer the questions

L/S/R T /Ss

Practise oral expression. Sing the song. TB p. 158/CB p. 56. Listen and sing. L/S T/Ss

Practise oral comprehension. Play Christmas bingo.

TB p. 159/CB p. 56. Play Christmas bingo

L/S T/Ss

Practise key vocabulary of the topic TB p. 159/AB p. 81. Listen and circle. L T /Ss/IW

Make a cultural comparison TB p. 159/AB p. 81. Compare Britain and your country.

W T /Ss/IW

End the lesson. Revise key vocabulary TB p. 159/CB p. 56. Goodbye. L/S T/Ss


Additional activities ReinforcementChristmas party game (TB p. 159)ExtensionWrite a poem about Christmas (TB p. 159)

L/S/R/W T /Ss/IW

15

UNIT 3. MY CITY Objectives Activities Skill Interaction MaterialSession 1

Introduce the new Surprise! e-pal. TB p. 76 New Surprise! e-pal L/S T/Ss CBABCD 2Picture Dictionary (AB p 76)Flashcards: e-pals and places in the city. Vocabulary cards: places in the city .Photocpies of Photocopy Master 34A world map.

Present the topic in the unit. Listen to and read the email from the new e-pal.


Listen and practise key vocabulary in the lesson: places in the city


L/S T/Ss

Practise oral comprehension. Identify key vocabulary in the lesson. Listen and identify the places in the city.


L T/Ss

Practise the intonation of the questions and pronunciation of the /k/ and /s/ sounds with the tongue twister.


L /S T /Ss

Oral practice of key vocabulary by means of a dialogue in pairs.


L /S T /Ss

Practise written expression. Fill in the crossword with the pictures.

TB p. 77/AB p.26. Complete the puzzle R/W T/Ss/IW

Practise written expression. Answer the question in writing.

TB p. 78/AB p. 26. Answer the question. R/W T/Ss/IW

Practise written expression. Ask four friends and write down their answers.

TB p. 78/AB p. 26. Ask four friends and complete.

S/W T/S-S/IW


Additional activities Reinforcement activities Picture Dictionary (AB p 76)Photocopy Master 34 (cut out the picture and vocabulary cards and play The list with them TB p 179).Extension activities Fast Finishers (AB p. 69).extend the work with the pronunciation (TB p. 78)

L/S/R/W T /Ss/IW

15

UNIT 3. MY CITYObjectives Activities Skill Interaction MaterialSession 2

Practise key vocabulary 1; places in the city. Sing the song.


L/S/R T /Ss CBABCD 2Flashcards: places in the city. Vocabulary cards: places in the city Story cards 3

Match the key and replay vocabulary words with the pictures

TB p. 79/AB p. 27. Read and match R T/Ss/IW

Consolidate the language in the song. Practise written comprehension and expression. Order the letters to make words. Order the days of the week

TB p. 80/AB p. 27. Write the days of the week. Then write them in order

R/W T/Ss/IW

Complete the new verse in the song, personalising it.

TB p. 80/AB p. 27. Write a new verse. W T /Ss/IW



L /S T /Ss

Practise oral comprehension listening to the story and answering a comprehension question


15


Additional activities Reinforcement activities Play No. Sorry! (Bank of Ideas p. 176)Extension activities Fast Finishers (AB p. 69).Play Board slam (Bank of Ideas p. 177)

L/S/R/W T /Ss/IW

15


Revise and consolidate the story in the unit

TB p. 82. Story time L/S T/Ss CBABCD 2Story cards 3Flashcards: places in the city. Vocabulary cards : places in the city. Study Skills Book

Develop written comprehension. Read and understand as a whole. Answer the questions on general comprehension. Present the key structure 1: ;there is / isn’t and there are / aren`t


L/S/R T /Ss

Develop written comprehension. Read and point out to the phrases as true or false .

TB p. 83/AB p. 28. Circle True or False. Then read the story again and check.

R T/Ss/IW

Practise written comprehension. Read the phrases and match with the right pictures.

TB p. 83/AB p. 28. Read and write A or B..

R T/Ss/IW

Practise written expression of the key structure. Find the differences between two pictures and write them down.

TB p. 83/AB p. 28. Look at the pictures. Find five differences and write. Use there is / isn’t and there are / aren`t

W T /Ss/IW


Additional activities Reinforcement activitiesPlay There is.. there are.. (TB p. 83)Extension activities Fast Finishers (AB p. 69).Play at inventing phrases about the classroom (TB p. 83)

L/S/R/W T /Ss/IW

15


Revise vocabulary of previous levels. Identify and match the words. Listen and check .

TB p. 84/CB p. 26. Vocabulary Review Listen and repeat.

L/S T/Ss/IW CBABCD 2Flashcards: places in the city .Vocabulary cards: places in the city Photocopies of Photocopy Master 11 and 12.Study Skills Book.

Present key structure 2; Imperative tense (in instructions). Listen and repeat the phrases.

TB p. 84/CB p. 26. Listen and repeat. Read, listen follow the directions and say the letter.

R/L/S T /Ss

Practise oral comprehension. Listen and follow the instructions.

TB p. 84/CB p. 26. You are at the restaurant. Listen, follow the directions and say the letter.

L T/Ss

Practise key structure 2. Give direction indications to a friend .

TB p. 84 y 45/CB p. 26. Choose where the library is. Tell a friend how to get there from the Start

S T/S-S

Practise written comprehension of key structure 2. Complete the paragraphs guided by the pictures.

TB p. 85/AB p. 29. Read and complete. R T/Ss/IW

Practise written expression. Write indications giving directions to get to two places on the map.

TB p. 85/AB p. 29. Write directions. Use the map in activity 1

W T/Ss/IW


Additional activities Reinforcement activities Photocopy Master 11Extension activities Fast Finishers (AB p. 69).Photocopy Master 12Study Skills Book: grammar 1 (p. 13)

L/S/R/W T /Ss/IW

15


Revise key structure 2 TB p. 86. Begin the lesson. L/S T/Ss CBABCD 2Picture DictionaryPhotocopies of Photocopy Master 13.Study Skills Book

Identify key vocabulary 2; words related with road safety


Practise written comprehension. Read and listen to an email. .


R/L/S T /Ss/IW

Practise oral and written comprehension. Read and listen to the road safety regulations. Answer the general questions about road safety.

TB p. 87/CB p. 27. Read. Then listen and say A or B.

R/L T/Ss/IW

Consolidate the written form of key vocabulary 2. Match the words with the photos.

TB p. 87/AB p. 30. Read and match R T /Ss/IW

Show good road safety habits. TB p. 87/AB p. 30. Complete the table. R/W T/Ss/IW

Practise written comprehension. Answer the questions about road safety.

TB p. 87/AB p. 30. Read and answer Yes, I do or No, I don’t

R T/Ss/IW

15


Additional activities Reinforcement activities Picture Dictionary (AB p. 76)Photocopy Master 34 (cut out the picture and vocabulary cards and play Pelmanism with them – Bank of Ideas, p 178).Extension activities Fast Finishers (AB p. 69).Design a road safety poster with habits of road safety education (TB p. 87).Study Skills Book: dictionary skills (p 14)

L/S/R/W T /Ss/IW

15


Transfer the language in the unit to a real life context, with other subjects: Social and Natural Science (Ciencias sociales) Unique buildings


L/S T/Ss CBABCD 2Cross-curricular poster in unit 3.Photocopies of Photocopy Master 13.

Practise written comprehension. Read and listen to the information about unique buildings and answer the questions.

TB p. 88/CB p. 28. Listen and read. Which building would you like to visit? Why?

L/R T /Ss/IW

Practise written comprehension. Fill in the chart with the information of the texts in the Class Book.

TB p. 89/AB p. 31. Look at your Class Book. Complete the table.

R T /Ss/IW

Show comprehension about the cross-curricular topic and personalise it

TB p. 89/AB p. 31. Read about Rob’s favourite building and complete for you.

R/W T /Ss/IW

Personalise the cross-curricular topic and practise written expression.

TB p. 89/AB p. 31. Write about a unique building you know..

W T/Ss/IW


Additional activities Reinforcement activities Photocopy Master 13 Extension activities Fast Finishers (AB p. 69).Describe the house of your dreams (TB p 89).Work on the topic of the unit with the cross-curricular poster: Special homes (TB p.89)

L/S/R/W T /Ss/IW

15


Develop oral comprehension and expression. Listen to and repeat the dialogue. Act out a brief sketch and practise the expressions: (Say it!).


L/S T/Ss CBABCD 2Photocopy of Photocopy Master 14.Study Skills Book.

Practise the language in the Say it! section. Complete the dialogue with the words in the box. Listen and check.

TB p. 90/AB p. 32. Complete the dialogue. Listen and check.

R/S T /Ss

Practise writing personalizing a dialogue. TB p. 91/AB p. 32. Write your own dialogue.

W T/Ss/IW


Additional activities Reinforcement activities Photocopy Master 14Play No. Sorry! And The magician (Bank of Ideas p. 176 and 177)Extension activities Fast Finishers (AB p. 69).Revise the dialogue in the lesson with characters of the course or famous people (TB p. 91)Study Skills Book: spelling and pronunciation p. 15)

L/S/R/W T /Ss/IW

16


Revise and consolidate the vocabulary in the unit using the flashcards.

TB p. 92. Vocabulary review. L/S/W T/Ss CBABCD 2Flashcards: places in the city .Vocabulary cards: places in the city Study Skills Book

Practise written comprehension. Read and listen to a text (Portfolio). Answer the comprehension questions.


Practise oral comprehension. Listen and pick out the specific information.

TB p. 92 y 53/AB p. 33. Listen and circle. L T/Ss

Practise written expression. Fill in the chart. .

TB p. 93/AB p. 33. Complete about your own town or city

W/R T /Ss/IW

Consolidate vocabulary and language in the unit in a final writing activity (Portfolio).

TB p. 93/AB p. 33. Write about your own town or city.

S/W T /Ss/IW


Additional activities Reinforcement activities Play The magician (Bank of Ideas p. 177)Extension activities Fast Finishers (AB p. 69).Text display (Portfolio activity: My town, CB p. 29, AB p. 33).Study Skills Booklet: reading and writing (p. 16)

L/S/R/W T /Ss/IW

16


Revise the language and activities done throughout the unit.

TB p. 94/AB pages. 34 y 35 Let’s check! L/S T/Ss ABCD 2Story cards 3Photocopies of Photocopy Master 15A finished storybook

Self-evaluate the learning of key vocabulary and structures, development of linguistic skills and comprehension of cross-curricular information

TB p. 94/AB p. 15. Read and tick. W T /Ss/IW



L/S T/Ss/IW


Additional activities Reinforcement activities Bingo with the vocabulary in the unit (TB p.95)Extension activities Fast Finishers (AB p. 69).Write a letter soup with the vocabulary in the unit (TB p. 95)

L/S T /Ss

16

PEACE DAYObjectives Activities Skill Interaction MaterialSession 1

Introduce the topic: International Peace Day

TB p. 160. Starting the lesson. L/S T/Ss CBABCD 3Metallic bookbinders .A photo of Louis ArmstrongThe silhouette of a big pigeon in a A2 sheet of card A pinwheel

Become aware of the celebration of National and International Peace days. Practise written comprehension.


Practise written comprehension. Match photos with texts.

TB p. 160/CB p. 59. Read and match. L/S T/Ss

Follow the instructions to make a peace pigeon

TB p. 161/CB p. 59. Make a paper dove with your friends

R T/Ss

Drill oral comprehension and expression TB p. 161/CB p. 60. Listen, match and sing

L/R/S T/Ss

Show understanding of the concept of the celebration .

TB p. 161/AB p. 82. Write a verse about your ‘Wonderful World’.

W T /Ss/IW

Practise written comprehension. Follow the instructions to make a paper spin wheel

TB p. 161/AB p. 82. Make a simple pinwheel for peace.

R/W T /Ss/IW


Additional activities Reinforcement activities Make a 13-pages-book about a “Wonderful World” and look for an image to illustrate the lyrics of the song Extension activities Look for images related with a ‘Wonderful World’ and present them to the group (TB p. 161)

L/S/R/W T /Ss/IW

UNIT 4. SPORTS AND HOBBIES.

16

UNIT 4. SPORTS AND HOBBIES.Objetivos Activities Skill Interaction MaterialSession 2

Practise key vocabulary 1: sports and the revision structure. Sing the song.


L/S/R T /Ss CBABCD 2Flashcards: sports and hobbies .Vocabulary cards : sports and hobbies. Story cards 4

Revise key vocabulary in the unit. Classify the words in the right category

TB p. 99/AB p. 37. Put these words in the correct box

W T/Ss/IW

Practise written comprehension and expression. Order the words to make phrases. Personalise: write a new phrase with your own information

TB p. 100/AB p. 37. Order the sentences for Rob and Hannah. Then write about you.

R/W T/Ss/IW

Complete a new verse for the song, personalising it.




L /S T /Ss

Practise oral comprehension listening to a story and answering the comprehension question



Additional activities Reinforcement activities Play Kim’s game (Bank of Ideas p. 176)Extension activities Fast Finishers (AB p. 70).Work on the vocabulary with an Action chain (TB p 100).

L/S T /Ss/IW

16

UNIT 4. SPORTS AND HOBBIES.Objectives Activities Skill Interaction MaterialSession 3

Review and consolidate the story in the unit.

TB p. 102. Story time L/S T/Ss CBABCD 2Flashcards: sports and hobbies .Story cards 4Study Skills Book

Develop written comprehension. Read and understand as a whole. Indicate if the phrases are true or false.Present key structure 1; Present continuous

TB p. 103/CB pages. 32 y 33. Listen, read and answer True or False.

L/S/R T /Ss

Develop written comprehension. Reading and in depth understanding. Order the phrases in the story.

TB p. 103/AB p. 38. Put the sentences in the correct order. Then read the story again and check.

