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Mission Accomplished Long 6

Mission Accomplished 6º

CONTENT

• Stage aims and competences

• The Vaughan method

• Competences and learning objectives

• Teaching values

• Multiple intelligences

• Cooperative learning

• Information and Communication Technology

• Unit outline- Assessment criteria and learning objectives- Competences. Content and activities specifically designed for development

Values related to content and activities.

• Marks

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STAGE AIMS AND COMPETENCES

a) To learn and respect classroom rules, learn to work within the rules, be a good citizen and respect human rights and diversity within democratic society.

b) To learn how to work both individually and as part of a team, trying hard and acting responsibly during study, in addition to demonstrating self-confidence, critical thinking skills, personal initiative, curiosity, interest, creativity and enterprise when learning.

c) To acquire the ability to prevent and resolve conflicts peacefully, which enables students to act independently within the home and family environment, as well as within other social groups where they interact.

d) To learn, understand and respect different cultures and types of people, equal rights and opportunities between men and women and to learn not to discriminate against those with disabilities.

e) To learn and use the Spanish language and, where appropriate, the co-official language of the Autonomous Community, appropriately and to get used to reading.

f) To acquire the basic communication skills needed, in at least one foreign language, to express and understand simple messages and manage everyday situations.

g) To develop basic mathematical skills and begin to resolve problems that require basic calculations, in addition to gaining geometric knowledge, learning how to use estimations and being able to apply these skills in everyday situations.

h) To learn the basics of Natural Science, Social Science, Geography, History and Culture.

i) To begin to use Information and Communication Technologies to learn, developing critical thinking skills to assess and produce ideas.

j) To use different forms of artistic representation and expressions and to begin to make visual and audiovisual contributions.

k) To value hygiene and health, accept their own body and those of others and respect differences and to use physical education and sport to promote personal and social development.

l) To learn about and value those animals most similar to the human being and adopt behaviour that promotes caring for them.

m) To develop affective skills in all aspects of their personality and interactions with others, as well as being opposed to violence, prejudice of any kind and

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negative gender stereotypes.

n) To encourage road safety education and respect teachings to avoid road accidents.

THE VAUGHAN METHOD

The Vaughan Method is based on three key elements:

1. Oral production based classes

The first significant element of the Vaughan Method is that classes are mainly based on oral production- At Vaughan Systems, we believe that grammatical knowledge alone is not enough to master a language. In a traditional class, following a non-Vaughan method, teachers often focus on "grammatical theory" and not so much on linguistic practice. For example, many teachers make students learn English as though the language were a series of equations and make them memorise "if" "present simple" + "future" = "the first conditional" structures. However, at Vaughan, we believe that in real life situations, when things really matter, there is no time to start memorising theory. Our method is designed to make students use language more flexibly, in order to teach them to communicate correctly in English, without stopping to think. In our experience, this flexible use of language cannot be acquired through hours of studying grammar but rather through hours of putting this theory into practice.

Nevertheless, although at Vaughan Systems, classes are mainly based on oral communication, this does not mean the class is dedicated solely to conversation. In fact, the number of conversation exercises we carry out is limited. Indeed, we do work mainly with grammar, however putting this grammar into practice using drill type exercises to solicit specific responses, until students absorb these responses and learn to use the language we teach flexibly.

Since we mainly work with spoken English, Vaughan Method classes are highly energetic, making it difficult for students to disconnect or get bored during lessons. They know that the teacher could ask them a question about a text or ask them for an answer at any time. The natural manner with which teachers deliver a Vaughan class promotes concentration and therefore enables students to get the most out of every second of the class, which is reflected in their progress.

2. Correction

The second significant element of the Vaughan Method is that we correct each mistake at the very moment it was made and make students repeat corrections.

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Why do we correct each mistake?

a) Upon doing so, students feel confident when speaking English because they are aware of the progress they are making. They feel that the teacher is correcting them increasingly less often as they progress.

b) Students end up trusting their teachers, because they know that when they do not correct them, it is because they have used English correctly. If teachers do not correct all mistakes, students will never be sure whether what they are saying is correct. They can be sure with the Vaughan Method.

c) We believe that if a mistake is left uncorrected, it is automatically reinforced in the student's mind and they are therefore likely to repeat the same mistake again in the future. In correcting each and every one of the mistakes made, we break bad habits and replace them with good ones.

d) Students learn from the mistakes of others and this encourages them to participate and concentrate throughout the entire duration of the class.

e) Correcting each and every one of the mistakes made, creates positive pressure in the classroom since students are anxious to speak well; this is achieved quickly in the classroom environment, in a fun and demanding way.

Why do we make immediate corrections?

a) It seems that if we correct students straight away while it is fresh in their minds, it is easier for them to understand what the mistake they made was.

b) Because practice does not make perfect. Practice simply makes things become automatic. If we wait to correct a mistake, it is likely that this mistake will become automatic. We insist on correcting mistakes as soon as they are made to make students give the correct response automatically.

c) Students end up correcting their own mistakes when they speak and doing so plays a very important role in internalising the language.

Why do we make students repeat?

a) If we correct a student then continue with the class without saying anything, the correction becomes a criticism. By making students repeat the correct form, we are able to praise them and the correction process therefore always ends on a positive note.

b) When students make a mistake, it is important that they repeat the correct form several times in order to break bad habits.

c) Repetition also creates confidence, since students have very little doubt as to the correct form of expressing the idea in question.

d) Learning a language is by no means easy and mistakes are inevitable. At Vaughan, we do not turn a blind eye to mistakes; we accept that they play an important part in the learning process and therefore work on them repeatedly, until students learn to use the language correctly and flexibly.

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3. Motivation

The third important element of the Vaughan Method is motivation. Our "Mission" is to ensure that students get the most out of every second of the class, in addition to their time outside the classroom. One of the main ways we keep students motivated is by showing them the progress they have made. We do not overlook mistakes but rather pinpoint and work on them until they become strong points. With the Vaughan Method, students are aware that they are actually making progress and this motivates them to want to keep improving.

HOW TO APPLY THE METHOD

The Teaching Handbook contains a detailed plan for every lesson, following the Vaughan style, for all of the Missions in each one of the units for the year. We have dedicated two complete pages to each Mission, which explain exactly how to apply the Method in sixty minute classes throughout the year. Below is a step by step guide on how to get the most out of the Teaching Handbook and, in turn, the Mission Accomplished classes.

CLASS AIMS

The first thing you will notice in the class plans is an image taken directly from the corresponding mission in the student's book. This is what students will be working with throughout the class and the drills we carry out will be based around it. A numbered list of lesson aims and the materials needed may be found below the image.

Below the Aims and Materials, we have also included a section on teaching tips, which highlight the most important grammar points to be remembered, possible "false friends" and pronunciation mistakes that may be made during the day's lesson, as well as student motivation techniques, following the Vaughan style.

Finally, we have a special section for those who "finish fast", where additional material for top students who finish exercises more quickly than expected can be found.

The aims of each lesson should be looked over before delivering the class and should prepare teachers to put their drills into practice. It is important to remember that students always come first. Knowing the direction in which a class is heading and potential difficulties that may be encountered helps to put more energy into it and plan it more carefully.

EACH LESSON PLAN

Alongside the image from the student book there is a complete plan for each lesson, which provides a minute by minute description of how the class should

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play out, according to the Vaughan Method. In line with the Vaughan class style, the lesson should be delivered with high energy and dynamism and should be made up of exercises that vary rhythm, content and length, combining new topics with revision, short drills with long ones and placing particular emphasis on repeating and internalising structures that are both relevant and useful.

RECAP/REFRESH

The first exercise in all of our lessons is a revision/refresh exercise, in which an essential element of the previous lesson is recapped. The aim of a refresh type exercise should be to take student's enthusiasm at the start of a lesson and turn it into a high energy drill that makes them feel positive. During a refresh exercise, it is important to ensure that the students are producing the majority of the oral activity, be it repeating a phrase pronounced by the teacher beforehand or making a phrase using a flashcard or key word. Refresh exercises should never be difficult, as this will slow down the rhythm and discourage students. The aim sought here is to make students aware of their progress and ensure they have understood the essential point from the previous class. This will motivate them and stimulate them for what is to follow.

SECTION: OBJECTIVE IN FOCUS

In the Objective in Focus section, we introduce new grammar, vocabulary and pronunciation. This part of the class is always based on an exercise in the student book and establishes the topics covered in it through a Vaughan style drill. Each lesson plan includes two Objective in Focus drills, which, although very different in style, cover the same point. Working on the same structure using different drills helps students to become confident and flexible using the same from the outset, which is essential for their future progress.