R/W T/Ss/IW

Practise written expression of the key structure. Write phrases guided by the pictures.

TB p. 103/AB p. 38. Write W T/Ss/IW

Practise written expression of the key structure. Write phrases based on the picture. .

TB p. 103/AB p. 38. Write. W T /Ss/IW


Additional activities Reinforcement activities Play at putting the phrases in order (TB p. 103)Extension activities Fast Finishers (AB p. 70).Make a book: My sports book on sports (TB p. 103).Study Skills Book: grammar 1 (p. 17 )

L/S/R/W T /Ss/IW

16


Revise the vocabulary in previous levels. Identify and match words. Listen, check and repeat.

TB p. 104/CB p. 34. What activities can you see? Listen, check and repeat.

R/L/S T/Ss/IW CBABCD 2Flashcards: sports and hobbies.Photocopies of Photocopy Master 16 and 17.Study Skills Book.

Present key structure 2: Present continuous interrogative. Read, listen and identify the character described.

TB p. 104/CB p. 34. Listen and say the name.

L/S T /Ss

Present and practise key structure 2 in interrogative form: Is she / he…?. Practise written comprehension. Listen to the phrases and answer.

TB p. 104/CB p. 34. Listen and answer. L/S T/Ss

Read the phrases and answer TB p. 104 y 105/CB p. 34. Read and say the name

R/S T/Ss

Practise oral expression asking and answering questions .

TB p. 105/CB p. 34. Now think of some more sentences and ask a friend.

S T/S

Practise written expression of key structure 2. Complete the phrases guided by the pictures.

TB p. 105/AB p. 39. Look and complete W T/Ss/IW

Practise written expression. Fill in the phrases with the picture as guide.

TB p. 105/AB p. 39. Look and write. Use is or isn’t.

W T/Ss/IW

16


Additional activities Reinforcement activities Photocopy Master 16 Extension activities Fast Finishers (AB p. 70).Photocopy Master 17 Study Skills Book: grammar 2 (p. 18)

L/S/R/W T /Ss/IW


Revise key vocabulary 1 TB p. 106. Vocabulary review. L/S T/Ss CBABCD 2The Starter poster Vocabulary card : hobbies Picture DictionaryPhotocopies of Photocopy Master 35.Study Skills Book

Practise key vocabulary 2; hobbies. Listen to the activities and repeat

TB p. 106/CB p. 35. Listen and repeat. L/S T /Ss



R/L T/Ss

Practise oral and written comprehension. Read and listen to the texts. Answer the comprehension questions. Find four differences between the texts and the audio.

TB p. 106/CB p. 35. Read. Then listen and find four differences.

R/L/S T/Ss/IW

Practise oral comprehension and consolidate vocabulary. Answer questions about the text in the Class Book.

TB p. 107/AB p. 40. Answer the questions.

R/W T /Ss/IW

16

Practise written expression. Complete the words and use them to end the phrases.

TB p. 107/AB p. 40. Complete, match and write.

R/W T/Ss/IW

Practise written expression. Order the words to build correct phrases.

TB p. 107/AB p. 40. Order and write R/W T/Ss/IW


Additional activities Reinforcement activities Picture Dictionary (AB p. 77)Photocopy Master 35 (cut out the picture and vocabulary cards and play Favourite three with them ).Extension activities Fast Finishers (AB p. 70).Design a poster with cuttings of people practising sports (Annotated picture posters TB p. 107)Study Skills Book: dictionary skills (p. 19)

L/S/R/W T /Ss/IW

16


Transfer the language in the unit to a real life context, linking it with other subjects: Physical education (Educación Física) – how to keep fit



Practise oral and written comprehension. Read the texts about health and how to keep fit. Read and match the texts with the photos.


L/R T /Ss/IW

Practise the language in the cross-curricular topic. Answer the questions with the information in the chart.

TB p. 109/AB p. 41. Read and answer the questions about Rob’s weekend.

R/W T /Ss/IW

Show comprehension of the cross-curricular topic and personalise it. Do a test on health and read the results.

TB p. 109/AB p. 41. Do the quiz. R T /Ss/IW


Additional activities Reinforcement activities Photocopy Master 18 Extension activities Fast Finishers (AB p. 70).Work on the topic of the unit with the cross-curricular poster: Keep fit! (TB p 109)Design a poster with tips and advice to keep fit (Fitness facts and tips TB p 109)

L/S/R/W T /Ss/IW

16




L/R/S T/Ss CBABCD 2Photocopies of Photocopy Master 19.Study Skills Book.

Practise the language in the Say it!. Section. Order the dialogue.

TB p. 110 AB p. 42. Order the dialogue. Listen and check.

W/S T /Ss

Practise writing by personalizing a dialogue. .


W T/Ss/IW


Additional activities Reinforcement activities Photocopy Master 19 Extension activities Fast Finishers (AB p. 70).Play Get in order (TB p 111).Study Skills Book: spelling and pronunciation (p. 20)

L/S/R/W T /Ss/IW

17


Revise and consolidate the vocabulary in the unit. Play a Word bit by bit (Bank of Ideas p 177).

TB p. 112. Vocabulary review. L/S T/Ss CBABCD 2Vocabulary cards : sports and hobbies Study Skills Book

Practise written comprehension. Read and listen to the texts (Portfolio). Answer the comprehension question


Practise oral comprehension. Listen and pick out the adjectives.

TB p. 112 y 53/AB p. 43. Listen and circle.

L T/Ss

Practise written expression. Complete the description of a character in the book.

TB p. 113/AB p. 43. Complete about Nico. Use activity 1.

W/R T /Ss/IW

Consolidate vocabulary and language in the unit in a final writing activity (Portfolio).

TB p. 113/AB p. 43. Write a description of your friend.

W T /Ss/IW


Additional activities Reinforcement activities Read the texts out loud (TB p. 113)Extension activities Fast Finishers (AB p. 70).Text display (Portfolio activity: My friend, CB p. 37, AB p. 43).Study Skills Book: reading and writing (p. 21)

L/S/R/W T /Ss/IW

UNIT 4. SPORTS AND HOBBIES.

17

Objectives Activities Skill Interaction MaterialSession 9


TB p. 114/AB pages. 44 y 45 Let’s check! L/S T/Ss ABCD 2Story cards 4Photocopy of Photocopy Master 20Flashcards: sports and hobbiesWord cards: sports and hobbiesA finished story book

Self-evaluate the learning of key vocabulary and structures, the development of linguistic skills and the comprehension of cross-curricular information.

TB p. 114 AB p. 14. Read and tick. R T /Ss/IW



L/S T/Ss/IW


Additional activities Reinforcement activities Play at miming sports Extension activities Fast Finishers (AB p. 70).Talk about the sport activities they enjoy the most. (TB p. 115)

L/S T /Ss

17

MY SCHOOL DAYObjectives Activities Skill Interaction MaterialSession 1

Introduce the cultural topic of British schools

TB p. 162. Starting the lesson. L/S T/Ss CBABCD 3Become aware of cultural differences

with English speaking countries. Expose the student to key language with a British student.

TB p. 162/CB p. 60. Listen and read. L/R T /Ss

Practise written comprehension. Answer questions about the text.

TB p. 162/CB p. 61. Answer the questions.

R/S T/Ss

Practise written comprehension. Read the text and look for specific information.

TB p. 162/CB p. 61. Read about my school day

R T/Ss

Practise oral expression and revise vocabulary.

TB p. 162/CB p. 61. Listen and sing L/S T/Ss

Consolidate the topic key vocabulary. Practise written comprehension. Read the text and look for mistakes.

TB p. 1632/AB p. 83. Listen and circle four mistakes

R/W T /Ss/IW

Personalise the topic in the lesson and practise written expression. Write about your own school day.

TB p. 163/AB p. 83. Complete with your information

R T /Ss/IW


Additional activities Reinforcement activities Play the game of Stand up if… (TB p. 163)Extension activities Make a school timetable (TB p. 163)

L/S/R/W T /Ss/IW

UNIT 5. MY COUNTRY.Objectives Activities Skill Interaction Material

17

Session 1

Introduce the new Surprise! e-pal. TB p. 116 New Surprise! e-pal L/S T/Ss CBABCD 2Flashcards: e-pals and landforms Vocabulary cards : landforms Picture DictionaryPhotocopy Master 36

Present the topic of the unit. Listen and read the email from the new e-pal.


Listen and practise key vocabulary in the lesson; geographic landforms


L/S T/Ss

Practise oral comprehension and expression. Identify the key vocabulary in the lesson. Listen and identify examples of landforms.


L/S T/Ss

Practise pronunciation of the /w/ sound with the tongue twister


L /S T /Ss

Oral practice of the key language, practising a dialogue in pairs


L /S T /Ss

Practise grammar forms. Fill in the labels in the picture.

TB p. 118/AB p. 46. Look at the picture and complete.

W T/Ss/IW

Practise writing key vocabulary. Classify the different words in the chart.

TB p. 118/AB p. 46. Put these words in the correct boxes.

R/W T/Ss/IW

Practise written expression. Make phrases based on the pictures.

TB p. 118 /AB p. 46. Complete. W T/Ss/IW


Additional activities Reinforcement activities Picture Dictionary (AB p. 78)Photocopy Master 36 (cut out the picture and vocabulary cards and play Quick fire pairs with them. Bank of Ideas p. 178).Extension activities Fast Finishers (AB p. 71).In groups, describe where you go and what you do in your holidays. (TB p. 118).

L/S/R/W T /Ss/IW

17

UNIT 5. MY COUNTRY.Objectives Activities Skill Interaction MaterialSession 2

Practise key vocabulary1: landforms. Sing the song.


L/S/R T /Ss CBABCD 2Flashcards: landforms Vocabulary cards : landforms Story cards 5A world map

Practise written comprehension. Read and say if the activities can be done in your own country.

TB p. 120/AB p. 47. Put a tick or cross for your country.

W T/Ss/IW

Answer in writing to the questions about your own holidays


W T/Ss/IW

Write a new verse for the song, personalising it.

TB p. 120/AB p. 47 Write a new verse. W T/Ss/IW

Develop oral comprehension by means of a story. Listen and repeat.


L /S T /Ss




Additional activities Reinforcement activities Play No sorry! (Bank of Ideas p. 176) Extension activities Fast Finishers (AB p. 71).Play Noughts and crosses (Bank of Ideas, p. 175)

L/S/R/W T /Ss/IW

17



TB p. 112. Story time L/S T/Ss CBABCD 2Flashcards: landforms Story cards 5Study Skills Book

Develop written comprehension. Read and understand as a whole. Answer the general comprehension questions.Present key structure 1; I’m.., You’re…, He’s /She’s…, It’s…, We’re…., They’re.


L/S/R T /Ss

Develop written comprehension. Read and understand further. Indicate if the phrases are true or false. .


R T/Ss/IW

Practise written expression in the key structure. Read and complete the questions. .

TB p. 114/AB p. 48. Complete. R/W T/Ss/IW

Practise written expression of the key structure. Order the words to make phrases.

TB p. 114/AB p. 48. Order and write R/W T /Ss/IW


Additional activities Reinforcement activities Write and read the phrases aloud (TB p. 123)Extension activities Fast Finishers, (AB p. 71).Write the correct verb tenses on the board (TB p. 123)Study Skills Book: grammar 1 (p. 22)

L/S/R/W T /Ss/IW

UNIT 5. MY COUNTRY.

17


Revise the vocabulary in previous levels. Identify and match words. Listen, check and repeat them.

TB p. 124/CB p. 42. What toys can you see? Listen, check and repeat.

R/L/S T/Ss/IW CBABCD 2Flashcards: landforms Photocopies of Photocopy Master 21 and 22.Study Skills Book.

Present key structure 2; was / wereRead, listen and match the phrases with the characters .


R/L/S T /Ss

Practise key structure 2 and oral expression. Invent phrases with personal information.

TB p. 124/CB p. 42. Think of some sentences about you.

S T/Ss

Practise written expression of key structure 2. Write phrases as from the pictures.

TB p. 125/AB p. 49. Look and complete the sentences for Jack.

W T/Ss/IW

Personalize the key structure. Write phrases with personal information.

TB p. 125/AB p. 49. Write about you. W T/Ss/IW


Additional activities Reinforcement activities Photocopy Master 21Extension activities Fast Finishers (AB p. 71).Photocopy Master 22 Study Skills Book: grammar 2 (p. 23)

L/S/R/W T /Ss/IW

UNIT 5. MY COUNTRY.Objectives Activities Skill Interaction Material

Revise key vocabulary 1 TB p. 126. Vocabulary review. L/S T/Ss CB

17

Session 5

ABCD 2Flashcards: Flashcards: landformsVocabulary cards : landforms Picture DictionaryPhotocopies of l Photocopy Master 36.Study Skills Book



R/L/S T /Ss/IW

Practise key vocabulary 2: the months. Recognize key vocabulary in the text. Read and then listen and repeat the months of the year. Answer the comprehension and personalisation questions.

TB p. 126/CB p. 43. Read. Then listen and say the months

L/S T/Ss

Written practise of key vocabulary. Complete the words and write down the school holidays in the calendar.

TB p. 127/AB p. 50. Complete the months. Write your school holiday on the calendar.

W T /Ss/IW

Practise written comprehension. Read the phrases and write the corresponding month. .

TB p. 127/AB p. 50. Write the months. R/W T/Ss/IW

Practise written expression. Ask three friends about their holidays.

TB p.127/AB p. 50. Ask three friends and complete.

S/W T/Ss/IW


Additional activities Reinforcement activities Picture Dictionary (AB p. 78)Photocopy Master 36 (cut out the picture and vocabulary cards and play How many letters? with them ).Extension activities Fast Finishers (AB p. 71).Design a poster about the holidays. (A holiday poster) (TB p. 127).Study Skills Book: dictionary skills (p. 24)

L/S/R/W T /Ss/IW

17


Transfer the language in the unit to a real life context, linking with other subjects: Natural Science(Ciencias naturales) world knowledge


L/S T/Ss CBABCD 2Cross-curricular poster in unit 5.Photocopy of Photocopy Master 23.A world map

Practise written comprehension. Read and answer comprehension questions .