BACK TO BASICS

One of the pillars upon which the Vaughan method is based is that it focuses on the essential. Essential elements of the language, such as numbers, dates and the time must be mastered, although even the most advanced students continue to experience problems with these elements if they do not practise consistently. The Back to Basics exercises must be used and a few minutes of each lesson must be spent on a topic guaranteed to help students with their day to day English experiences.

SONG TIME

Song time is a good way of breaking more difficult drill activities up and usually occurs about half way through the class. Through Song time, students consolidate unit vocabulary and participate in an exercise that differs greatly

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from the others. Song time should be a high energy exercise, since this will encourage students to reengage throughout the rest of the lesson.

HOMEWORK

As a Vaughan teacher, it is important to never set homework at the end of a class, since setting homework is perhaps the part of the class at which enthusiasm is at its lowest. The corresponding unit Mission in the Activity Book provides excellent exercises for students to do at home, in addition to the material found in the Teacher Resource Book. Teachers should remember to set well defined tasks and encourage students to do these exercises with their parents.

REWIND

The Rewind section is very similar to the Refresh section, since it is used to review a previous topic. However, in the Rewind section, students review something learnt a long time ago. Just like the Refresh section, the Rewind section should be high energy and place very particular emphasis on students' ability to speak flexibly and on their speaking skills.

GAME TIME

The most important parts of a Vaughan class are the start and end of a lesson. Just as the Refresh exercise is used to begin classes, there will be a "Game Time!" exercise to end them. The most important thing about a "Game Time!" exercise is that, just like the Refresh exercise, it is carried out with high energy and involves all students in the class. Students should end each lesson feeling happy and wanting to learn more English. The best way to achieve this is through a varied, dynamic exercise such as those offered in "Game Time!" in our lesson plans.

IN CONCLUSION

The Vaughan Method may be applied to any kind of class for any level, as teachers are the driving force behind it all. If used correctly, the Teacher book makes it possible to make the most out of each and every minute of the class, to employ the method and guarantee that students take part in a dynamic, high energy, English experience.But remember: it all begins with the teacher.

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MISSION ACCOMPLISHED KEY FACTORS

COMPETENCES AND LEARNING OBJECTIVESCarlos Marchena

The Organic Law of Education of May 2006, specifically articles 6.1 and 6.2 thereof, gave rise to a new element being incorporated into the obligatory educational stages of the curriculum. Moreover, the subsequent amendment thereof in Organic Law 8/2013, of December 2013, for Improving the Quality of Education, further introduced, under article 6.1, another curricular amendment entitled learning objectives.

These amendments, when looking at the curriculum from a systemic point of view, which are understood as the interdependence between each and every one of the elements thereof, in turn impact the instruments designed to reflect teacher organisation, i.e. didactic planning. Far from constituting mere observations or simply supporting the progress made in the field of Educational Sciences theoretically, they constitute the very backbone of the teaching task. Looking at things from this point of view, suitably defining these terms and the impact they have on editorial projects, becomes particularly relevant.

The term competence refers to the ability to comprehensively implement all knowledge and personality traits acquired, which make it possible to solve a diverse range of situations. It demonstrates an individual's ability to reorganise what they have learnt and how to apply it to new contexts and situations. Furthermore, the terms "basic" and "competences" together refer to the access all students have to compulsory education.

Indeed, basic competences may be defined in many different ways. In synthesising all the points they have in common, the following links may be identified:• They cover a set of interrelated content, which is diverse in nature and

facilitates overall learning. (Principle of meaning.)• Contextualising what was learnt becomes particularly relevant (Principle of

functionality).• They involve a curricular selection and integration process.• They emphasise what has been learnt on both a personal and social level.

Competences constitute a new element introduced into the curriculum in order to reorganise it; this is done with two aims in mind:• To adjust curriculums, which are often too weighty and broad, in order to

improve the quality of education. This involves making educational proposals, which are characteristically simple and versatile.

• To achieve learning that really works and makes it possible to attain true permanent education within a society governed by change and continuous innovation.

Royal Decree 126/2014, in which the basic curriculum for Primary Education is

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established, in accordance with Recommendation 2006/962/EC of the European Parliament and Council, issued on the 18th of December, 2006, on key competences for permanent learning, sets out the following:

Basic competences: 1. Linguistic communication. 2. Mathematical competences and basic competences in science and technology. 3. Digital competence. 4. Learning to learn. 5. Social and civic competences. 6. Sense of initiative and enterprising spirit 7. Cultural awareness and expressions

In turn, the learning standards constitute the different levels of knowledge and skills (content and competences) established for students of each subject and stage or level being assessed. These standards establish what students must learn and, as a result, what the teacher must teach. Indeed, it is precisely in this teaching proposal that learning standards play an instrumental role (assessment tool) for determining the achievements outlined above.

Exploring this idea in more detail, we are able to confirm that these standards provide the teacher with information on the success they have achieved and the goals yet to be met, which enables them to focus on and plan the teaching progress using their schedule. This means that the curriculum and particularly, the basic competences, constitute a basic reference point when it comes to establishing what our students should learn, whilst the standards make it possible to monitor them. These standards in turn require levels of achievement to be established. As a result, a scale according to which said standards may be evaluated must be defined, which facilitates a truly personalised learning process. In turn, this creates the need to employ more qualitative assessment tools, amongst which technical observation tools are deemed most important.

Looking at didactic planning from a learning standards point of view, these standards constitute the guidelines upon which teaching should be based. In this sense, when linking the concept referred to above with learning maps, these standards define learning targets, without specifying how these targets should be met. Teaching efforts are therefore aimed at each and every one of the students meeting these targets, the work they carry out being based on a personal feedback process.

In accordance with the above, the learning standards should incorporate a series of characteristics:

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• They should include a wide range of knowledge and/or skills that students must attain.

• It must be possible to assess them. In other words, it must be possible to measure the knowledge and skills established using approved tools and avoiding value judgments.

• They should be written clearly and concisely. The language used to describe requirements at each and every achievement level should be unambiguous.

• They should incorporate learning levels that make it possible to classify students' progress in accordance with how the curriculum is designed.

• The level they require should be appropriate and suited to the potential of the students at which they are aimed.

• They should be inclusive. They must respect different teaching and learning styles, without specifying how goals should be met or restricting the way in which achievement thereof is shown.

In view of what is established within the current organic standards framework, the key to the entire didactic proposal is that it must reconcile these two curricular elements, in such a way that the standards serve as a basic "roadmap", to combine content and competences and ensure equality, by designing intrinsic tasks that model such proposals.

TEACHING VALUESRafael Valbuena and Ricardo Gómez

As is the case with all polysemic words, discussing their meaning enables us to focus on the context or contexts in which they might be used. In a conversation, we are able to distinguish between expressions such as, "I really value (appreciate) your opinion", "the value (financial worth) of the company's shares has dropped in the last two years", or "Jack was the team's most valued (highly-regarded) player last season".

Moreover, when "value" is used in the plural, i.e. when someone talks about "values", we are able to work out that they are using a specific meaning from the dictionary, which refers to the whole set of values respected by a certain group or entity. We therefore use phrases such as "we should teach values" or "it seems our society is suffering from a crisis in values".

Indeed, there is a branch of philosophy concerned with the study of values. This branch is known as axiology, defined for the first time in 1902, although people began to reflect on values a few centuries before that, when some thinkers tried to define the qualities of an individual or social group, which they added to other, more tangible characteristics. Furthermore, they established certain value categories, namely social values, values necessary for peaceful cohabitation within society (cultural identity, tolerance, justice, equality and solidarity, etc.,) and personal values (honesty, loyalty, austerity, humility and modesty, etc). They also distinguished different types of ethics, such as those mentioned above and aesthetics (balance, beauty and harmony, etc).

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Indeed, some philosophical groups consider values to be subjective entities, in the sense that they are derived from interpretations made by individuals and social groups, as a kind of social agreement. As a result, these values change as societies evolve. Other thinkers maintain that values are objective entities, i.e. basic principles upon which morals and professional ethics are based, which regulate the ethical behaviour of individuals and groups.

Value types and hierarchies

Whether objective or not, many philosophers believe it necessary to establish a hierarchical set of values, so as to enable people and societies to organise themselves around them, in order to get what they need, i.e. food, health, protection, peace, security, environmental quality, progress and happiness. It should therefore be compulsory to comply with values such as social justice, for instance, since it constitutes one of the pillars of human society and is in turn, based on other values related to people and equality before the law. This set of "great values" exists at the heart of our political systems, laws and penal codes, in a more or less correct and complete way.

In smaller environments, such as a company, family or the school itself, other values exist, which help to meet the specific goals of this social group. Generally speaking, they are of utmost necessity when it comes to achieving social cohesion, peaceful cohabitation and meeting the specific needs of each of the group's members. Some of these ethical values include:

• Value group related to RESPECT, the most important or essential of which include respecting nature, other people and yourself, which in turn give us tolerance, composure and patience, etc.

• Group of values related to JUSTICE: Comradeship, solidarity, truthfulness, loyalty, gratitude and hard work (in the sense of endeavor, effort and perseverance), etc.

• Group of values related to SELF-CONTROL: Bravery, austerity, modesty, discretion, serenity and resilience, etc.

This category of values is by no means exhaustive and may vary slightly in axiology contracts. Nevertheless, although the words used may vary, there will be very little difference in their meaning.

In contrast to ethical values, it is not compulsory to comply with aesthetic values. Nevertheless, they are worth emphasising as they bring satisfaction and happiness, not only to those who practise such values but also to those who witness them. Aesthetic values refer to practising sport, arts, games and creative leisure, etc. Nobody is obliged to play the piano, dance or paint but we believe things like reading, playing, visiting museums, going to the cinema or a concert, enrolling at music schools or practising sport to be valuable. Upon putting these values into practice, we feel better about ourselves, are happier and feel more complete as a person.

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Teaching values at school. Where to start?

According to axiology, individuals have a moral "axis" or conscience, which is like a body that gives rise to intuition, being able to recognise and appreciate the value of an action and certain behaviours or situations. One purpose of the school should be to teach this "axis", not only from a moral standpoint, in which our conscience enables us to judge whether or not a value has been complied with but also in terms of "the place and means" with which to clarify the values upon which both individual and group actions should be based. It is important to bear in mind that a value is something that "must be", even if it is not complied with or carried out.

School is a social environment in which we learn, share and live together. Boys and girls participate in the "great social values" surrounding the school and in turn, teachers create a space in which to develop "other values" derived from learning, living and working together.

It is therefore worth looking to the definitions of the word "value" given in the official Royal Spanish Academy dictionary: 1. "The worth of things, in terms of usefulness or ability, to meet needs or

provide wellbeing or enjoyment". Values related to learning, such as appreciating knowledge, enjoyment through discovery or enjoying speaking a language itself as a means of communication, etc., are derived from this meaning.

2. "The scope of the meaning or importance of a thing, action, word or sentence", which leads us to think about the repercussions of our actions and in turn, to find values related to justice and respect.

3. "The quality possessed by certain entities, which are considered positive and thereby held in high esteem", for example an appreciation for the arts, sciences etc., and the sense of wellbeing they give us.

As teachers, it is our responsibility to make an effort to develop behaviour based values such as respect, self-control and justice. Throughout the year, using the didactic proposals linked to the unit plans, specific values will be mentioned, for example modest spending, discretion in the sense of good judgment when it comes to speaking and working, responsibility in terms of being aware of the consequences of our actions, self-control when it comes to criticising or making judgments, respect for nature and social assets, perseverance with our tasks, loyalty and companionship when it comes to teamwork, etc.

It is clear that we should teach the ethical and aesthetic values mentioned above, thus developing and maturing this moral "axis". When working in the classroom, we should name and describe these values, to make them "visible" to our students, who will eventually incorporate them into their actions, furthermore choosing the appropriate steps to put them into practice. History presents us with many examples of what happens when societies and individuals and sometimes even the majority, act unethically, according to their own wants and beliefs. Regardless of our personal beliefs, this should be reason enough to confer objectivity to some values and make a deliberate,

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systematic effort to convey them, as a strong foundation upon which society may develop and progress, both sensibly and effectively.

MULTIPLE INTELLIGENCESBlanca Aguilar

"Every person has a unique combination of multiple intelligences. This constitutes the fundamental challenge faced by education. We might ignore these differences and assume all minds to be the same. Or we might nurture the differences between them".

(Howard Gardner)

The concept of multiple intelligences was introduced by Howard Gardner. In his book, Frames of mind (1995), eight types of intelligence are described, namely linguistic intelligence, mathematical/logical intelligence, spatial intelligence, bodily or motor-kinesthetic intelligence, interpersonal intelligence, intra-personal intelligence and naturalistic intelligence.

The use of his theory, based on the science of knowledge, in psychology and neuroscience, not only revolutionised the concept of intelligence that existed to that date but also gave rise to changes in pedagogical focus. Indeed, according to this concept of intelligence, we all possess each type but each one is present to a greater or lesser degree depending on our biological make-up, interaction with others and the culture surrounding us. This means that each individual has a unique combination of intelligences. Furthermore, Gardner defines intelligence as the ability to "act", to solve and create problems, create products and play a useful role within society. This ability may therefore be developed through stimuli, experiences and situations, etc., thus making genetic make-up or predisposition important but not decisive.

This approach therefore gives rise to a significant change to the concept of school and education.

About the teacher:Teachers should have excellent observation skills and learn to adopt a role that gives students room to discover their predominant type(s) of intelligence and own leaning styles. This will benefit students and forms the basis upon which to develop the curriculum. They should respect the individual characteristics of each learning type and the abilities of each particular student, without overvaluing some types at the expense of others and thinking of each student as a unique being with unique needs.

About the student:In the sense of a set of intelligences, attention should be paid to each individual's weak points in order to develop intelligence as harmoniously as

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possible.Each student should be given their own role within the micro-society formed in the classroom so that the intelligences they have serve the group. As a result, we must help each student to find their place within this society, in order to enable them to achieve emotional balance and a personal self-image with which they are able to collaborate in all class activities, so as to contribute to the best of each individual's skills.

About the curriculum:The curriculum should ensure that situations in which all types of intelligences are worked on are created, that learning models are varied, that the type of activities carried out develop all kinds of intelligence, that assessment systems also take into account the fact that learning models are not the same for everybody and that they are therefore more in-depth, flexible and broad in scope.

Multiple intelligences Skills developed

Linguistic intelligence

• Thinking in words• Listening and understanding oral texts• Expressing needs, feelings and

experiences, etc.• Discussing and debating• Interpreting visual information• Beginning to read and write• Beginning to understand and express

ideas in a foreign language

Mathematical/logical intelligence

• Making comparisons and coming to conclusions

• Identifying causes and eliciting consequences

• Linking concepts together• Making basic quantifications and

beginning to count• Solving problems• Putting sequences in order• Using mathematical skills• Carrying out experiments

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Interpersonal Intelligence

•Understanding others and interacting with them

•Establishing and maintaining relationships with others

• Becoming aware of the needs of others• Showing initiative in games and group

activities• Showing ability to give answers• Helping others to identify and overcome

problems• Working with others and enjoying

working as a team• Knowing how to put yourself in others'

shoes• Mediating conflict, organising, leading

and convincing

Intra-personal Intelligence

• Developing an accurate self-image• Making an effort to recognise, express

and control one's own emotions• Reflecting on decision making• Setting oneself targets suited to

personal strengths and weaknesses• Showing ability to manage

independently in different situations

Spatial intelligence

• Thinking in 3D• Finding ones way around everyday

spaces• Using drawings as a means of

representation• Interpreting drawings and arts and crafts

works• Imagining and visualising settings and

situations

Bodily/Kinesthetic intelligence

• Using the body as a means of self-expression

• Controlling the body in order to achieve coordination, skill, balance, flexibility, strength and speed

• Acquiring motor skills to carry out precise tasks using the hands

• Recognising measurements and volumes

• Coordinating the body and mind to achieve a certain goal

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Musical intelligence

• Identifying sounds• Picking up the rhythm, tone and timbre

of sounds• To mimic rhythms, sounds and melodies• Listening to, humming, singing and

interpreting songs and musical works• Differentiating sound properties• Enjoying handling musical instruments

Naturalistic intelligence

• Recognising plants, animals, people or elements from our natural environment

• Showing curiosity in discovering different organisms, elements and phenomenon within nature

• Collecting, categorising and using information relative to the environment

• Observing, interpreting, caring for and questioning the environment

COOPERATIVE LEARNINGYolanda G. Huerta

Cooperative learning is based on two basic assumptions, namely students' active participation in their learning process and working together, sharing responsibility and helping one another. It is defined as follows: "Didactic use of small groups in which students work together to optimise their own learning and that of others" (Johnson, Johnson and Holubec, 1999).

So why should we put cooperative learning into practice? What advantages does it have over other learning structures?• If done properly, structuring learning on a cooperative model creates a

classroom environment that fosters learning and makes it possible to achieve better results in terms of academic performance.