Complete the map with the continents and oceans and add the Equator

TB p. 129/AB p. 51. Complete the map with the continents and oceans. Then draw on the equator line.

W T /Ss/IW

Practise written expression. Answer written questions and colour the map correctly.

TB p. 129/AB p. 51. Answer and colour. W T /Ss/IW

Expand and go further into the cross-curricular topic. Answer general comprehension questions about the continents.


W T/Ss/IW


Additional activities Reinforcement activities Picture Dictionary (AB p. 78)Photocopy Master 23 Extension activities Fast Finishers, (AB p. 71).Finish the topic in the unit with the cross-curricular poster: The world (TB p 129)Work on pronunciation of oceans and continents (TB p. 129).

L/S/R/W T /Ss/IW

17




L/S T/Ss CBABCD 2Photocopy of l Photocopy Master 24.Study Skills Book.

Practise the language in the Say it! section. Complete the dialogue.

TB p. 131 y 51/AB p. 52. Order the dialogue. Listen and check.

R/W/L T /Ss



W T/Ss/IW


Additional activities Reinforcement activities Photocopy Master 24Extension activities Fast Finishers, (AB p. 71).Play Watch my lips (TB p. 131)Text display (Portfolio activity: My holidays, CB p. 45, AB p. 53).Study Skills Book: spelling and pronunciation (p. 25)

L/S/R/W T /Ss/IW

18


Revise and consolidate the vocabulary in the unit with the cross-curricular poster.

TB p. 132. Vocabulary review. L/S T/Ss CBABCD 2Cross-curricular poster in unit 5Vocabulary cards : landforms Study Skills Book

Practise written comprehension. Read and listen to the text (Portfolio). Answer the comprehension questions.

TB p. 132/CB p. 45. Read and listen. R/L/S T /Ss/IW

Practise oral comprehension. Listen and pick out the information cards

TB p. 132 y 53/AB p. 53. Listen and number 1-4.

L T/Ss

Practise written expression. Complete the information for one of the characters.

TB p. 133/AB p. 53. Complete for one of the characters.

R/W T /Ss/IW

Consolidate and personalise the vocabulary and language in the unit in a final writing activity. (Portfolio).

TB p. 133/AB p. 53. Write about your holidays.

W T /Ss/IW


Additional activities Reinforcement activities Picture Dictionary (AB p. 78)Use the cross-curricular poster to talk about the places you visited during your holidays (TB p. 133)Extension activities Fast Finishers (AB p. 71).Text display (Portfolio activity: My holidays, CB p. 45, AB p. 53).Study Skills Book: reading and writing (p. 26)

L/S/R/W T /Ss/IW

UNIT 5. MY COUNTRY.

18



TB p. 134/AB pages. 54 y 55 Let’s check! L/S T/Ss ABCD 2Story cards 5Photocopies of Photocopy Master 25A finished story book

Self-evaluate the learning of key vocabulary and structures, the development of linguistic skills and comprehension of the cross-curricular information

TB p. 134 y 135/AB p. 55. Read and tick. R T /Ss/IW

Recall the story in the unit, practising written comprehension and expression


L/S T/Ss/IW


Additional activities Reinforcement activities Picture Dictionary (AB p. 78)Play Months Bingo! (Bank of Ideas p. 176)Extension activities Fast Finishers (AB p. 71).Questions about where the students spend their holidays (TB p. 135)

L/S T /Ss

18

LONDONObjectives Activities Skill Interaction MaterialSession 1

Introduce the topic of the city of London TB p. 164. Starting the lesson. L/S T/Ss CBABCD 3A map of Europe

Become aware of the cultural differences with English-speaking countries.Expose the student to language related to London.

TB p. 164/CB p. 62. Listen and read L/R T /Ss

Practise oral comprehension and expression. Listen to and sing the song.


Practise written comprehension and expression. Read a postcard and then write your own postcard from London to a friend in Spain. .

TB p. 164/CB p. 63. Read the postcard. Imagine you are in London. Write a postcard to a friend in Spain

R/W T/Ss

Consolidate key vocabulary. Read phrases and decide whether they are true or false

TB p. 165/AB p. 84. Read and write True or False.

R/W T /Ss/IW

Practise written expression. Complete the phrases and match with the pictures.

TB p. 165/AB p. 84. Complete and match.

R/W T /Ss/IW


Additional activities Reinforcement activities Finish the phrases about London orally. (TB p. 165)Extension activity Design a postcard of your city. (TB p. 165)

L/S T /Ss/IW

18

UNIT 6. ANIMALS.Objectives Activities Skill Interaction MaterialSession 1

Introduce the new Surprise! e-pal. TB p. 136 New Surprise! e-pal L/S T/Ss CBABCD 3Flashcards: e-pals and animals Vocabulary cards : animals Photocopy Master 37Picture Dictionary (AB p. 79)A world map

Present the topic in the unit. Listen and read the email from the new e-pal.


Listen to and practise the key vocabulary in the lesson: animals.


L/S T/Ss

Practise oral comprehension and expression. Identify key vocabulary in the lesson. Listen and identify the animals.


L/S T/Ss

Practise pronunciation of the /ɪ/ y /i:/ sounds with the tongue twister.


L /S T /Ss

Oral practice of key vocabulary, practising dialogues in pairs.


L/S T /S-S

Practise writing the key vocabulary. Look for the key vocabulary in the letter soup

TB p. 138/AB p. 56. Find, circle and write.

R/W T/Ss/IW

Practise written expression. Complete the phrases with the answers from the letter soup.

TB p. 138/AB p. 56. Complete with the words above.

W T/Ss/IW

Practise written and oral expression. Ask your friends for information and write phrases with the key language.

TB p. 138/AB p. 56. Ask three friends, complete the table and write sentences.

S/W T/IW/S-S

18


Additional activities Reinforcement activities Picture Dictionary (AB p. 79)Photocopy Master 37 (cut out the picture and vocabulary cards and play Which letter? Wit them – Bank of Ideas p. 179).Extension activities Fast Finishers (AB p. 72).Create and decorate a new tongue twister (Creating a new tongue twister (TB p. 138).

L/S/R/W T /Ss/IW


Practise the key vocabulary 1: animals. Sing the song.


L/S/R T /Ss CBABCD 3Flashcards: animals Vocabulary cards: animals.Story cards 6

Practise reading the words of the key and replay vocabulary. Classify animals in a Venn diagram (pets and wild animals).

TB p. 140/AB p. 57. Write six more animals. Then classify.

W/R T/Ss/IW

Practise written comprehension. Read and identify the animal.

TB p. 140/AB p. 57. Read and write about one of the animals from activity 4.

R T/Ss/IW





L /S T /Ss

18



Additional activities Reinforcement and extension Revise and practise vocabulary, language and structures learned in the lesson. .

Additional activities Reinforcement activities Picture Dictionary (AB p. 79)Play with a Sentence chain (Bank of Ideas p. 175)Extension activities Fast Finishers (AB p. 72).Play I’m thinking of a word (Bank of Ideas, p. 176)

L/S/R/W T /Ss/IW

18


Revise and consolidate the story in the unit.

TB p. 142. Story time L/S T/Ss CBABCD 3Flashcards: animals Vocabulary cards : animals Story cards 6Study Skills Book

Develop written comprehension. Read and understand as a whole. Answer the general comprehension questions. Present the key structure 1: Past simple (regular verbs)


L/S/R T /Ss

Develop written comprehension. Read and understand further. Choose the right phrases. Read the story and check the answers. .

TB p. 143/AB p. 48. Read and underline the correct sentence. Then read the story again and check.

R T/Ss/IW

Practise written expression of the key structure. Fill in the phrases with the verbs in the past.

TB p. 143/AB p. 58. Read and complete. R/W T/Ss/IW

Additional activities Reinforcement and extension Revise and drill vocabulary, language and structures learnt in the lesson. .

Additional activities Reinforcement activities Picture Dictionary (AB p. 79)Play with a key word snake (TB p. 143)Extension activities Fast Finishers (AB p. 72).Memorize a phrase from the story (TB p. 143).Study Skills Book: grammar 1 (p. 27).

L/S/R/W T /Ss/IW

18


Revise vocabulary from previous levels. Identify and match words. Listen, check and repeat the words.

TB p. 144/CB p. 50. What animals ca you see? Listen, check and repeat.

R/L/S T/Ss/IW CBABCD 3Flashcards: animals Photocopies of Photocopy Masters 26 and 27.Study Skills Book.

Present key structure 2; the Past simple with regular verbs Read, listen and repeat the phrases.

TB p. 144/CB p. 50. Read, listen and repeat.

L/S T /Ss

Practise written and oral comprehension and expression. Read the phrases and complete them orally.

TB p. 144/CB p. 50. Read and say the rest of the sentence.

R /S T/Ss

Practise oral and written comprehension of key structure 2. Listen and order the phrases.

TB p. 145/AB p. 59. Listen and order. R/L T/Ss/IW

Personalise the language. Practise written expression. Complete the phrases with personal information.

TB p. 145/AB p. 59. Write about your weekend

W T/Ss/IW

Practise key structure 2. Ask three friends what they did last weekend and write down the information in the chart.

TB p. 145/AB p. 59. Ask three friends and complete.

W T/IW/S-S


Additional activities Reinforcement activitiesPhotocopy Master 26. Extension activities Fast Finishers (AB p. 72).Photocopy Master 27.Study Skills Book: grammar 2 (p. 28)

L/S/R/W T /Ss/IW

UNIT 6. ANIMALS.Objectives Activities Skill Interaction Material

Revise key vocabulary 1 TB p. 146. Vocabulary review. L/S T/Ss CB

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Session 5

ABCD 3Vocabulary cards: comparative adjectives Picture DictionaryPhotocopies of l Photocopy Master 37.Study Skills Book

Practise key vocabulary 2: comparative adjectives. Read and repeat the words.




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Practise oral and written comprehension. Read the test. Decide whether phrases are true or false.car

TB p. 146/CB p. 51. Read and listen. Answer the quiz questions.

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Practise writing key vocabulary. Write a test for a friend with the information in the chart.

TB p. 147/AB p. 60. Write quiz questions and test your friend.

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Additional activities Reinforcement activitiesPicture Dictionary (AB p. 79)Photocopy Master 37 (cut out the picture and vocabulary cards and play Bingo with them – Bank of Ideas p. 178).Extension activities Fast Finishers (AB p. 72).Do research on your favourite animal (TB p. 147).Study Skills Book: dictionary skills (p. 29)

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Transfer the language in the unit to a real life context, linking with other subjects: Natural Science (Ciencias naturales) – prehistoric animals


L/S T/Ss CBABCD 3Flashcards: animals Cross-curricular poster from unit 6.Photocopy of Photocopy Master 28.

Practise written comprehension. Read and match the paragraphs with the photos. Answer comprehension and personalization questions.


Expand the cross-curricular topic and deal with it in depth. Write down ten animals and classify them as carnivorous or herbivorous.

TB p. 149/AB p. 61. Write ten more animals in the box. Then classify

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Practise written expression. Write about a prehistoric animal with the information in the chart.

TB p. 149/AB p. 61. Write about a prehistoric animal.

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Additional activities Reinforcement activitiesPicture Dictionary (AB p. 79)Photocopy Master 28.Extension activities Fast Finishers (AB p. 72).Compare the animals in the unit using comparative adjectives (TB p. 149)Work on the topic in the unit with the cross-curricular poster: How dinosaurs lived (TB)

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L/S T/Ss CBABCD 3Photocopies of Photocopy Masters 29 and 30.Study Skills Book.

Practise the language in the Say it! section. Correct the phrases in the dialogue. Listen and check.

TB p. 151/AB p. 62. Correct the sentences from the dialogue Listen and check.

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Practise writing personalising the dialogue.


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Additional activities Reinforcement activitiesPhotocopy Masters 29 y 30Extension activities Fast Finishers (AB p. 72).Questions about the weekend (TB p. 151).Study Skills Book: spelling and pronunciation (p. 30)

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Revise and consolidate vocabulary in the unit. Play Kim’s game (Bank of Ideas p. 176).

TB p. 152. Vocabulary review. L/S T/Ss CBABCD 3Animal vocabulary cards Study Skills BookThe letters students wrote to each other at the beginning of the course (TB p. 35)

Practise written comprehension. Read and listen to the text (Portfolio). Answer the comprehension questions.


Practise oral comprehension. Listen and distinguish the specific information.

TB p. 152 /AB p. 63. Listen and circle. L T/Ss

Practise written expression. Read and fill in the description of an animal.

TB p. 153/AB p. 63. Read and complete. R/W T /Ss/IW

Consolidate vocabulary and language in the unit with a final writing activity (Portfolio).

TB p. 153/AB p. 63. Write about your favourite animal.

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Additional activities Reinforcement activitiesPicture Dictionary (AB p. 79)Play with the numbers that came up in the lesson (TB p. 153)Extension activities Fast Finishers (AB p. 72).Time capsule (TB p. 153)Text display (Portfolio activity: My favourite animal, CB p. 53, AB p. 63).Study Skills Book: reading and writing (p. 31)

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TB p. 154/AB pages. 64 y 65 Let’s check! L/S T/Ss ABCD 3Story cards 6Photocopy of Photocopy Master 31A finished story book





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Additional activities Reinforcement activitiesPicture Dictionary (AB p. 79)Talk about what the students did yesterday (TB p. 155)Extension activities Fast Finishers (AB p. 72).Write about the animals in the unit (TB p. 155).