• It makes it easier to pay attention to diversity, providing strategies and resources to manage heterogeneity in the classroom. Teachers have more time to assist students with greater needs individually. Furthermore, these students may also benefit from the help of their classmates. Likewise, it fosters the learning of more gifted students. Ultimately, it enables the creation of inclusive classrooms.

• It is a good way to teach values such as solidarity, cooperation, coexistence, conversation and respect for differences.

• Individual learning and teacher-student interaction are not eliminated but rather added to student-student interaction and teamwork.

• It improves the quality of group interactions and interactions with the teacher, thus encouraging a more positive classroom environment.

• Cooperative learning teams provide an ideal natural setting in which to teach social and other skills, such as communication and methodological competences and put them into practice. It entails simultaneously internalising annual content and learning to work as a team.

• It may be applied to all levels of education and in all areas of the curriculum.

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• Cooperative learning makes working in the classroom more appealing and motivates better students working in a team.

Cooperative learning is based around classroom teamwork, however entails much more than just group work. Indeed, it involves:• Members of the team working to achieve a common goal. Each student's

efforts benefit their own learning, whilst also benefiting the rest of the group. Students depend on one another and must join forces to achieve their goal (positive interdependence between participants).

• Each member of the team taking responsibility for their share of the work and also for improving their own individual performance, thus preventing certain students from relying on the work of others (personal responsibility and individual performance).

• Creating a place and time in which to share individual work, resources, materials and opinions. Furthermore, it requires students in the group to interact, motivate one another, help each other out and feel appreciated and respected (promotes face-to-face interaction). It also means all group members have an equal chance to and are equally obliged to participate (equal participation) and always have someone in the group with whom they can interact (simultaneous interaction).

In order to fulfill these aims, several authors, such as Spencer Kagan, Robert E. Slavin, A. Ovejero, Pere Pujolàs and many others have described a series of (both simple and complex) cooperative learning structures, which facilitate the organisation of interaction between members of a work group. These structures consist of a set of social activities, which are designed for a specific purpose but which do not include content. They may be considered "strategies or tips" which, when applied to curricular content, guarantee that students in a work team interact with one another as much as possible, all share the work and help their fellow team members to learn.

Simple learning structures are easy to acquire and use in the classroom and are relatively short. They do not require much preparation and the skills they require students to put into practice are by no means complex. Indeed, as Spencer Kagan would say, "learn it today, apply it tomorrow and use it for the rest of your life". On the other hand, more time and perhaps even various sessions must be spent on complex learning structures in the classroom, which furthermore require greater group preparation. In this didactic proposal, a series of simple learning structures are put forward, which are to be applied to various content within the curriculum.

It must be noted that teachers take on a different role where an individual model is concerned. This will serve to support and direct teamwork and resolve doubts or difficulties that may arise. The suitability of the team should also be taken into account, to ensure team members are motivated.

How should cooperative learning be implemented in the classroom?

A good way of implementing cooperative learning is to take a simple cooperative learning structure, organise work groups, then apply this structure to a class session. The result would then have to be observed and assessed, in

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order to repeat the process, improving those elements necessary. One by one, cooperative work structures will thereby be incorporated gradually and sequentially into normal classroom practice.

Below is a list of specific steps to be followed and the fundamental elements to be worked on in order to successfully implement cooperative learning in the classroom. 1. Reinforce group cohesion and the positive classroom environment, through

group dynamics, games and activities. 2. Create cooperative work groups. Various pairs and "random teams" of four

students should be created in the first classroom cooperative learning experiences, in order to see how they work together.Towards the end of the first term, teams of four, referred to as "base teams" should be created, in which students are able to work consistently for at least one month. Throughout the second term, teams will be altered if necessary to ensure that in the third term, the base teams are able to work consistently. One key aspect of cooperative learning is that base teams are mixed.Moreover, each group may choose a name, picture and/or colour with which to identify themselves. They would also have their own designated space within the classroom.

3. Learn to cooperate and work as a team by learning about and practicing social skills, resolving conflicts and employing group organisation skills. Teamwork is a strategy we employ to facilitate learning, although it also constitutes content that must be taught. When put into practice during cooperative learning, certain skills, such as helping one another, participating, encouraging teamwork, communicating with others appropriately and resolving conflicts, etc., enable students to learn and improve as the school year progresses.Strategies for ensuring effective "Teamwork" include:• Assigning roles to base team members on a rotary basis, once every two

weeks.• Agreeing on rules and bearing them in mind during teamwork and

coexistence in the classroom.• Making a "quiet sign".• Assessing group work.

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UNIT 0

The starter unit consists of two pages, two missions. The Teacher´s Resource Book (TRB) contains classroom material to reinforce and consolidate the acquired knowledge in each unit. It also provides unit tests, term tests and an end-of-year test. In the Unit 0, there is a Diagnostic Test for the teacher to evaluate the initial level of the students after the holidays.

Mission 1.UNDERSTANDING AND PRODUCING ORAL TEXTS

Revision of the vocabulary studied in previous years related to places in the city, the space, travelling, cooking and a healthy lifestyle, the time and the periods of time.Revision of grammar structures studied in previous years: present perfect, for and since, and the question tags.Introducing the vocabulary and expressions of the unit through listening and speaking activities.Looking at some pictures and talking using the structure studied, the places of interest in New York, the time and the periods of time. Look, ask and answer. Checking answers using an audio. Then listen and check.Listening to a guessing game describing a word related to the new vocabulary and figuring out what it is. Find me!Saying some sentences and completing them with a question tag. Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading some sentences, saying the question tags and completing them.Completing writing activities in the AB.


Revision of the vocabulary related to travelling and a healthy lifestyle studied in previous years. Revision of grammar structures studied in previous years: should + infinitive, present perfect, present continuous, going to + infinitive and the imperative: Don´t interrup! Wait your turn!Looking at some pictures and interacting orally giving advice to the main characters about what they should or shouldn’t do. Listening to an audio about the Matthew’s trip and answering some questions in the notebook.Paying in Game time using the expressions about travelling they have learnt in previous years.Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.

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UNDERSTANDING AND PRODUCING WRITTEN TEXTSAfter listening to an audio, answering some questions in the notebook about the Matthew’s trip.Completing writing activities in the AB.Translation challenge. They work on activities focused on the understanding of translated sentences or they translate sentences from Spanish to English and vice versa. (TRB).Diagnostic test to check the students’ knowledge (TRB).

CONTENT

Revision vocabulary: • City, space, travelling, cooking and healthy lifestyle vocabulary. • Telling the time.• Periods of time.

Structures:• Present perfect• Question tags• For and since• Should• Don’t interrupt! Wait your turn.

ASSESSMENT CRITERIA LEARNING STANDARDS(Listening)To understand the vocabulary and the main grammar structures in short oral texts.

The student:- Understands the teacher's instructions

regarding common classroom activities.

- Understands the main information in short and simple conversations about places in the city, the space, travelling, cooking and a healthy lifestyle, the time and the periods of time, sentences in present perfect, present continuous, future going to + infinitive, imperative (Don´t interrup! Wait your turn!), the modal verb should + infinitive, for and since and the question tags.

- Understands what it’s said in simple conversations.

- Listens actively.- Uses non-verbal language and

pictures that accompany the oral text in order to figure out the meaning.

- Understands the syntactical structures the teacher uses in the drills.

- Shows interest when participating in language games.

- Understands songs.

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- Uses gestures to express what he/she understands in the songs.

- Participates in Cooperative Learning activities.

(Speaking)To know and know how to apply basic strategies to produce short and simple oral texts.

To assimilate structures and adcquire fluency by repeating them.

- Produces short and simple monologues and dialogues.

- Knows the English alphabet and is able to spell simple words

- Understands, imitates and repeats fluently the structures used by the teacher in the drills.

- Reprodcuces and remembers structures and vocabulary studied in previous units or years.


(Reading)To identify the topic, the main sense and the main points and information of texts.

- Is able to read words and sentences studied in class.

- Understands simple written texts containing the language studied in class.

- Understands simple instructions related to classroom tasks (look, ask, answer, say, read, listen, check, find out, complete, give advice).

- Understands translated sentences and works with them.

(Writing)To produce very simple written texts copying the words and structures that have been studied.

- Writes the vocabulary and the grammar structures that have been studied orally.

- Prepares simple texts based on the content taught.

(Pronunciation)To copy the pronunciation, intonation, rhythm and stress to reproduce texts.

- Memorises songs.- Copies the sounds and expressions

presented in the vocabulary, grammar, pronunciation and language assisstant videos.

To show interest in learning frequently used expressions in English.