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CLASSROOM PROGRAMME -SURPRISE! 6: YEAR 2010/2011*

UNIT APPROX. Nº SESSIONS

APPROX. TIMING (45 MIN PER SESSION)

NOTES AND OBSERVATIONS

0 Starter Unit 4 3 hour 20 mins1 Heroes and Villains 9 7 hours 30 minsBonfire Night 1 50 mins2 Fame and fortune 9 7 hours 30 minsChristmas 1 50 mins3 Work and play 9 7 hours 30 minsValentine’s Day 1 50 mins4 Past times 9 7 hours 30 minsEaster 1 50 mins5 Life at home 9 7 hours 30 minsAnimals and Pets 1 50 mins6 Our Planet 9 7 hours 30 minsTotal 63 52 horas 30 mins

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

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Welcome the class. Introduce yourself TB p. 28. Introducing the book. L/S T/Ss CBABCD 1Starter poster

Define the concept of e-pal and introduce the characters of the Surprise e-pal Club. Listen to the dialogues introducing the new characters and identify them.

TB p. 28/CB p. 2 y 3. Introducing the characters. Listen, read and find Sam, Jo, Rob and Hannah.

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Practise oral expression. Ask and answer the previous questions.

TB p. 28/CB p. 3. Ask and answer the questions above.

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Practise oral comprehension and expression. Practise the key vocabulary in the lesson. Listen to and repeat the ordinal numbers. .


Listen to the ordinal numbers and indicate which are missing. .

TB p. 29/CB p. 3. Listen and say the missing numbers.

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Act out personal dialogues, similar to the ones in the lesson

TB p. 29/CB p. 3. Ask and answer. L /S T /Ss

Read the text and answer the comprehension questions.

TB p. 29/AB p. 2. Read about Jo and answer her questions.

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Order and write the months. TB p. 29/AB p. 2. Write the dates in order.

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Practise oral and written expression. Complete the chart with personal facts and asking your friends.

TB p. 29/AB p. 2. Answer the question. Ask three friends and complete the chart.

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Additional activities ReinforcementPicture dictionary/AB p 73 (TB,p. 179)Ordering the class birthdays (TB p. 29).ExtensionFast Finishers, (AB p. 66).Role play: signing up for a club (TB p. 29)

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Revise the key vocabulary in the unit. TB p. 30. Review vocabulary. L/S T/Ss CBABCD 1Starter posterA student's card sized photo of each student, Old magazines.

Revise the vocabulary of previous levels. Read and identify vocabulary.

TB p. 30/CB p. 3. Read and find. L/S/R T /Ss

Practise personal questions and answers with a song. Listen to and sing the song .


Classify and write the vocabulary words to practise written expression.

TB p. 31/AB p. 3. Write two words in each category and add two more.

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Complete the phrases practising the structure: There is/are, There isn’t/aren’t any

TB p. 31/AB p. 3. Find animals and places in the picture and write sentences.

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Practise oral comprehension. Listen and pick out the answers to the questions.

TB p. 31/AB p. 3. Listen and circle. L/R/W T/Ss/IW


Additional activities ReinforcementThe surprise e-pal application form (TB p. 31 y AB p. 3)ExtensionMake a personal collage with photos and magazine cuttings (All about me collage TB, p. 31).

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Revise the language of previous levels. TB p. 32. Language review. L/S T/Ss CBABCD 1Starter posterFlashcards: e-palsA world map Photocopies in A4 paper sheets of a world map

Introduce e-pals from the Surprise e-pal Club. Read and listen to an email.

TB p. 32/CB pages. 4 y 5. Read and listen to the email.

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Listen to and sing the presentation song. TB p. 32/CB pages 4 y 5. Listen and sing.

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Listen to and practise the key vocabulary in the lesson: countries. Match the flags with the countries and characters.

TB p. 33/CB pages. 3 y 4. Listen and repeat the countries. Look at the flags and decide where each e-pal is from.

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Practise written expression. Identify the flags and write the country they belong to.

TB p. 33/AB p. 4. Match and write. R/W T/Ss/IW

Practise written expression. Indicate the country of the characters and personalise adding your own. Practise the structure: I’m/she’s from

TB p. 33/AB p. 4. Write about the e-pals. Then write about you.

R/W T/Ss/IW


Additional activities ReinforcementWorld maps (TB p. 33).ExtensionGuessing game (TB, p. 33).

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STARTER UNITObjectives Activities Skill Interaction Material

Revise the Surprise e-pal Club concept. TB p. 34. Review. L/S T/Ss CB

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Session 4

ABCD 1Starter posterFlashcards: e-pals.Old magazines.

Present the topics of the course and the revision vocabulary. Match the phrases with their topics.

TB p. 34/CB pages 4 y 5. Match these words to the e-pals’ topics.

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Present and practise the key vocabulary in the lesson: computer language. Match the phrases with the symbols, showing comprehension. Listen and check.

TB p. 35/CB p. 4. Read and match. Then listen and check.

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Practise written expression. Order and write the instructions or steps to send an email. .

TB p. 35/AB p. 5. Write in order. Read Class Book page 4 and check.

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Answer the questions. Write with them an email to an e-pal as planned.

TB p. 35/AB p. 5. Follow the plan and write an email message to Sam or Jo.

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Additional activities ReinforcementComputer hangman (TB, p. 35)ExtensionWeb page collages (TB p. 35).

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UNIT 1.- HEROES AND VILLAINS.Objectives Activities Skill Interaction MaterialSession 1

Introduce the new Surprise! e-pal. TB p. 36 New Surprise! e-pal L/S T/Ss CBABCD 1Starter posterFlashcards: e-pals and adjectives for describing people. Vocabulary cards : adjectives for describing people Photocopy Master 31



Listen to and practise the key vocabulary in the lesson: adjectives to describe people. Practise to be + adjective.


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Practise oral comprehension and expression. Identify the key vocabulary in the lesson. Listen and repeat the adjectives to describe people.

TB p. 37/CB p. 6. Listen and say the words.

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Practise question intonation and pronunciation of the /Λ/ and /æ/ sounds with a tongue twister..


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Practise key vocabulary orally, with a dialogue in pairs.


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Practise written comprehension. Read the phrases and indicate if they're true or false.

TB p. 37/AB p. 6. Circle true or false. R T/Ss/IW

Practise written expression. Write phrases practising to be + adjective.

TB p. 37/AB p. 6. Write. Use the words in brackets and ‘s or isn’t.

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Practise written expression. Complete the questions with the right adjectives and answer correctly.

TB p. 37 y 38/AB p. 6. Choose adjectives and write questions. Then swap books and answer a friend’s questions.

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Additional activities Reinforcement activitiesPicture dictionary/AB p 74 (TB,p. 179)Photocopy Master 31 (cut out the picture and vocabulary cards and play Pelmanism , Guess what?, etc. with them (Bank of Ideas, p. 178, TB p. 38).Extension activities Fast Finishers, (AB p. 67).Play Noughts and crosses (Bank of Ideas, p.176).

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Practise key vocabulary 1; adjectives for describing people. Sing the song


L/S/R T /Ss CBABCD 1Flashcards: adjectives for describing people. Vocabulary cards : adjectives for describing people. Story cards 1

Find the key and replay vocabulary words in a letter soup. Write the words classifying them in opposites.

TB p. 40/AB p. 7. Find and circle. Write pairs of opposites.

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Practise written comprehension and expression. Read and match the phrases of the song. Listen and check .

TB p. 40/AB p. 7. Match the lines from the song. Listen and check.

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TB p. 40/AB p. 7. Write a new verse. Complete and circle.

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Develop oral comprehension with the story. Listen and repeat.


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Practise oral comprehension listening to the story and answering a comprehension question.

TB p. 40/CB p. 7. Listen to the story. R T/Ss/IW


Additional activities Reinforcement activitiesPlay at spelling out adjectives (TB p. 40)Extension activities Fast Finishers (AB p. 67)Answer the question What do you want to be like? (TB p. 40)

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TB p. 42. Story time L/S T/Ss CBABCD 1Story cards 1Study skills book

Develop written comprehension. Read and understand as a whole. Answer the general comprehension questions. Present key structure 1; I’m stronger than you.


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Develop written comprehension. Read and understand more specifically. Distinguish the right word in the phrases.

TB p. 43/AB p. 8. Read and circle. Then read the story again and check.

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Practise written expression of the key structure. Read and complete the answers.


Practise the written expression of the key structure. Indicate the comparative adjectives and complete the phrases.

TB p. 43/AB p. 8. Underline 12 comparatives in activity 2. Then complete the brother’s sentences.

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Additional activities Reinforcement activitiesA substitution exercise (TB p. 43)Extension activities Fast Finishers (AB p. 67)Intonation practice (TB p. 43)Study Skills Book; Grammar 1 and 2 (pages. 2 and 3), Dictionary skills (p. 4), Spelling and pronunciation (p. 5), Reading and writing (p. 6).

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UNIT 1.- HEROES AND VILLAINS.Objectives Activities Skill Interaction Material

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Session 4

Revise the vocabulary from previous levels. Identify and match the words. Listen and check.

TB p. 44/CB p. 10. Match the words to the letters. Listen and check.

R/L/S T/Ss/IW CBABCD 1Photocopies of Photocopy Master 1 y 2.Study Skills Book.

Present key structure 2; superlative adjectives: I’m the strongest.Read, listen and repeat the phrases

TB p. 44/CB p. 10. Read, listen and repeat the children’s sentences.

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Practise written comprehension. Read the phrases and identify the described character.


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Present and practise key structure 2 in question form: Who’s the oldest?. Listen to the questions and answer.

TB p. 44 y 45/CB p. 10. Listen and answer.

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Practise written expression asking and answering questions.

TB p. 45/CB p. 10. Ask a friend. L /S T /S-S

Practise written expression in key structure 2. Order the questions. Read the text and answer the previous questions.

TB p. 45/AB p. 9. Order and write. Read about Sam’s family. Then answer the questions.

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Practise the written expression. Complete the chart with information about your family.

TB p. 45/AB p. 9. Write about your family.

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Carry out a class survey about students measurements. Write the results.

TB p. 45/AB p. 9. Measure and write. S/R/W T/Ss/IW


Additional activities Reinforcement activitiesPhotocopy Master 1 (TB p. 45) Extension activities Fast Finishers (AB p. 67)Photocopy Master 2 (TB p. 45)Study Skills Book; Grammar 1 and 2 (pages. 2 and 3), Dictionary skills (p. 4), Spelling and pronunciation (p. 5), Reading and writing (p. 6).

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Revise key vocabulary 1 TB p. 46. Vocabulary review. L/S T/Ss CBABCD 1Flashcards: adjectives for describing people Vocabulary cards: adjectives for describing people. Picture DictionaryPhotocopies of Photocopy Master 31.Study Skills Book



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Practise key vocabulary 2: personality adjectives. Read and repeat the adjectives in the personality test.

TB p. 46/CB p. 11. Listen and repeat the adjectives in the quiz.

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Practise oral and written comprehension. Read and listen to the test. Answer the comprehension questions.

TB p. 46/CB p. 11. Read and listen. Then answer.

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Practise written comprehension. Figure out the number that matches the student's personality.

TB p. 47/CB p. 11. Work out your number. Read the key.

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Complete the chart with the information obtained in the test of the CB p. 11.

TB p. 47/AB p. 10. Read the number quiz on Class Book page 11. Complete the chart.

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Write a similar test to that of the CB p 11.

TB p. 47/AB p. 10. Write your own key. W/R T/Ss/IW

Figure out and write the results of the previous test for three friends.

TB p. 47/AB p. 10. Choose three friends. Write what your key says about your friends.

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Additional activities Reinforcement activitiesPicture dictionary/AB p 74 (TB p. 179)Photocopy Master 31 (cut out the vocabulary mini cards that are left and play Guess what? with them, (Bank of Ideas, p. 178, TB p. 47).Extension activities Fast Finishers (AB p. 67)Design a class poster (English Class Number Quiz) (TB, p. 47)Study Skills Book; Grammar 1 and 2 (pages. 2 and 3), Dictionary skills (p. 4), Spelling and pronunciation (p. 5), Reading and writing (p. 6).

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UNIT 1.- HEROES AND VILLAINS.Objectives Activities Skill Interacción MaterialSesión 6

Transfer the language in the unit to a real life context, linking with other subjects; Art (drawing faces).


L/S T/Ss CBABCD 1Cross-curricular poster in unit 1.Flashcards: of the face in level Surprise! 4.Photocopy of Photocopy Master 3.

Practise written comprehension. Read and listen to the steps for drawing faces. Identify text and matching drawing.


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Read the instructions and show comprehension. Find them in the proposed vocabulary: parts of the face.

TB p. 48/CB p. 12. Find eight parts of the face and head in Steps 1-4.

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Expand the cross-curricular topic, dealing with it in-depth. Read the features of Japanese Manga-type cartoons and talk about the subject.

TB p. 48 y 49. Section Do you know? S/R T/Ss

Practise the language in the cross-curricular topic. Identify and write vocabulary.

TB p. 49/AB p. 11. Label the picture. R/W T /Ss/IW

Show comprehension of the cross-curricular topic and classify the features.

TB p. 49/AB p. 11. Write H (hero) or V (villain). Then read CB page 12 and check.

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Improve artistic skills and make a drawing of a Manga-style villain.

TB p. 49/AB p. 11. Draw a manga villain. T/Ss/IW

Additional activities Reinforcement and extension Revise and practise vocabulary, language and structures learnt in the lesson. .

Additional activities Reinforcement activitiesPhotocopy Master 3 (TB p. 49), Extension activities Fast Finishers (AB p. 67)Work on the topic in the unit with the cross-curricular poster (TB, p. 49, Bank of Ideas,173)

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Develop oral comprehension and expression. Listen and repeat the dialogue. Act out a brief sketch and practise the expressions (Say it!).



Practise language in the Say it! section. Complete and act out the dialogue.

TB p. 50 y 51/AB p. 12. Complete the dialogue with I know/I don’t know and practise with a friend.

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Practise reading and writing the dialogue. Listen and check.

TB p. 51/AB p. 12. Order and write. Listen and check.