- Shows interest in writing and repeating familiar expressions in English.

To use English with interest and confidence when producing oral texts in daily situations.

- Shows interests in using English to communicate with people from other cultures and countries.

- Feels confident about his/her ability to speak in English.

COMPETENCES CONTENTS AND ACTIVITIES SPECIALLY DESIGNED TO DEVELOP THEM VALUES RELATED TO THE CONTENTS AND ACTIVITIES

• Linguistic communication

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DESCRIPTORS IMPLEMENTING ACTIVITIES RELATED VALUES

ListeningIdentify words and simple sentences.

- Listening to and identifying the unit vocabulary and expressions (Missions 1 and 2)

- Listening to drills (Missions 1-2).

- Listening to and identifying words and expressions in all the cooperative learning activities in order to learn the language working in groups.

Responsibility and perseverance

Get the general idea in spoken texts and identify specific aspects with the help of linguistic and non-linguistic elements from the context.

- Listening to a text and identifying pictures.(Mission 1 Act. 1).

Responsibility.

Recognise the sound, rhythm and intonation of common expressions.

- Listening to a guessing game (Mission 1 Act. 2).

Perseverance.

Use the tests in the Teacher´s Resource Book to evaluate the student’s knowledge and to consolidate the learning of the contents studied by practising the four skills, Reading, Writing, Listening y Speaking.

- Completing the Diagnostic Test in the Unit 0 to evaluate the initial level of the student at the begining of the academic year (Mission 1 TRB).

- Completing the Unit Test at the end of each unit (Mission 8 TRB).

- Completing the Term Test in the Review 1, Review 2 (Mission 2 TRB) and the Review 3 (Mission 1 TRB) at the end of each semester.

- Completing the End-of-Year-Test in the Review 3 in which all the vocabulary and structures of the book are evaluated (Mission 2 TRB).

Respect and responsibility.

SpeakingReproduce grammarstructures through oral activities proposed in theTeacher's Guide, the drills, based on repetition andCorrection.

- Reproducing expressions and vocabulary through repetition and correction activities (Mission 1-2).

- Reproducing structures learnt in previous years or units (TG Refresh, Back to Basics, Rewind).

Perseverance and responsibility.

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Participate in Game Time and in the games proposed in the TG.

- Reproducing simple expressions in Game time (Mission 2) and in the games proposed in the TG (Mission 1-2).

- Participating in cooperative learning activities in order to learn the language working in groups

- Speaking activities (Mission 5 TRB).

- Completing activities based on the comprehension of translated sentences or in the translation of sentences (Mission 5 y 8 TRB).

Respect and fellowship.

Use the tests in the Teacher´s Resource Book to evaluate the student’s knowledge and to consolidate the learning of the contents studied by practising the four skills: Reading, Writing, Listening y Speaking.






ReadingRead words and expressions previously introduced in an oral way.

- Reading the characters’ presentation and the colloquial expressions learnt orally (Mission 1-2).

- Recognising, Reading and understanding translated sentences in English (TRB).

Perseverance.




- Completing the Term Test in the Review 1, Review 2


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(Mission 2 TRB) and the Review 3 (Mission 1 TRB) at the end of each semester.


WritingWrite words and sentences.

- Writing words and expressions of the unit(AB Mission 1-2) (AB Mission 1-2).

- Completing activities based on the comprehension of translated sentences or in the translation of sentences (Mission 2 TRB).

Responsibility and perseverance.







• Mathematical competences and basic competences in science and technology


Listen to numbers when enumerating sentences in different activities.

- Listening to the numbers (Mission 1-2).


Read the page numbers.

- Reading the page numbers (Mission 1-2)


Read, say and listen to the time and the periods of time

- Reading, saying and listening to the time and the periods of time (Mission 1 Act. 1)

Responsibility, self-esteem and perseverance.

Read and listen to - Reading and listening to Responsibility, self-

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dates in a guessing game.

dates in a guessing game (Mission 1 Act. 2).

esteem and perseverance.

• Social and civic competences


Interact and enjoy playing games in class.

- Participating and playing with the classmates in the Game time (Mission 2 Act. 3).

- Participating in the games proposed in the TG.


Show interest and concentration in order to understand the teacher's drills and to provide the correct answers.

- Saying and consolidating the drills (Missions 1-2).

Responsibility, respect, perseverance

• Cultural competence


Play games. - Participating in the Game time of the PB and in the games proposed in the TG (Mission 1-2).

Fellowship and respect.

Learn the name of the places of interest in New York.

- Listening to, reading and reproducing the name of the places of interest in New York (Mission 1 Act. 1).

Responsibility, respect, perseverance, solidarity and empathy.

Learn about the Moon landing in a guessing game.

- Listening to and reading a guessing game about the Moon landing(Mission 1 Act. 2).

Responsibility, respect, perseverance, solidarity and empathy.

• Learning to learn


Participate in the drills as an activity to learn and consolidate different structures in a natural way.

- Participation in the drills proposed in the TG (Mission 1-2).


Correct and find mistakes in words and sentences.

- Finding mistakes in words and sentences (AB Mission 1).

Perseverance and self-esteem.

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Talk to the other students in games and speaking activities based on the Cooperative Learning, consolidating the grammar structures and the vocabulay of the unit.

- Interacting student-student, working in teams and in pairs (Mission 2 Act. 3 Game time).

Patience, fellowship, solidarity, tolerance, self-esteem, empathy, responsibility, respect, punctuality, thankfulness and perseverance.

Completing a linguistic gme to consolidate the new vocabulary.

- Ordering letters to make words (AB Mission 2).

Responsability and self-esteem.







• Digital competence


Use digital media in class to learn (IA)

- Carrying out the activities proposed in the digital book (Missions 1-2).

Participation and responsibility.

• Sense of initiative and entrepreneurship


Be able to revise and complete activities about topics studied in the previous year.

- Completing activities about topics studied in previous years.

Participation.

Talk to other students - Playing with other students in Patience, fellowship,

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in games and in Cooperative learning activities which requires them to help each others.

games and activities(Mission 2 Act. 3 Game time).

solidarity, tolerance, self-esteem, empathy, responsibility, respect, punctuality, thankfulness and perseverance.

UNIT 1

This unit (Versatile Verbs!) focuses on learning the verbs related to reactions and feelings. This unit contains 8 missions. Each misión lasts sixty minutes. The Teacher´s Resource Book (TRB) contains classroom material to reinforce and consolidate the acquired knowledge in each unit. It also provides unit tests, term tests and an end-of-year test.

Mission 1. UNDERSTANDING AND PRODUCING ORAL TEXTS

Introducing the new vocabulary of the unit, 14 verbs related to reactions, using a listening activity.Identifying and using the unit vocabulary.Listening to and singing a song. Sing and clap.Becoming familiar with the rhythm and sounds of English by listening to a song.Listening to a guessing game describing a word related to the new vocabulary and figuring out what it is. Find me!Practising the interrogative sentence. Master the question. Making questions after reading some answers. Checking answers using an audio. Then listen and check.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSIntroducing the unit vocabulary using the Picture Dictionary, p.96.Completing writing activities in the AB.


Introducing the grammar structure of the unit using listening and speaking activities. The time adverb still in affirmative and interrogative sentences: Is she still coughing? Yes, she’s still coughing.Revision of the present continuous, present simple, past simple and past continuous. Looking at a picture in which the characters are expressing different body reactions and answering some questions they listen to in an audio. Looking at some pictures, reading some sentences describing the pictures and saying whether some sentences are true or false.

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Reading a text and answering some questions.Giving a previously prepared short presentation. Let´s talk about… Body reactions! Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to the Grammar appendix, p. 87, to read and internalise the new grammar learnt in the unit.Looking at some pictures, reading some sentences and saying whether they are true or false. Reading a text and answering some questions. Completing writing activities in the AB.


Listening to the first part of a story with a comic design, which includes the vocabulary and the grammar previously studied. Answering some questions. Introducing a coloquial expression (I can´t help hiccupping/hiccupping.).Becoming familiar with the rhythm and intonation of the English language by reading to a story.Practising and learning the verbs (to hiccup). Reading and answering some questions about the story. Verb time!Listening to the second part of the story and completing an activity in the notebook.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing listening activities in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading the story and answering some questions.Reading some sentences about the second part of the story and choosing the best option to complete them. Writing the correct sentences in the notebook. Vocabulary activities to improve and consolidate the acquired knowledge (TRB Vocabulary Worksheets).Completing writing activities in the AB.