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Practise personalised writing in the dialogue. .


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Additional activities Reinforcement activitiesPhotocopy Master 4 (Play Animal Trumps) (TB p. 51)Extension activities Fast Finishers (AB p. 67)Review superlative adjectives (TB p. 51).Study Skills Book; Grammar 1 and 2 (pages. 2 and 3), Dictionary skills (p. 4), Spelling and pronunciation (p. 5), Reading and writing (p. 6).

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Revise and consolidate the vocabulary in the unit. Sing the song.

TB p. 52. Vocabulary review. Sing. L/S T/Ss CBABCD 1Flashcards: adjectives for describing people. Vocabulary cards : adjectives for describing people.Drawing material. Study Skills Book

Practise written comprehension. Read and listen to the text (Portfolio). Answer a comprehension question.


Practise oral comprehension. Listen and pick out the comparative adjectives.



TB p. 53/AB p. 13. Complete the description for Jo.

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TB p. 53/AB p. 13. Invent a manga hero and villain. Then write a description.

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Additional activities Reinforcement activitiesPrepare a survey measuring the students. Revise the questions and answers with superlative adjectives. (TB p. 53).Extension activities Fast Finishers (AB p. 67)Text display (Portfolio activity: My hero and villain, AB p. 13) (TB p. 53).Study Skills Book; Grammar 1 and 2 (pages. 2 and 3), Dictionary skills (p. 4), Spelling and pronunciation (p. 5), Reading and writing (p. 6).

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Revise the language and activities carried out throughout the unit.

TB p. 54/AB pages. 14 y 15 Let’s check! L/S T/Ss ABCD 1Story cards 1Photocopy of Photocopy Master 5Flashcards: Keiko's e-pal A finished storybook

Self-evaluate learning of the key vocabulary and structures, the development of linguistic skills and the comprehension of cross-curricular information.

TB p. 54 y 55/AB p. 15. Read and tick. T /Ss/IW



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Additional activities Reinforcement activitiesSing the song in the unit (TB p. 55)Extension activities Fast Finishers (AB p. 67)Reading aloud with good pronunciation (TB, p. 55).

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BONFIRE NIGHTObjectives Activities Skill Interaction MaterialSession 1

Introduce the topic of Bonfire Night. TB p. 156. Starting the lesson. L/S T/Ss CBABCD 3

Become aware of the cultural differences with English speaking countries. Expose the student to the key language of the celebration in the context of real life.

TB p. 156/CB p. 54. Listen, read and answer the questions.

L/S/R T /Ss


TB p. 156/CB p. 55. Listen and match the pictures to the words in colour. Then sing.

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Practise written comprehension. Practise the key vocabulary in the lesson. .

TB p. 157/CB p. 55. Match the instructions to the picture.

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Practise key vocabulary related to the festivity.

TB p. 157/AB p. 80. Complete the text. R/W T /Ss/IW

Practise written comprehension. TB p. 157/AB p. 80. Look and label he guys.

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End the lesson. Revise key vocabulary. TB p. 157/CB p. 55. Goodbye. L/S T/Ss


Additional activities ReinforcementRead the text in the AB out loud TB p. 157ExtensionStudents make drawings and written descriptions of « Guy » and compare them. TB p. 157

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UNIT 2.- FAME AND FORTUNE.Objectives Activities Skill Interaction Material

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Session 1

Introduce the new Surprise! e-pal. TB p. 56 New Surprise! e-pal L/S T/Ss CBABCD 1Starter posterFlashcards: e-pals and accessories Vocabulary cards : accessories Photocopy of Photocopy Master 32



Listen to and practise the key vocabulary in the lesson: accessories. Practise: I am wearing etc.


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Practise oral comprehension and expression. Identify the key vocabulary in the lesson. Listen and repeat the accessories


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Practise pronunciation of the /w/ and /r/ sounds with a tongue twister. .


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Oral practice of key vocabulary, practising a dialogue in pairs.


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Practise the written expression. Complete the bubbles looking at the pictures.

TB p. 57/AB p. 16. Write about Ivan and his friends.

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Practise written comprehension and expression. .

TB p. 57/AB p. 16. Look, read and write questions.

R/W T/Ss/IW

Practise written expression. Complete the chart with a tick Write true phrases as from the chart

TB p. 58/AB p. 16. Tick or cross for you. Then write sentences.

R/W T/Ss/IW


Additional activities Reinforcement activitiesPhotocopy Master 32 (cut out the picture and vocabulary cards and play with them Quick fire pairs, etc. (Bank of Ideas, p. 178).Extension activities Fast Finishers (AB p. 68)Play with a Sentence chain (Bank of Ideas, p.176).

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UNIT 2.- FAME AND FORTUNE..Objectives Activities Skill Interacción MaterialSesión 2

Practise key vocabulary 1: accessories. Sing the song.


L/S/R T /Ss CBABCD 1Flashcards: accessories Vocabulary cards : accessories Story cards 2

Fill in the crossword with the words of the key and vocabulary replay. Write the words in the text.

TB p. 60/AB p. 17. Complete the puzzle and find the famous person.

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Practise written comprehension and expression. Read and complete the phrases in the song. Listen and check.

TB p. 60/AB p. 15. Complete with she, he or they. Listen and check.

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Complete a new verse in the song, personalising it.


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TB p. 60/CB p. 15. Listen and repeat the words. Listen to the story.

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Additional activities Additional reinforcement activitiesParticipate in a vocabulary competition (TB p. 60)Additional extension activitiesFast Finishers (AB p. 68)Draw a famous person with accessories and fashionable clothes (TB p. 60)

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UNIT 2.- FAME AND FORTUNE.Objectives Activities Skill Interacción MaterialSesión 3



Develop written comprehension. Read and understand as a whole. Answer the general comprehension questions. Present the key structure 1; Present simple He/ She wears…, frequency adverbs


L/S/R T /Ss

Develop written comprehension. Read and understand more specifically. Decide whether the phrases are true or false.


R/L/S T/Ss/IW

Practise written expression of key structure. Read and complete the phrases.


Practise written expression of the key structure. Study the chart with information and complete the phrases.

TB p. 63/AB p. 18. Write sentences R/W T /Ss/IW


Additional activities Reinforcement activitiesPlay a game of True or False (TB p. 63)Extension activity Fast Finishers, (AB p. 68).Study Skills Book; grammar 1 (p. 7)

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UNIT 2.- FAME AND FORTUNE.

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Revise the vocabulary of previous levels. Identify and match the words. Listen and check. .


R/L/S T/Ss/IW CBABCD 1Photocopies of Photocopy Masters 6 and 7.Study Skills Book.

Present key structure 2; frequency adverbs. Read, listen and repeat the phrases.


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Practise written comprehension. Read the phrases and identify the described character.


R/L/S T/Ss

Present and practise the key structure 2. Does Sam skate? Yes, sometimes. Listen to the questions and answer.

TB p. 64 y 65/CB p. 18. Listen and answer.

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Practise the written expression writing phrases based on the pictures.

TB p. 65/CB p. 18. Write R/W T /Ss

Practise written expression of the key structure 2. Write questions. Change to a friend and answer his questions.

TB p. 65/AB p. 19. Write the questions about the children. Swap books and answer a friend’s questions

W/R T/IW/S-S


TB p. 65/AB p. 19. Write about you. W T/Ss/IW


Additional activities Reinforcement activitiesPhotocopy Master 6 (TB p. 65) Extension activities Fast Finishers, (AB p. 68).Photocopy Master 7 (TB p. 65) Study Skills Book; grammar 2 (p. 8)

L/S/R/W T /Ss/IW

UNIT 2.- FAME AND FORTUNE.Objectives Activities Skill Interaction MaterialSession 5

Revise key vocabulary 1 TB p. 66. Vocabulary review. L/S T/Ss CBABCD 1



R/L/S T /Ss/IW

21

Flashcards: free time activities Vocabulary cards : free time activities Picture DictionaryPhotocopies of Photocopy Master 32.Study Skills Book

Practise oral and written comprehension. Read and listen to the text. Answer the comprehension questions.


R/L/S T/Ss/IW

Practise key vocabulary 2; free time activities. Look for the words in a letter soup.

TB p. 67/AB p. 20. Find and circle R/W T/Ss

Complete the chart with the activities of the previous exercise. Ask a friend and circle his answer.

TB p. 67/AB p. 20. Write questions with the activities from activity 1. Answer for you. Then ask a friend and circle

S/W T /Ss/IW/S-S

Write a similar article to the one in the CB p 19.

TB p. 67/AB p. 20. Write a magazine article abut your friend.

W T/Ss/IW


Additional activities Reinforcement activitiesPhotocopy Master 32 (cut out the picture and vocabulary cards and play with them ) Extension activities Fast Finishers, (AB p. 68).Design a class magazine (Class magazine, TB, p. 67)Study Skills Book; Dictionary skills (p. 9),

L/S/R/W T /Ss/IW

21


Transfer the language in unit to a real life context, linking with other subjects: Natural Science (Ciencias naturales)

TB p. 68 Introduce the cross-curricular theme.


Practise written comprehension. Read and listen to the text about precious materials.


L/R T /Ss/IW

Talk about the information in the Do you know? section.

TB p. 69/CB p 20 Section Do you know? S/R T/Ss

Expand and deal further with the cross-curricular topic.

TB p. 69/AB p. 21. Order the stages (1-3). Then read Class Book page 20 and check.

R T /Ss/IW

Show comprehension about the cross-curricular topic and classify the features.

TB p. 69/AB p. 21. Put two words in each box.

W/R T /Ss/IW

Consolidate information on cross-curricular topic.

TB p. 69/AB p. 21. Complete with words from activity 2. TB p. 69/Cross curricular poster. Goodbye

R/W T/Ss/IW


Additional activities Reinforcement activitiesPhotocopy Master 8 (TB p. 69), Extension activities Work on the unit topic with the cross-curricular poster (TB, p. 49, Bank of Ideas,173

L/S/R/W T /Ss/IW

21



TB p.70/CB p. 21. Listen and repeat. Then act.

L/S T/Ss CBABCD 1Flashcards of accessories Photocopies of l Photocopy Master 9.Study Skills Book.


TB p. 70 y 71/AB p. 22. Complete the dialogue with Lucky thing/Poor thing and practise with a friend.

R/S T /S-S

Practise reading and writing the dialogue. Listen and check.

TB p. 71/AB p. 22. Order the dialogue. Listen and check.

R/L/S T/Ss/IW

Practise writing personalising a dialogue. TB p. 71/AB p. 22. Write your own dialogue.

W T/Ss/IW


Additional activities Reinforcement activitiesPhotocopy Master 9 (TB p. 71). Extension activities Fast Finishers, (AB p. 68).Copy and fill in the chart (Find someone who has got…, TB p. 71)Study Skills Book; Spelling and pronunciation (p. 10

L/S/R/W T /Ss/IW

UNIT 2.- FAME AND FORTUNE.

21

Objectives Activities Skill Interacción MaterialSesión 8


TB p. 72. Vocabulary review. Sing. L/S T/Ss CBABCD 1Flashcards: accessories Vocabulary cards : accessories and free time activities. Study Skills Book

Practise written comprehension. Read and listen to the text (Portfolio). Answer the comprehension question.


Practise oral comprehension. Listen and pick out the details about a famous person.



TB p. 73/AB p. 23. Complete the profile for Sam.

W/R T /Ss/IW

Consolidate the vocabulary and language in the unit with a final writing activity (Portfolio).

TB p. 73/AB p. 23. Complete the chart. Then write a profile.

W T /Ss/IW


Additional activities Reinforcement activitiesComplete the phrases on the board (TB p. 73).Extension activities Fast Finishers (AB p. 68).Text display (Portfolio activity: My famous person, AB p. 23)Study Skills Book; Reading and writing (p. 11).

L/S/R/W T /Ss/IW

21


Go over the language and activities done throughout the unit.

TB p. 74/AB pages. 24 y 25 Let’s check! L/S T/Ss ABCD 1Story cards 2Photocopy of Photocopy Master 10Flashcards: e-pal in the unit : IvanA finished story book .

Self-evaluate the key vocabulary and structures, development of linguistic skills and comprehension of cross-curricular information

TB p. 74 /AB p. 25. Read and tick. R/W T /Ss/IW



L/S T/Ss/IW


Additional activities Reinforcement activitiesSing the song in the unit (TB p. 75), Extension activities Fast Finishers, (AB p. 68).Reading aloud with good pronunciation (TB p. 75)

L/S T /Ss

22

CHRISTMASObjectives Activities Skill Interacción MaterialSesión 1

Introduce the topic of Christmas TB p. 158. Starting the lesson. L/S T/Ss CBABCD 3A cardboard paper tube, a sheet of paper A4, a piece of paper and two very small rubber bands per student.

Become aware of the cultural differences with English speaking countries. Expose the student to the key language of the celebration in a real life context.

TB p. 158/CB p. 56. Listen and read what British children do at Christmas. Then answer.

L/S/R T /Ss


TB p. 158/CB p. 56. Listen and match the best picture to each verse. Then sing.

L/S T/Ss

Make a handcraft. TB p. 159/CB p. 56. Make a Christmas cracker

L/S T/Ss

Practise key vocabulary in the celebrations

TB p. 159/AB p. 81. Look and write the number.

R T /Ss/IW

Practise written expression, personalising the topic of Christmas.

TB p. 159/AB p. 81. Write about Christmas in your family.

R/W T /Ss/IW

End the lesson. Revise key vocabulary. TB p. 159/CB p. 56. Goodbye. L/S T/Ss

Additional activities Reinforcement and extension Go over and drill vocabulary, language and structures learnt in the lesson .

Additional activities ReinforcementWrite words related with Christmas (TB p. 159)ExtensionHold a Christmas carol competition (TB p. 159)

L/S/R/W T /Ss/IW

UNIT 3.- WORK AND PLAY.Objectives Activities Skill Interaction Material

Introduce the new Surprise! e-pal. TB p. 76 New Surprise! e-pal L/S T/Ss CB

22

Session 1

ABCD 2Starter posterFlashcards: e-pals and jobs and professions Vocabulary cards : the adjectives used for describing people .Photocopies of Photocopy Master 33Mini cards from units 1 and 2



Listen to and practise the key vocabulary in the lesson: professions


L/S T/Ss

Practise oral comprehension and expression Identify key vocabulary in the lesson. Listen and repeat the jobs and professions .


L/S T/Ss

Practise question intonation and pronunciation of the /ə/ sound with the tongue twister.


L /S T /Ss

Oral practice of the key vocabulary, practising the dialogue in pairs.


L /S T /Ss

Practise written expression. Read the words and match them with their picture.

TB p. 77/AB p.26. Write R/W T/Ss/IW

Practise written expression. Answer the questions in writing, as from the picture.

TB p. 77/AB p. 26. Look and answer the questions.

R/W T/Ss/IW

Practise written expression. Write the questions and answers. Ask a friend and write down the answers.

TB p. 77 y 38/AB p. 26. Write the questions. Answer for you. Ask a friend and write his/her answers

S/R/W T/Ss/IW/S-S


Additional activities Reinforcement activitiesPicture Dictionary of the vocabulary in the unit Photocopy Master 33 (cut out the picture and vocabulary cards and play with them Quick fire pairs?, etc. (Bank of Ideas, p. 178).Extension activities Fast Finishers, (AB p. 69).Play Favourite three (Bank of Ideas, p. 178).

L/S/R/W T /Ss/IW

22

UNIT 3.- WORK AND PLAY.Objectives Activities Skill Interaction MaterialSession 2

Practise the key vocabulary 1; jobs and professions. Sing the song.


L/S/R T /Ss CBABCD 2Flashcards: jobs and professions Vocabulary cards : jobs and professions Story cards 3

Match the key and replay vocabulary with the pictures.

TB p. 79/AB p. 27. Look and match W/R T/Ss/IW

Consolidate the language in the song. Practise written comprehension and expression. Order the words to make phrases. Listen and check.

TB p. 80/AB p. 27. Order and write. Listen and check.

R/L/W T/Ss/IW

Write a new verse in the song, personalising it.

TB p. 80/AB p. 27. Choose three jobs. Write a new verse.

W/R T /Ss/IW

Develop oral comprehension by means of the story. Listen and repeat.


L /S T /Ss

Practise oral comprehension listening to the story and answer the comprehension question.



Additional activities Reinforcement activitiesTalk about the jobs the children want to do when they grow up using the phrase : When I’m an adult, I want to be a… (TB p. 80)Extension activity Fast finishers (AB p. 69)Talk about the different professions saying whether they work indoors or outdoors. (TB p. 80)

L/S/R/W T /Ss/IW

22




Develop written comprehension. Read and understand a a whole. Answer the general comprehension questions.Present the key structure 1: He was/wasn’t; They were/weren’t


L/S/R T /Ss

Develop written comprehension. Read and understand more in depth. Match the two parts of the phrases.

TB p. 83/AB p. 28. Match. Then read the story again and check.

R/W T/Ss/IW

Practise written expression of the key structure. Read and complete the phrases.

TB p. 83/AB p. 28. Do the quiz. Circle a) or b) and complete the sentences.

R/W T/Ss/IW

Practise written expression of the key structure. Find and correct four false phrases out of six. Re-write the text correctly.

TB p. 83/AB p. 28. Find and correct four false sentences. Use the words in the box.

R/W T /Ss/IW


Additional activities Reinforcement activitiesAsk who was or wasn't in class the day before Extension activities Fast Finishers, (AB p. 69).Study Skills Book; grammar 1 (p. 12)

L/S/R/W T /Ss/IW

UNIT 3.- WORK AND PLAY.Objectives Activities Skill Interaction Material

22

Session 4

Revise the vocabulary of previous levels. Identify and match the words. Listen and check.



Present key structure 2; I was/wasn’t at.. Were you at…? Yes i was No I wasn’t.Listen and repeat the phrases

TB p. 84/CB p. 26. Listen and repeat the children’s sentences.

L/S T /Ss



R/L/S T/Ss

Present and practise key structure 2 in question form : Were you at..? Listen to the questions and answer.

TB p. 84 y 45/CB p. 26. Ask a friend about his/her weekend

L/S T/S-S

Practise the written expression of key structure 2. Write phrases based on the pictures.

TB p. 85/AB p. 29. Write. W/R T/Ss/IW

Practise written expression. Fill in the chart with your own information. Ask a friend the same questions.

TB p. 85/AB p. 29. Write questions. Answer Yes I was or No I wasn’t for you. Then ask and tick or cross for a friend

W/R T/Ss/IW/S-S

Write about your weekend and that of a fellow student.

TB p. 85/AB p. 29. Write about you and your friend.

S/R/W T/Ss/IW


Additional activities Reinforcement activitiesPhotocopy Master 11 (TB p. 85) Interview a famous person (TB p. 93)Photocopy Master 33 (TB p. 87)Extension activities Fast Finishers, (AB p. 69).Photocopy Master 12 (TB p. 85)Study Skills Book; grammar 2 (p 13),

L/S/R/W T /Ss/IW

22

22


Revise key structure 2 TB p. 86. Begin the lesson. L/S T/Ss CBABCD 2Flashcards: jobs and professions and the time Vocabulary cards: jobs and professions and the time Picture DictionaryPhotocopies of Photocopy Master 33.Study Skills Book



R/L/S T /Ss/IW

Practise key vocabulary 2: the time. Read and repeat the different times

TB p. 86/CB p. 27. Listen and repeat the times.

L/S T/Ss

Practise oral and written comprehension. Read and listen to the test. Answer the comprehension questions.


R/L/S T/Ss/IW

Practise written comprehension. Say at what time a character does different activities.

TB p. 87/CB p. 27. Read again. What time was Aneesa…?

R/L/S T /Ss/IW

Consolidate key vocabulary 2 by writing. Write the time in the pictures.

TB p. 87/AB p. 30. Write the times W T /Ss/IW

Recall the text from the CB p 26. TB p. 87/AB p. 30. Can you remember? Read and circle. Then read Class Book page 27 and check.

W/R T/Ss/IW

Practise written expression. Complete the chart with your own information.

TB p. 87/AB p. 30. Write about you. Where were you at these times on Saturday?

R/W T/Ss/IW


Additional activities Reinforcement activitiesPhotocopy Master 33 (cut out the picture and vocabulary cards and play with them) Extension activities A video diary (TB p. 87)Study Skills Book; Dictionary skills (p. 14),

L/S/R/W T /Ss/IW

22

UNIT 3.- WORK AND PLAY.Objectives Activities Skill Interaction MaterialSesión 6

Transfer the language in the unit to a real life context, linking with other subjects: Music (percussion instruments)


L/S T/Ss CBABCD 2Cross-curricular poster from unit 3.Flashcard of the e-pal in the unit: KioniPhotocopies of Photocopy Master 13.

Practise written comprehension. Read and listen to information on different percussion instruments and answer the question.

TB p. 88/CB p. 28. Listen, read and match. What’s the name of the music associated with each drum?

L/R T /Ss/IW

Practise written and oral comprehension Ask students if they knew anything about the topic.

TB p. 88 Section Do you know? L/S T/Ss

Expand and deal further with the cross-curricular topic. Identify and write the vocabulary.

TB p. 89/AB p. 31. Read and match. Then read Class Book page 28 and check.

R T /Ss/IW


TB p. 89/AB p. 31. Write. Listen and check.

W/L T /Ss/IW

Reading and writing about a new percussion instrument .



Additional activities Reinforcement activitiesPhotocopy Master 13 (TB p. 89) Extension activities Fast Finishers, (AB p. 69).Work on the topic in the unit with the cross-curricular poster (TB, p. 89, Bank of Ideas, 174.

L/S/R/W T /Ss/IW

22





Practise the language in the Say it!. Section. Complete and act out the dialogue.

TB p. 90/AB p. 32. Complete the dialogue with Cool / Boring! and practice with a friend.

R/S T /S-S

Practise reading and writing of the dialogue. Listen and check.

TB p. 91/AB p. 32. Complete. Listen and check.

R/WL/S T/Ss/IW

Practise writing personalising the dialogue.


W T/Ss/IW


Additional activities Reinforcement activitiesPhotocopy Master 14 (TB p. 91)Extension activities Fast Finishers, (AB p. 69).Study Skills Book; Spelling and pronunciation (p. 15).

L/S/R/W T /Ss/IW

22

UNIT 3.- WORK AND PLAY.Objectives Activities Skill Interacción MaterialSesión 8

Revise and consolidate the vocabulary in the unit using the flashcards. Sing the song.

TB p. 92. Vocabulary review. L/S/W T/Ss CBABCD 2Flashcards: jobs and professions. Vocabulary cards : jobs and professions. Study Skills Book

Practise written comprehension. Read and listen to the text (Portfolio). Answer the comprehension questions


Practise oral comprehension. Listen and pick out the specific information.


Practise written expression. Complete the report.

TB p. 93/AB p. 33. Complete the report for Hannah.

W/R T /Ss/IW


TB p. 93/AB p. 33. Interview your teacher and write his/her answers. Then write a report.

S/W T /Ss/IW


Additional activities Reinforcement activitiesInterview a famous person (TB p. 93)Extension activities Fast Finishers, (AB p. 69).Text display (Portfolio activity: My report, AB p. 33)Study Skills Book; Reading and writing (p. 16).

L/S/R/W T /Ss/IW

23



TB p. 94/AB pages. 34 y 35 Let’s check! L/S T/Ss ABCD 2Story cards 3Photocopies of Photocopy Master 15Flashcards: jobs and professions; e-pal of the unit, KioniA finished story book. .

Self-evaluate key vocabulary and structures, the development of linguistic skills and the comprehension of cross-curricular information.

TB p. 94/AB p. 15. Read and tick. W T /Ss/IW



L/S T/Ss/IW


Additional activities Reinforcement activitiesSing the song in the unit again (TBp. 95)Extension activities Fast Finishers, (AB p. 69).Reading aloud with good pronunciation (TB, p. 95)

L/S T /Ss

23

VALENTINE’S DAYObjectives Activities Skill Interaction MaterialSession 1

Introduce the topic of Valentine's Day. TB p. 160. Starting the lesson. L/S T/Ss CBABCD 3

Become aware of the cultural differences with English-speaking countries. Expose the student to the key language of the topic in the real life context.

TB p. 160/CB p. 58. Listen, read and answer the questions

L/S/R T /Ss


TB p. 160/CB p. 59. Listen and find the words for the things in the pictures. Then sing.

L/S T/Ss

Practise key vocabulary of the topic. TB p. 161/CB p. 59. Find coloured letters in the song and make four new words to complete the poem. Listen and check. Then learn the poem

R/W/L T/Ss

Consolidate key vocabulary of the festivity.

TB p. 161/AB p. 82. Read and circle. Then read Class Book page 58 and check

R T /Ss/IW

Practise written expression. Complete the poems with the words from the box.

TB p. 161/AB p. 82. Complete the rhyme for each poem with an adjective from the box

R/W T /Ss/IW

End the lesson. Sing the song to revise key vocabulary.

TB p. 161/CB p. 59. Goodbye. L/S T/Ss


Additional activities Reinforcement activitiesAnswer the questions about this festivity (TB p. 161)Extension activities Invent a St.Valentine's poem (TB p. 161)

L/S/R/W T /Ss/IW

UNIT 4. PAST TIMES.

23


Introduce the new Surprise! e-pal. TB p. 96 New Surprise! e-pal L/S T/Ss CBABCD 2Flashcards: e-pals and the adjectives used for describing people. Vocabulary cards : adjectives for describing people. Picture Dictionary Photocopies of Photocopy Master 34

Present the topic of the unit. Listen and read the email from the new e-pal.


Listen to and practise the key vocabulary in the lesson: adjectives for describing people. Practise was + adjective.


L/S T/Ss

Practise oral comprehension and expression. Identify the key vocabulary in the lesson. Listen and repeat the descriptive adjectives.


L/S T/Ss

Practise question intonation and pronunciation of the /ɪ/ and /e/ sounds with the tongue twister.


L /S T /Ss

Oral practice of key vocabulary, practising the dialogue in pairs.

TB p. 97/CB p 30. Listen and ask each other.

L /S T /Ss

Practise written comprehension and revision grammar. Write the phrases guided by the picture.

TB p. 97/AB p. 36. Write. W T/Ss/IW

Practise written expression. Order the words to form phrases.

TB p. 97/AB p. 36. Order and Write. R/W T/Ss/IW

Practise written expression. Complete the questions with the right adjectives and answer correctly.

TB p. 97 y 98/AB p. 36. Write descriptions of characters from Robin Hood. Swap books with a friend and write the names.

R/W T/Ss/IW

23


Additional activities Reinforcement activitiesPicture Dictionary (AB p. 77/TB p 179)Photocopy Master 34 (cut out the picture and vocabulary cards and play with them Hold up pictures, etc. (Bank of Ideas, p. 176).Extension activities Fast Finishers, (AB p. 70).Classify the adjectives (TB p. 98)

L/S/R/W T /Ss/IW

UNIT 4. PAST TIMES.Objectives Activities Skill Interaction MaterialSession 2

Practise key vocabulary 1: adjectives for describing people. Sing the song.


L/S/R T /Ss CBABCD 2Flashcards: adjectives for describing people .Vocabulary cards : adjectives for describing people. Story cards 4

Revise the key vocabulary in the unit. Complete the words.Write the words and classify them in alphabetical order.

TB p. 99/AB p. 37. Complete the words. Write the adjectives in alphabetical order.

W T/Ss/IW

Practise written comprehension and expression. Complete the phrases in the song. Listen and check.

TB p. 100/AB p. 37. Complete. Listen and check.