Introducing the second part of the vocabulary of the unit, 7 expressions related to body reactions, communication and feelings, using an audio. Identifying and repeating the vocabulary.Reading a some sentences describing a word related to the new vocabulary and

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figuring out what it is. Guess! Checking answers using an audio. Then listen and check.Listening to a text and saying whether some sentences are true or false. Listening to and repeating some words with the sound /ɪ/ and others with the sound /i:/.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing listening activities in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSIntroducing the unit vocabulary using the Picture Dictionary, p.96.Reading some sentences describing a word of the new vocabulary. Guessing the word. Guess! Checking the answer using an audio.Looking at some pictures and describing in the notebook what the characters are doing in each picture as in the example; Donna is shouting at Stacey.Completing writing activities in the AB.


Introducing the second part of the grammar through listening and speaking activities. The time adverb, anymore. He isn’t yawning anymore. I haven’t got a cold anymore.Revision of the present continuous, present simple, past simple and the verbs to feel and to have got.Looking at some pictures, listening to some quesitons and answering them using anymore.Listening to and reading a dialogue. Acting out. Read, listen and repeat with your partner.Talking in Game time using mimics and the structures studied in the unit. He isn’t coughing anymore, he’s shivering!Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Listening activities to improve this skill (TRB Listening Worksheet).Speaking activity using the grammar and vocabulary of the unit (TRB Speaking Worksheet).

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to the Grammar appendix, p.87, to read and internalise the new grammar learnt in the unit.Listening to, reading and acting out a dialogue in partners. Read, listen and repeat with your partner.Learning how to write texts. Writing sentences related to the topic of the unit (brainstorming ideas). Think and write in your notebook. Completing writing activities in the AB.

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Listening to a text about a cultural topic in the United Kingdom, el Spearkers’ Corner. Being able to identify some English speaking countries. Showing interest in understanding and talking about the customs of other countries.Talking in English following an example. Read and make a role play.Placing the child in a real situation in an English speaking country. Talking in class about what they should do in that situation. What would you do? Discuss.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading a text about the Spearkers’ Corner in the United Kingdom and asnwering some questions in the notebook. Web searching to answer some questions about the cultural topic. Web quest.After discussing in class what they should do in the real situation proposed, reading a text in which a child describes what he/she did in that situation. Reading activities to improve and consolidate this skill (TRB Reading Worksheets).Completing writing activities in the AB.


A page dedicated to non-linguistic content and language integrated learning. Natural Science: Why we yawn. Being able to understand and speak in English about other subjects.Listening to and reading a text about why we yawn and answering some questions in the notebook.Practising the structure Tell to ask.Giving a presentation after answering some questions about why we yawn.Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSBeing able to read and write in English about other subjects.Reading a text and answering some questions about the topic.Asking other students questions about why we yawn and after it, giving a presentation.Writing activities to improve this skill (TRB Writing Worksheets).

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Completing writing activities in the AB.


Watching a video in which a language assistant revises the grammar and the vocabulary of the unit paying special attention to the pronunciation, rhythm, intonation and stress of the words and grammar sturctures (Teacher´s Book Video).Repeating and copying the structures the language assistant asks for. Becoming familiar with the rhythm and intonation of the English language copying the language assistant.Checking answers using an audio. Then listen and check.Listening to a text and completing it writing the missing words. Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Test to practice the different skills (Reading, Writing, Listening and Speaking) (TRB TEST).Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSLooking at some pictures and writing the verb which is represented in each picture.Completing some sentences using still and anymore. Checking answers using an audio.Reading and listening to a text and completing it in the notebook using the words given.Reading a text and answering some questions in the notebook.Test to practice the different skills (Reading, Writing, Listening and Speaking) (TRB TEST).Completing writing activities in the AB.

CONTENTS

Vocabulary • Main vocabulary: to argue, to chat, to cough, to feel dizzy, to have a cold, to hiccup,

to hum, to laugh (at), to make up, to shiver, to shout (at), to sigh, to sneeze, to sweat, to wave, to whistle, to yawn.- Extra vocabulary: carbon dioxide, human being, issues, politician, process, signal,

womb, contagious, outdoor, peaceful, exactly, in my opinion, to agree, to disagree.

Structures• Is she still coughing? Yes, she´s still coughing.• He isn´t yawning anymore.

Culture• The UK. Speakers’ Corner.• Expression: I can´t help sneezing/hiccupping.

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Content and Language Integrated Learning (CLIL)Natural Science• Why we Yawn.

Phonics• The sounds /ɪ/ and /i:/.




- Understands words and basic structures studied orally using visual support (Picture Dictionary).

- Identifies vocabulary related to verbs about body reactions: to argue, to chat, to cough, to feel dizzy, to have a cold, to hiccup, to hum, to laugh (at), to make up, to shiver, to shout (at), to sigh, to sneeze, to sweat, to wave, to whistle, to yawn.

- Understands the main information in short and simple conversations • Is she still coughing? Yes, she’s still

coughing.• He isn’t yawning anymore.

- Understands the grammar and vocabulary videos and the language assistant’s explanations.- Understands the structures the

teacher uses in the drills.- Listens actively.- Understands the main information of

orally reproduced texts.- Understands the vocabulary and

structures that have been studied in previous years

- Shows interest when participating in language games

- Understands common expressions used in games.

- Understands songs.- Understands the general meaning of

increasingly difficult oral instructions and explanations.


- Uses gestures to show the understanding of the song.

- Participates in Cooperative Learning

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activities.(Speaking)To know and know how to use vocabulary and structures to produce short and simple oral texts.

- Uses the basic vocabulary studied in previous years.

- Learns and uses new vocabulary.- Produces very simple oral monologues

or dialogues.- Gives short and simple presentations.- Is able to express him/herself in

English in more situations than in the previous year.

- Participates in Cooperative Learning activities and works in team (games, dialogues, etc.).

- Answers adequately in simple communication situations (speaks about body reactions and feelings, about past actions which continues in the present, about actions which have changed or finished).

- Uses correctly the time adverbs still and anymore to express the continuity or ending of an action.

- Writes affirmative, negative and interrogative sentences in present and past using the 1st, 2nd and 3rd person singular and plural.

- Is able to present the outcome of his/her work to the rest of the class (Web quest, Let's talk about…, What would you do? Discuss...).

- Works on and tries to master direct and indirect interrogative sentences (Master the question and Tell to ask).

(Speaking)To internalise structures and acquire spoken fluency through repetition.


- Repeats words and structures the language assisstant asks in the videos.

- Reproduces and remembers structures and vocabulary studied in previous units or years.

(Reading)To understand the main information in a text using their previous knowledge of vocabulary and syntactical structures.



- Understands simple written instructions connected to schoolwork (read, match, circle, repeat, describe, draw, listen, look, write the answers, say true or false) and learns new actions (Find out. Say the missing Word, Fill in the blanks, Tell to ask).

- Identifies the characters (Asky, Fusy,

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Yessy and Noella) and his/her linguistic role. Asky asks questions, Fusy teaches pronunciation, Yessy speaks in affirmative and Noella speaks in negative.

- Is capable of saying what a text is about by quickly reading through some basic elements (key vocabulary, title)

- Reads to find information needed to do a research task (Web quest, Find it!).


(Writing)To encourage students' motivation and creativity.

- Writes the end of the story.

(Writing)To produce very simple written texts copying the words and structures that have been studied in previous units or years.

- Writes the vocabulary and the grammar structures that have been studied orally.- Writes simple texts based on the content taught.- Shows interest in writing clearly.- Writes a dialogue or text about an everyday situation that they might be faced with in an English-speaking country.- Writes about him/herself.- Writes a text comparing his/her culture with the one in an English-speaking country.- Looks and writes words in capital

letters (countries and nationalities).(Pronunciation)To copy the pronunciation, intonation, rhythm and stress to reproduce texts.

- Memorises songs.- Acts out stories.- Copies the sounds and expressions


- Copies the sounds produced by the teacher in the drills.

- Tries to pronounce correctly.- Knows the wide range of sounds

existing in English compared to his/her language. For example the /ɪ/ and /i:/ sounds.

To show interest and confidence in learning frequently used expressions in English.


- Incorporates new expressions and vocabulary into daily routines.

(Culture)To show interest in learning about other countries culture.

- Identifies English-speaking countries and their flags.


- Learns about the Speakers’ Corner in the United Kingdom.

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(CLIL)To show interest in using English as a learning tool for other subjects.

- Values the English language as alearning tool for other subjects like

Natural Science (Why we yawn).




To listen toIdentify words about body reactions, feelings and communication.

- Listening to and identifying the unit vocabulary and expressions (Missions 1 and 4).


Responsibility, perseverance

Identify simple sentences related to the topic of the unit.