R/W T/Ss/IW



W/R T /Ss/IW

23

Develop oral comprehension through the story. Listen and repeat.


L /S T /Ss




Additional activities Reinforcement activitiesRevise the adjectives in lessons 1 and 2 with a word game on the board (TB p 100)Extension activities Fast Finishers, (AB p. 70).Play I’m thinking of a word (Bank of Ideas, p.176).

L/S T /Ss/IW




Develop written expression. Read and understand as a whole. Answer the general comprehension questions. Present key structure 1; He/she/they + Past of regular verbs.


L/S/R T /Ss

Develop written comprehension. Read and understand more in depth. Order the phrases of the story.

TB p. 103/AB p. 38. Put the sentences in the correct order. Then read the story again and check.

R/W T/Ss/IW

23

Practise written expression of the key structure. Read and complete the questions..

TB p. 103/AB p. 38. Look, read and complete.

R/W T/Ss/IW

Practise written expression of the key structure. Order the words to write phrases and match with their pictures.

TB p. 103/AB p. 38. Underline 12 comparatives in activity 2. Then complete the brother’s sentences.

R/W T /Ss/IW


Additional activities Reinforcement activitiesPlay Past simple Bingo (TB p. 103) Extension activities Fast Finishers, (AB p. 70).Play at replacing nouns with pronouns (TB p. 103)Study Skills Book; grammar 1 (p. 17)

L/S/R/W T /Ss/IW

UNIT 4. PAST TIMES.Objectives Activities Skill Interaction Material

23

Session 4

Revise the vocabulary of previous levels. Identify and match the words. Listen and check.



Present the key structure 2; Past simple interrogative. Read, listen and repeat the phrases.

TB p. 104/CB p. 34. Listen and repeat the children’s sentences.

R/L/S T /Ss



R/L/S T/Ss

Present and practise key structure 2 in question form: Did you…?. Listen to the questions and answers

TB p. 104 y 105/CB p. 34. Listen and answer for the children.

L/S T/Ss

Practise oral expression asking and answering questions .

TB p. 105/CB p. 34. Ask a friend. L /S T /S-S

Practise written expression in key structure 2. Complete the phrases guided by the pictures.

TB p. 105/AB p. 39. Complete W/R T/Ss/IW

Practise written expression. Fill in the chart with information about your family. Ask a friend and write down the answers.

TB p. 105/AB p. 39. Write questions. Answer Yes I did or No I didn’t for you. Ask a friend and circle.

W/R/S T/Ss/IW/S-S

Practise written expression. Answer Dan's email.

TB p. 105/AB p. 39. Reply to Daniel’s email on Class Book page 34. Write about you.

W T/Ss/IW


Additional activities Reinforcement activitiesPhotocopy Master 16 (TB p. 105), Extension activities Fast Finishers, (AB p. 70).Photocopy Master 17 (TB p. 105)Study Skills Book; grammar 2 (p. 18)

L/S/R/W T /Ss/IW

23


Revise key vocabulary 1 TB p. 106. Vocabulary review. L/S T/SS CBABCD 2Flashcards: free time activities .Vocabulary cards : time activities. Picture DictionaryPhotocopies of Photocopy Master 31.Study Skills Book



R/L/S T /Ss/IW

Practise key vocabulary 2: free time activities. Listen to the activities and repeat.

TB p. 106/CB p. 35. Listen and repeat the activities in the survey.

L/S T/Ss

Practise oral and written comprehension. Read and listen to the results of the survey. Answer the comprehension questions.


R/L/S T/Ss/IW

Consolidate the vocabulary. Find the words in the letter soup. Complete the phrases with these words.

TB p. 107/AB p. 40. Find and circle. Complete

R/W T /Ss/IW

Practise written expression. Organise the activities in order of preference. Write the text.

TB p. 107/AB p. 40. Put the activities in order for you. Then complete

W/R T/Ss/IW

Write the results of a similar survey to the one on page 35 of the Class Book

TB p. 107/AB p. 40. Read and complete the survey results

W/R T/Ss/IW

23


Additional activities Reinforcement activitiesPhotocopy Master 34 (cut out the picture and vocabulary cards and play with them Hold up pictures, etc. (Bank of Ideas, p. 176).Extension activities Fast Finishers, (AB p. 70).Class survey (TB p. 107)Study Skills Book; Dictionary skills (p. 19)

L/S/R/W T /Ss/IW

23


Transfer the language in the unit to a real life context, linking with other subjects: Physical education; (Educación física) sports .


L/S T/Ss CBABCD 2Cross-curricular poster in unit 4 Photocopies of Photocopy Master 18.

Practise oral and written comprehension. Read the text about the history of sports and choose the right answer. Listen and check the answers.

TB p. 108/CB p. 36. Read and answer a, b or c. Listen and check.

L/R T /Ss/IW

Practise the language in the cross-curricular topic. Use the grammatical structure (Past simple) to complete the phrases.

TB p. 109/AB p. 41. Read and complete. Use the verbs in brackets. Then read Class Book page 36 and check.

R/W T /Ss/IW


TB p. 109/AB p. 41. Write the words in the correct column.

R/W T /Ss/IW

Practise written expression. Write about your favourite sport.

TB p. 109/AB p. 41. Read about Hannah’s favourite sport. Write about your favourite sport

R/W T/Ss/IW


Additional activities Reinforcement activitiesPhotocopy Master 18 (TB p. 109) Extension activities Fast Finishers, (AB p. 70).Work on the topic in the unit with the cross-curricular poster (TB, p. 109, Bank of Ideas, p. 174).

L/S/R/W T /Ss/IW

24


Develop oral comprehension and expression. Listen and repeat the dialogue. Act out the brief sketch and practise the expressions (Say it!).


L/R/S T/Ss CBABCD 2Photocopies of l Photocopy Master 19.Study Skills Book.

Practise the language of the Say it! section. Complete and act out the dialogue.

TB p. 110 AB p. 42. Complete the dialogue with Good idea!/Let’s … instead and practise with a friend.

W/S T /S-S

Practise reading and writing the dialogue. Match the two parts of the dialogue. Listen and check the answers.

TB p. 111/AB p. 42. Match, listen and check.

R/L/S T/Ss/IW


W T/Ss/IW


Additional activities Reinforcement activitiesPhotocopy Master 19 (TB p. 111)Extension activities Fast Finishers, (AB p. 70).Practise the question ; Where were you … at….? (TB, p. 111).Study Skills Book; Spelling and pronunciation (p.20)

L/S/R/W T /Ss/IW

24



TB p. 112. Vocabulary review. Sing. L/S T/Ss CBABCD 2Flashcards: adjectives for describing people. Vocabulary cards : adjectives for describing people Study Skills Book

Practise written comprehension. Read and listen to the text(Portfolio). Answer the comprehension questions.


Practise oral comprehension. Listen and pick out the adjectives.


L T/Ss

Practise written expression. Complete a film review.

TB p. 113/AB p. 43. Complete the review for Rob.

W/R T /Ss/IW

Consolidate the vocabulary and language in the unit with a final writing activity (Portfolio).

TB p. 113/AB p. 43. Complete the chart. Then write a review.

W T /Ss/IW

24


Additional activities Reinforcement activitiesAn interview (TB p. 113)Extension activities Fast Finishers, (AB p. 70).Text display (Portfolio activity: My favourite film last year, AB p. 43)Study Skills Book; Reading and writing (p.21).

L/S/R/W T /Ss/IW

UNIT 4. PAST TIMES..Objectives Activities Skill Interaction MaterialSession 9


TB p. 114/AB pages. 44 y 45 Let’s check! L/S T/Ss ABCD 2Story cards 4Photocopy of Photocopy Master 20Flashcards: e-pal of the unit: DanA finished story book.


TB p. 114 AB p. 14. Read and tick. R T /Ss/IW

Recall the story in the unit, practising written comprehension and expression. .


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Additional activities Reinforcement activitiesSing the song in the unit to revise vocabulary (TB p 115)Extension activities Fast Finishers, (AB p. 70).Reading aloud with good pronunciation (TB, p. 115)

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EASTERObjectives Activities Skill Interaction MaterialSession 1

Introduce the topic of Holy Week (Easter)

TB p. 162. Starting the lesson. L/S T/Ss CBABCD 3Plastic eggs or hard boiled eggs or small chocolate eggs. Spoons (wooden spoons, preferably)

Become aware of the cultural differences with English-speaking countries. Expose the student to the key language of the celebrations in a real life context.

TB p. 162/CB p. 60. Listen, read and answer the questions

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TB p. 162/CB p. 61. Look at the pictures and answer the question. Then sing.

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Practise and revise vocabulary TB p. 162/CB p. 61. Play the Easter celebrations game

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Consolidate the key vocabulary of the festivity.

TB p. 1632/AB p. 83. Compare Easter in Britain and your country

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Practise written comprehension. Look for the eggs in the picture and write the coordinates where they are found.

TB p. 163/AB p. 83. Find six eggs in the garden. Read the clues and write the position of each egg.

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End the lesson. Sing the song to revise key vocabulary.



Additional activities Reinforcement activitiesAn egg-rolling competition in the schoolyard (TB p. 163)Extension activities Write phrases about Holy Week activities (TB p. 163)

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UNIT 5. LIFE AT HOME.Objectives Activities Skill Interaction MaterialSession 1

Introduce the new Surprise! e-pal. TB p. 116 New Surprise! e-pal L/S T/Ss CBABCD 2Flashcards: e-pals and the Past simple of irregular verbs Vocabulary cards : the Past simple of irregular verbs Picture DictionaryPhotocopy Master 35

Present the topic in the unit. Listen to and read the email from the new e-pal.


Listen to and practise the key vocabulary in the lesson: the Past simple of irregular verbs


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Practise oral comprehension and expression. Identify the key vocabulary in the lesson. Listen to and repeat examples of the Past simple of irregular verbs.


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Practise pronunciation of the /f/ and /’th’/ sounds with the tongue twister. .


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Drill the key language orally, practising the dialogue in pairs.


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Practise the grammatical form. complete the phrases with the right verb in the Past.

TB p. 118/AB p. 46. Complete with had, went, gave or said. Number the pictures.

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Practise written expression. Fill in the phrases with the same verbs, guided by the pictures.

TB p. 118/AB p. 46. Look and write. R/W T/Ss/IW


TB p. 118 /AB p. 46. Imagine you went to a party. Complete for you.

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Additional activities Reinforcement activitiesPicture Dictionary (AB p. 78)Photocopy Master 35 (cut out the picture and vocabulary cards and play with them Find your word partner, etc. (Bank of Ideas , p. 179).Extension activities Fast Finishers, (AB p. 72)Remember Fadia’s photo diary (TB p. 118)

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Practise key vocabulary 1: the months of the year. Sing the song.


L/S/R T /Ss CBABCD 2Flashcards: Past simple of irregular verbs Vocabulary cards : Past simple of irregular verbs Story cards 5

Practise written comprehension and expression. Read and match the phrases in the song. Listen and check.

TB p. 120/AB p. 47. Write the words. Complete the sentence.

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TB p. 120/AB p. 47. Write a new verse. Complete with the words in the box or choose your own words.

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Additional activities Reinforcement activitiesA quiz (TB p. 120)Extension activities Design a class poster (Celebrity Party Poster) (TB, p. 120)

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UNIT 5. LIFE AT HOME.Objectives Activities Skill Interacción MaterialSesión 3



Develop written comprehension. Read and understand as a whole. Answer the general comprehension questions. .Present key structure 1: the Past simple of irregular verbs (in affirmative and negative sentences)


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Develop written comprehension. Read and understand more in depth. Pick out the right words in the phrases.

TB p. 114/AB p. 48. Read and circle. Then read the story again and check.

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Practise written expression of the key structure. Read and complete the questions. .


Practise written expression of key structure. Complete the phrases with irregular verbs in the past, affirmative and negative.

TB p. 114/AB p. 48. Read and complete. Use the verb in brackets

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Additional activities Reinforcement and extension Revise and practise vocabulary, language and structures learnt in the lesson. .

Additional activities Reinforcement activitiesWrite true phrases about the story in the unit. (TB p. 122)Extension activities Fast Finishers, (AB p. 71).Study Skills Book; grammar 1 (p. 22)

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Revise the vocabulary in previous levels. Identify and match words. Listen and check.


R/L/S T/Ss/IW CBABCD 2Photocopies of Photocopy Master 21 y 22.Study Skills Book.

Present key structure 2; interrogative sentences in Past simple (I/ you). Read, listen and repeat the phrases.


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Present and practise key structure 2 in interrogative form What time did you…? Listen to the questions and answer.


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Practise written expression asking and answering questions

TB p. 125/CB p. 42. Make questions and ask a friend.

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Practise the written expression of key structure 2. Write phrases based on the pictures.

TB p. 125/AB p. 49. Write. W/R T/Ss/IW

Practise written expression. Write questions in the Past. Fill in the chart with your own information and that of a friend's.

TB p. 125/AB p. 49. Complete the questions. Write times for you. Ask and draw times with a friend.

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Use the information from the previous activity. Write the text about yourself and about a friend.

TB p. 125/AB p. 49. Write about you and your friend.

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Additional activities Reinforcement activitiesPhotocopy Master 21 (TB p. 125) Extension activities Fast Finishers (AB p. 71).Photocopy Master 22 (TB p. 125)Study Skills Book; grammar 2 (p. 22)

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Revise key vocabulary 1 TB p. 126. Vocabulary review. L/S T/Ss CBABCD 2Flashcards: the Past simple of irregular verbs Vocabulary cards : housework Picture DictionaryPhotocopies of Photocopy Master 35.Study Skills Book

Practise key vocabulary 2; housework. Read and repeat the words.


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Recognize the key vocabulary in the text. Read and listen to the texts. Answer the comprehension questions.


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Written practice of the key vocabulary. Match the Present tenses with the Past tenses of the verbs. Complete the text.

TB p. 127/AB p. 50. Match. Then complete Helpful Henry’s words.

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Practise written expression. Write the true phrases using the verbs of the previous activity.

TB p. 127/AB p. 50. Write true sentences for you with the verbs from activity 1.

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Practise written comprehension. Complete the quiz. Ask the questions to a friend.

TB p.127/AB p. 50. Do the quiz. Then ask a friend.

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Additional activities Reinforcement activitiesPicture Dictionary (AB p. 78)Photocopy Master 35 (cut out the picture and vocabulary cards and play with them; Bank of Ideas p. 178).Extension activities Class survey (design a poster with the housework you do at home TB p. 127)Study Skills Book; Dictionary skills (p. 24).

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Transfer the language in the unit to a real life context, linking with other subjects: Natural Science (Ciencias naturales); the cycle of water


L/S T/Ss CBABCD 2Flashcard of the e-pal of the unit: FadiaCross-curricular poster in unit 5.Photocopy of Photocopy Master 23.

Practise written comprehension. Read and follow the picture of the cycle of water.

TB p. 128/CB p. 44. Listen, read and follow the cycle in the picture.

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Practise written comprehension and oral expression. Read the facts on water and talk about the subject.

TB p. 128. Section Do you know? R/S T/Ss

Expand and deal in depth with the cross-curricular topic. Read and order the text. .

TB p. 129/AB p. 51. Put the paragraphs (a-f) in order.

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Practise written expression. Write the paragraphs of the previous activity to use in a text.

TB p. 129/AB p. 51. Put the paragraphs in the correct order and use the words in the box.

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Personalise the cross-curricular topic TB p. 129/AB p. 51. Work out how much water your family uses a day. Write.

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Additional activities Reinforcement activitiesPhotocopy Master 23 (TB p. 129) Extension activities Fast Finishers, (AB p. 71).Work on the topic in the unit with the cross-curricular poster (TB, p.129, Bank of Ideas,175

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Photocopy of Photocopy Master 24.Study Skills Book.


TB p. 130/AB p. 52. Complete the dialogue with I’ve got a(n)… ache and practise with a friend.

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Consolidate the vocabulary in the lesson. Find the differences in the dialogue. Listen and check.

TB p. 131/AB p. 52. Can you remember? Underline eleven differences and write the correct words. Listen and check.

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Additional activities Reinforcement activitiesPhotocopy Master 24 (TB p. 131)Extension activities Fast Finishers (AB p. 71).A visit to the dentist’s or doctor’s (TB p. 131)Study Skills Book; Spelling and pronunciation (p. 25)

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TB p. 132. Vocabulary review. Sing. L/S T/Ss CBABCD 2Flashcards: the Past simple of irregular verbs


TB p. 132/CB p. 45. Read and listen. R/L/S T /Ss/IW

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Vocabulary cards : Past simple of irregular verbs. Study Skills Book

Practise oral comprehension. Listen and pick out the words in the phrases.


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Practise written expression. Write in the diary.

TB p. 133/AB p. 53. Complete the diary for Jo.

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Consolidate vocabulary and language in the unit with a final writing activity. (Portfolio).

TB p. 133/AB p. 53. Answer the questions. Then write a diary page

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Additional activities Reinforcement activitiesAn interview (TB p. 133)Extension activities Fast Finishers (AB p. 71).Text display (Portfolio activity: My great day, AB p. 53)Study Skills Book; Reading and writing (p. 26).

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UNIT 5. LIFE AT HOME.Objectives Activities Skill Interaction Material

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Session 9


TB p. 134/AB pages. 54 y 55 Let’s check! L/S T/Ss ABCD 2Story cards 5Photocopies of Photocopy Master 25Flashcard with the e-pal in the unit: FadiaA finished storybook

Self-evaluate the learning of key vocabulary and structures, the development of linguistic skills and the comprehension of cross-curricular information




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Additional activities Reinforcement activitiesSing the song in the unit (TB p. 135)Extension activities Fast Finishers, (AB p. 71).Reading aloud with good pronunciation (TB p. 55)

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ANIMALS AND PETSObjectives Activities Skill Interacción MaterialSesión 1

Introduce the topic of animals and pets. TB p. 164. Starting the lesson. L/S T/Ss CBABCD 3

Become aware of the cultural differences with English-speaking countries. Expose the student to the language about animals in a real life context.

TB p. 164/CB p. 62. Listen, read and match

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Practise written comprehension. TB p. 164/CB p. 62. Read again and answer for each child.

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Practise written comprehension. Read and answer the questions about the words of the song. Sing the song.

TB p. 164/CB p. 63. Listen and answer the questions. Then sing

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Consolidate the key vocabulary. Put the animals in different categories.

TB p. 165/AB p. 84. Chose the best animals for each box

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Practise written expression. Match the texts with the drawings.

TB p. 165/AB p. 84. Look and complete R/W T /Ss/IW

End the lesson. Sing the song to revise the key vocabulary.



Additional activities Reinforcement activitiesAnswer the questions about animals (TB p. 165)Extension activities Talk about how to care for different animals (TB p. 165)

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UNIT 6. OUR PLANET.Objectives Activities Skill Interaction MaterialSession 1

Introduce the new Surprise! e-pal. TB p. 136 New Surprise! e-pal L/S T/SS CBABCD 3Flashcards: the e-pal of the unit, Mario. Activities on the beach. .Vocabulary cards : beach activities. Photocopy Master 36



Listen to and practise the key vocabulary in the lesson: beach activities.


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Practise oral comprehension and expression. Identify the key vocabulary in the lesson. Listen and repeat the beach activities.


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Practise pronunciation of the /ʃ/ and /s/ sounds with the tongue twister.


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Oral practice of key vocabulary, doing the dialogue in pairs.


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Practise writing the key vocabulary. Fill in the crossword and complete the phrases with the answers.

TB p. 137/AB p. 56. Complete the puzzle and find the secret word. Then complete Mario’s sentences.

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Practise written expression. Write the phrases practising Present simple, with the pictures as a guide.

TB p. 137/AB p. 56. Write about Mario and his fiend Susana.

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Practise written and oral expression. Ask your fellow students for information and write phrases with the key language

TB p. 138/AB p. 56. Ask and write names. Write sentences.

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Additional activities Reinforcement activitiesPhotocopy Master 36 (cut out the picture and vocabulary cards and play with them ) Threes, etc. (Bank of Ideas, p. 179).Extension activities Fast Finishers, (AB p. 72)Talk about other beach activities and create a new dialogue. (TB p. 138).

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Practise key vocabulary 1; beach activities. Sing the song.


L/S/R T /Ss CBABCD 3Flashcards: beach activities. Vocabulary cards : the beach activities .Story cards 6

Use the words in the key and replay vocabulary in the text. Match the activities with each season of the year.

TB p. 140/AB p. 57. Choose two activities and write about each season.

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Practise written comprehension and expression. Read and correct the phrases in the song. Listen and check

TB p. 140/AB p. 57. Can you remember? Underline nine differences and write the correct word. Listen and check.

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Complete a new verse of the song, personalising it.

TB p. 140/AB p. 57. Write a new verse. W/R T /SS/IW



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TB p. 140/CB p. 47. Listen to the story. R T/SS/IW

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Additional activities Reinforcement activitiesPlay with the vocabulary cards (TB p. 140) Extension activities Fast Finishers (AB p. 72)Work with the song (TB p. 140).

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UNIT 6. OUR PLANET.Objetivos Activities Skill Interaction MaterialSession 3

Revise and consolidate the story in the unit. .

TB p. 142. Story time L/S T/SS CBABCD 3Story cards 6Study skills book

Develop written comprehension. Read and comprehend as a whole. Answer the general comprehension questions. Present the key structure 1; I’m going to… not going to.


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Develop written comprehension. Read and understand more specifically. Choose the right words to complete the phrases. Listen and check

TB p. 143/AB p. 48. Circle a) or b) and complete the sentences. Then read the story again and check.

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Practise the written expression of the key structure. Order the words to make the phrases.

TB p. 143/AB p. 58. Order and write. R/W T/Ss/IW

Practise written expression of the key structure. Write phrases as from the words in the box.

TB p. 143/AB p. 58. Choose and write sentences.

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Additional activities Reinforcement activitiesClassify the words in the story (TB p. 143)Extension activities Fast Finishers (AB p. 72)Guess which one is false (TB p. 143).Study Skills Book; grammar 1 (p. 27)

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UNIT 6. OUR PLANET.Objectives Activities Skill Interaction Material

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Session 4

Revise the vocabulary of previous levels. Identify and match the words. Listen and check..


R/L/S T/SS/IW CBABCD 3Photocopies of Photocopy Master 26 y 27.Study Skills Book.

Present the key structure 2; He’s/She’s going to / isn’t going toRead, Listen and repeat the phrases.

TB p. 144/CB p. 50. Listen and repeat the sentences.

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Practise key structure 2 in question form : Where are you going to go? / What are you going to do? Listen to the questions and answer


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Practise oral expression asking and answering questions.

TB p. 145/CB p. 50. Ask and answer these questions with a friend.

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Practise the written expression of the key structure 2. Write the text with the guide of the pictures.

TB p. 145/AB p. 59. Look and write. W T/SS/IW

Practise written expression. Write texts as from the chart with information about the characters.

TB p. 145/AB p. 59. Write about Hannah and Rob’s next holidays

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Personalise the language. Write about your own holidays.

TB p. 145/AB p. 59. Answer the questions about your next holiday.

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Additional activities Reinforcement activitiesPhotocopy Master 26 (TB p. 145) map: a drawing dictation. (TB p. 153)Extension activities Fast Finishers (AB p. 72)Photocopy Master 27 (TB p. 145) Study Skills Book; grammar 2 (p 28)

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Revise the key vocabulary 1 TB p. 146. Vocabulary review. L/S T/SS CBABCD 3Flashcards: beach activities. Vocabulary cards : the weather Picture DictionaryPhotocopies of Photocopy Master 36.Study Skills BookA map of United Kingdom (including Northern Ireland )

Practise the key vocabulary 2; beach activities. Read and repeat the words.

TB p. 146/CB p. 51. Match, listen and repeat.

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Practise oral and written comprehension. Read and listen to the text. Answer the comprehension questions.


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Practise writing the key vocabulary. Order the words to build phrases.

TB p. 147/AB p. 60. Order and write R/W T /SS/IW

Complete the text with information of the text in the Class Book p. 51

TB p. 147/AB p. 60. Complete. Then read Class Book page 51 and check.

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Personalize the key language. Write about the seasons in your own country

TB p. 147/AB p. 60. Write about seasons in your country

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Additional activities Reinforcement activitiesPicture Dictionary (TB p. 179) Photocopy Master 36 (Guess what?) (TB p. 147)Extension activities Fast Finishers (AB p. 72)Design a class poster (Tourist poster) (TB, p. 147)Study Skills Book; Dictionary skills (p. 29)

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Transfer the language in the unit to a real life context, linking with other subjects: Natural science (Ciencias naturales) global warming


L/S T/SS CBABCD 3Cross-curricular poster in unit 6.Photocopy of Photocopy Master 28.

Practise written comprehension. Read and match the paragraphs with the photos.


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Practise written comprehension and oral expression. Read the effects of global warming and talk about the topic.

TB p. 148 Section Do you know? S/R T/Ss

Expand the cross-curricular topic and deal with it in depth. Choose the right word to complete the phrases. Read and check.

TB p. 149/AB p. 61. Read and circle. Then write. Then read Class Book page 52 and check..

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Show comprehension about the cross-curricular topic and classify the characteristics. Write phrases about saving energy.

TB p. 149/AB p. 61. Put a or a . Write.

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Additional activities Reinforcement activitiesPhotocopy Master 28 (TB p. 149) Extension activities Fast Finishers (AB p. 72)Work on the topic in the unit with the cross-curricular poster (TB, p. 149, Bank of Ideas , 175).

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Develop oral comprehension and expression. Listen and repeat the dialogue. Act out a brief sketch and practise the expressions (Say it!).


L/S T/SS CBABCD 3Photocopies of Photocopy Master 29.Study Skills Book.

Practise the language in the Say it! section. Complete and act out the dialogues .

TB p. 150/AB p. 62. Complete the dialogues with Sounds alright/No way! and practise with a friend.

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Practise reading the dialogue, ordering the phrases. Listen and check.

TB p. 151/AB p. 62. Order the dialogue. Listen and check.

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Additional activities Reinforcement activitiesPhotocopy Master 29 (TB p. 151).Extension activities Fast Finishers (AB p. 72)Act out telephone conversations in English (TB p. 151).Study Skills Book; Spelling and pronunciation (p. 30).

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TB p. 152. Vocabulary review. Sing. L/S T/SS CBABCD 3Flashcards: beach activities .Study Skills Book



Practise oral comprehension. Listen and pick out the specific information

TB p. 152 /AB p. 63. Listen and circle. L T/Ss

Practise written expression. Write the postcard.

TB p. 153/AB p. 63. Complete the postcard for Rob.

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Consolidate the vocabulary and language in the unit with the final writing activity. (Portfolio).

TB p. 153/AB p. 63. Imagine you are on holiday. Complete the chart. Then write a postcard.

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Additional activities Reinforcement activitiesA weather map: a drawing dictation. (TB p. 153)Extension activities Text display (Portfolio activity: My postcard, AB p. 63)Study Skills Book; Reading and writing (p. 31).

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TB p. 154/AB pages. 64 y 65 Let’s check! L/S T/Ss ABCD 3Story cards 6Photocopy of Photocopy Master 30Flashcards: e-pal in the unit, Mario.A finished storybook

Self-evaluate the learning of key vocabulary and structures , the development of linguistic skills and the comprehension of cross-curricular information.

TB p. 154 y 155/AB p. 65. Read and tick. W T /Ss/IW



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Additional activities Reinforcement activitiesSing the song in the unit (TB p. 155)Extension activities Fast Finishers (AB p. 72)Reading aloud with good pronunciation (TB, p. 155)

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