- Listening to and identifying simple sentences (Missions 1-8).

- Listening to and understanding the topic-related drills (Missions 1-8).




- Listening to a text and identifying pictures

(Mission 1 Act. 1. Mission 2 Act. 1-2.Mission 3 Act. 1.Mission 4 Act. 1.Mission 5 Act.1Mission 8 Act. 2.).- Revision video of the

structures and vocabulary of the unit (Mission 8).

- Listening activities using the vocabulary and the grammar of the unit (Mission 5 TRB).

Responsibility

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- Listening to and singing a song (Mission 1 Act. 4 Sing and clap).

- Listening to a video about the vocabulary and grammar of the unit (Mission 8).

- Listening to the story (Mission 3 Act. 1 y 3).

- Listening to texts(Mission 1 Act. 2.Mission 3 Act. 1 y 3.Mission 4 Act. 4.Mission 5 Act. 2.Mission 6 Act. 1.Mission 7 Act. 1.Mission 8 Act. 3.).


Check the answers to activities through a listening activity

- Correcting activities through a listening activity. Listen and check. (Mission 1 Act. 3.Mission 4 Act. 2.Mission 8 Act. 2.)..

Responsibility, perseverance.







SpeakingSing a song usinglinguistic and paralinguistic elements

- Singing a song. Sing and clap (Mission 1 Act. 4.).

Responsibility

Reproduce grammarstructures through oral activities proposed in theTeacher's Guide, the drills, based on repetition andCorrection.

- Reproducing expressions and vocabulary through repetition and correction activities (Missions 1-8).

- Reproducing structures learnt in previous units or years (TG Refresh, Back to Basics, Rewind).

Perseverance and responsibility

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Participate with interest in language games, Game Time and the ones proposed in the TG.

- Reproducing simple expressions in Game Time (Mission 5) and in the games proposed in the TG (Missions 1-8).

- Participating in Cooperative Learning activities.


- Participating in activities focused on understanding translated sentences or on the translation of them (Missions 5 and 8 TRB).


Practise interrogative sentences.

- Asking questions. Master the question. (Mission 1) and Tell to ask (Mission 7).

Perseverance


- Speaking activity in the Unit test.

- Completing the Diagnostic Test in the Unit 0 to evaluate the initial level of the student at the beginning of the academic year (Mission 2 TRB).





ReadingRead words previously introduced in an oral way.

- Reading the unit vocabulary (Missions 1-8)

- Reading the vocabulary in the Picture Dictionary, p.96 (Missions 1 and 4).

Read words previously introduced in an oral way.

- Reading the unit expressions (Missions 1– 8).

- Reading the Grammar Appendix in order to internalise the unit grammar (Missions 2 and 5).


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Read texts and stories.

- Reading stories and texts (Mission 1 Act. 2.Mission 2 Act. 3Mission 3 Act. 1.Mission 5 Act. 2.Mission 6 Act. 1 y 3.Mission 7 Act. 1.Mission 8 Act. 3 and 4.).

- Reading and understanding translated sentences (TRB).

- Reading activities (TRB Mission 6, 2 different levels to deal with the diversity of the students.)


Responsibility, perseverance, respect








WritingWrite words. - Writing the unit vocabulary

and expressions (Mission 3 Act. 3.Mission 4 Act 3.Mission 6 Act. 1 Mission 7 Act. 1.Mission 8 Act. 1, 2, 3 and 4).


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Write very simple texts based on very structured models.

- Writing very short and simple texts using the vocabulary and structures previously studied in class

(Mission 3 Act. 3.Mission 4 Act 3.Mission 5 Act. 3.Mission 6 Act. 1 Mission 7 Act. 1 y 3.Mission 8 Act. 1, 2, 3 and 4).

- Vocabulary activities (Mission 3 TRB, 2 different levels to deal with the diversity of the students).

- Writing activities (Mission 7 TRB, 2 levels to deal with the diversity of the students).



Identify and know perfectly how to write affirmative, negative and interrogative sentences.

-Writing affirmative, negative and interrogative sentences (Mission 1 Act. 3, Mission 7 Act.2).

Responsibility, perseverance and self-esteem.

Summarise the main information of a text.

- Writing a summary of the story (AB Mission 3).- Writing a fact card with information (AB Mission 7).










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Listen to numbers when introducing the vocabulary.

- Listening to the numbers when introducing the vocabulary in the Missions 1 and 4.





Listen to the numbers when enumerating sentences.

-Listening to numbers (Missions 1-8).


Ask questions to his/her classmates and prepare a presentation with the information.

- Asking questions about why we yawn and giving a presentation with the information obtained (Mission 7 Act. 3)

Patience, fellowship, solidarity, tolerance, responsibility, self-esteem, empathy, respect and perseverance.









- Participation in the drills proposed in the TG (Missions 1-8)

Respect and responsibility

Use basic strategies for learning to learn English using the picture dictionary, the grammar appendix and the numbers section.

- Using the Picture Dictionary, P.96 (Missions 1 and 4).

- Using the grammar appendix, p.87 (Missions 2 and 5).

- Using the pronunciation guide, p.91 with the key phonics of the unit.


Use basic understandingstrategies with the help of linguistic and non-linguistic elements.

- Identifying the meaning of words using flashcards, etc. (Missions 1-8).


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Use the grammar and vocabulary videos to internalise the correct use of the grammar structures in a context and paying attention to the pronunciation and intonation.

- Listening to the review video of the unit in the Mission 8 and in the Review (Language Assistant, Pronunciation y Pupil´s Book Video).

Patience, fellowship, solidarity, tolerance,self-esteem, empathy,responsibility, respect and perseverance.

Use the pronunciation videos to learn and repeat sentences and words.

-Listening to the pronunciation video in the Review (Mission 2) and in the Teacher’s Book video (Mission 8).

Responsibility, perseverance and fellowship.

Use the language assistant to consolidate the vocabulary and the grammar studied in the unit and to learn the correct pronunciation of the content learnt.

-Listening to the video in the Mission 8 and in the Review (Language assistant video).


Correct mistakes in sentences and words.

- Correcting mistakes in sentences and words (AB Mission 4 and 6).

Perseverance

Value the English language as a learning tool for other subjects.

- Learning about other subjects using English (Mission 7).

- Learning about the scientific reasons why we yawn.

- Asking questions and giving a presentation about the answers obtained (Mission 7 Act. 3 Let’s do a questionnaire! Then give a presentation).


Use information technology to find information and prepare a presentation

- Delivering presentations about interesting or everyday topics by searching for information on the internet (Mission 6) (AB Mission 7).


Use his/her previous knowledge of the story, his/her linguistic knowledge and his/her motivation and interest to understand the end of the story in an audio.

- Listening to the end of the story (Mission 3 Act. 3).

Responsibility

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Talk to the other students in games and speaking activities based on the Cooperative Learning, consolidating the grammar structures and the vocabulary of the unit.

- Interacting student-student, working in teams and in pairs (Mission 5 Act. 2 Read, listen and repeat with your partner, Act. 4 Game time.Mission 6 Act. 3 What would you do? Discuss, Act. 4 Read and make a role play.

Mission 7 Act. 2 Tell to ask, Act. 3 Let´s do a questionnaire. Then give a presentation.).


Complete a linguistic game to consolidate the new vocabulary.

- Completing a crossword (AB Mission 1).

- Ordering words to make sentences (AB Mission 2)


Responsability and self-esteem.









Participate and enjoying playing games and acting out in class.

- Participating in Game Time (Mission 5), dialogues (Missions 5, 6 and 7) and in games proposed in the TG (Missions 1-8).

Respect and fellowship




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Value English as a tool for communicating with other people.

- Reusing the vocabulary studied in previous years and using new vocabulary learnt to talk in real-life or simulated interactions (Missions 1-8).

- Learning and using a colloquial expression to express a body reaction (I can’t stop hiccupping/sneezing) (Mission 3 and 6).

- Managing well in simple situations using the structures studied (Missions 1-8).


Show interest in communicating with English-speakers

- Reading texts about the culture of people who live in English speaking countries (Missions 3 and 6).

- Identifying the Speakers’ Corner in the UK and in other English-speaking countries (Mission 6).


Show interest in comparing the customs and culture of English-speaking countries with those of his/her own country.

- Comparing cultures (AB Mission 6).




Sing songs - Singing a song (Mission 1 Act. 4 Sing and clap).


Play games and act out.

- Participating in Game Time in the PB (Mission 5) and in the games proposed in the TG (Missions 1-8).

- Participating in dialogues: Read, listen and repeat with your partner (Mission 5), Read and make a role play (Mission 6), Tell to ask (Mission 7).


Learn a colloquialexpression in each Reading

- Learning a cultural expression (Missions 3 and 6)

Respect

Learn about the culture in English speaking countries

- Learning about some English-speaking countries' customs (Mission 6): the Speakers’ Corner in the UK and in other English-speaking countries.

Respect

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Identify known elements.

- Through oral activitiesrecognises objects from his/hersurrounding (Missions 1-8).




Mission 7 Act. 2 Tell to ask, Act. 3 Let´s do a questionnaire. Then give a presentation.).


Show independence and confidence when creating dialogues in real-life situations.

- Creating dialogues in real-life situations: Let´s talk about… Bodily Reactions! (Mission 2), Read, listen and repeat with your partner (Mission 5), What would you do? Discuss (Mission 6), Read and make a role play (Mission 6), Tell to ask (Mission 7).


Show independence when summarising stories.

- Writing the summary of a story (AB Mission 3).


Show self-assurance and confidence when it comes to finding mistakes and writing out the words or sentences correctly.

- Correcting words with spelling mistakes (AB Mission 4).

- Looking for mistakes and rewriting the words or sentences correctly (AB Mission 6).

Responsibility

Show self-confidence when it comes to talking about him/herself in English.

-Reproducing the unit vocabulary and structures to talk about hi,/herself: Let´s talk about… Bodily Reactions! (Mission 2), What would you do? Discuss (Mission 6), Let´s do a questionnaire! Then give a presentation (Mission 7).

Self-esteem, responsibility and perseverance.

UNIT 2

This unit (Around the World) focuses on learning vocabulary and expressions related to travelling. This unit contains 8 missions. Each misión lasts sixty minutes. The Teacher´s Resource Book (TRB) contains classroom material to reinforce and

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consolidate the acquired knowledge in each unit. It also provides unit tests, term tests and an end-of-year test.


Introducing the new vocabulary of the unit, 10 words related to travelling, using a listening activity.Identifying and using the unit vocabulary.Listening to and singing a song. Sing and clap.Becoming familiar with the rhythm and sounds of English by listening to a song.Listening to a guessing game describing a word related to the new vocabulary and figuring out what it is. Find out!Practising the interrogative sentence. Master the question. Making questions after reading some answers. Checking answers using an audio. Then listen and check.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.



Introducing the grammar structure of the unit using listening and speaking activities. The time adverb already and the present perfect in affirmative and interrogative: They’ve already been to/gone to/seen/visited the temple.We have already been on the excursion.Looking at some pictures in which some children are talking and pointing to a map with different places of interest. Listening to an audio and answering some questions in the notebook. Looking at some a chart with the name of some places of interest and understanding the meaning of the symbols (✓) and (✗). Asking and answering questions. Then ask and answer. Have you visited the mosque? Yes, I’ve already visited the mosque. Reading a text and answering some questions using already.Giving a previously prepared short presentation. Let´s talk about… you!Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to the Grammar appendix, p. 87, to read and internalise the new grammar learnt in the unit.Looking at some a picture. Listening to an audio and answering questions in the

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notebook using the new grammar structure. They’ve already visited the pyramids.Understanding the meaning of a text and the symbols (✓) y (✗) included in a chart and talking using that information. Reading a text and answering some questions using already.Completing writing activities in the AB.


Listening to the first part of a story with a comic design, which includes the vocabulary and the grammar previously studied. Answering some questions. Introducing a coloquial expression (Nice to meet you!).Becoming familiar with the rhythm and intonation of the English language by reading to a story.Practising and learning the verbs (to be on a trip/excursion). Reading and answering some questions about the story. Verb time!Listening to the second part of the story and completing an activity in the notebook.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Vocabulary activities to improve and consolidate the acquired knowledge (TRB Vocabulary Worksheets).Completing listening activities in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading the story and answering some questions.Reading some sentences about the second part of the story and choosing the best option to complete them. Writing the correct sentences in the notebook. Completing writing activities in the AB.


Introducing the second part of the vocabulary of the unit, 8 words related to travelling, using an audio. Identifying and repeating the vocabulary.Reading some sentences describing a word related to the new vocabulary and figuring out what it is. Guess! Checking answers using an audio. Then listen and check.Giving a presentation about a chart with words related to travelling they have previously completed.Listening to and repeating some words with the sound /m/.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing listening activities in the AB.

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UNDERSTANDING AND PRODUCING WRITTEN TEXTSIntroducing the unit vocabulary using the Picture Dictionary, p.97.Reading some sentences describing a word of the new vocabulary. Guessing the word. Guess! Checking the answer using an audio.Classifying some words related to travelling. Completing a chart in the notebook writing the words in different columns Tourism / Ancient / Modern / Currency. Giving a presentation.Completing writing activities in the AB.


Introducing the second part of the grammar through listening and speaking activities. The time adverb, yet and the present perfect in negative and interrogative, 1st and 2nd person singular. Have you seen the landmark yet? No, I haven’t seen the landmark yet.Looking at a picture of a blackboard with questions and the symbols tick (✓) and cross (✗), listening to some questions and answering them according to the symbols.Listening to and reading a dialogue. Acting out. Read, listen and repeat with your partner.Talking in Game time using the structures studied in the unit. Have you been sightseeing yet? No, I haven’t been sightseeing yet.Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Listening activities to improve this skill (TRB Listening Worksheet).Speaking activity using the grammar and vocabulary of the unit (TRB Speaking Worksheet).Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to the Grammar appendix, p.87, to read and internalise the new grammar learnt in the unit.Listening to, reading and acting out a dialogue in pairs. Read, listen and repeat with your partner.Learning how to write texts. Writing sentences related to the topic of the unit (brainstorming ideas). Think and write in your notebook. Completing writing activities in the AB.


Listening to a text about a cultural topic in the United Kingdom and Ireland. Being able to identify some English speaking countries. Showing interest in understanding and talking about the customs of other countries.Talking in English following an example. Read and make a role play.

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Placing the child in a real situation in an English speaking country. Talking in class about what they should do in that situation. What would you do? Discuss.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading a text about the cultural topic and asnwering some questions in the notebook. Web searching to answer some questions about the cultural topic. Web quest.After discussing in class what they should do in the real situation proposed, reading a text in which a child describes what he/she did in that situation. Reading activities to improve and consolidate this skill (TRB Reading Worksheets).Completing writing activities in the AB.


A page dedicated to non-linguistic content and language integrated learning. Social Science: The Seven Wonders of the World. Being able to understand and speak in English about other subjects.Listening to and reading a text about the Seven Wonders of the World and answering some questions in the notebook.Practising the structure Tell to ask.Giving a presentation about the Seven Wonders of the World.Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSBeing able to read and write in English about other subjects.Reading a text and answering some questions about the topic.Arts and Crafts activity. Making a map with the Seven Wonders of the World. Then, giving a presentation. Let’s make a map of the Seven Wonders of the Modern World! Then give a presentation.Writing activities to improve this skill (TRB Writing Worksheets).Completing writing activities in the AB.


Watching a video in which a language assistant revises the grammar and the vocabulary of the unit paying special attention to the pronunciation, rhythm, intonation and stress of the words and grammar structures (Teacher´s Book Video).

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Repeating and copying the structures the language assistant asks for. Becoming familiar with the rhythm and intonation of the English language copying the language assistant.Looking at some pictures related to Kelly and Daniel’s trip and describing what they have or haven’t done according to the symbols tick (✓) y cross (✗).Listening to an audio and completing some sentences in the notebook. Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading some sentences and choosing the best option to complete them while listening to an audio. Choosing the correct option and writing the sentences in the notebook.Matching sentences to create dialogues.Reading a text and answering some questions in the notebook.Test to practice the different skills (Reading, Writing, Listening and Speaking) (TRB TEST).Completing writing activities in the AB.

CONTENTS

Vocabulary • Main vocabulary: to argue, to chat, to cough, to feel dizzy, to have a cold, to hiccup,

to hum, to laugh (at), to make up, to shiver, to shout (at), to sigh, to sneeze, to sweat, to wave, to whistle, to yawn.- Extra vocabulary: carbon dioxide, human being, issues, politician, process, signal,

womb, contagious, outdoor, peaceful, exactly, in my opinion, to agree, to disagree.

Structures• Is she still coughing? Yes, she´s still coughing.• He isn´t yawning anymore.

Culture• The UK. Speakers´ Corner.• Expression: I can´t help sneezing/hiccupping.

Content and Language Integrated Learning (CLIL)Natural Science• Why we Yawn.

Phonics• The sounds /ɪ/ and /i:/.

ASSESSMENT CRITERIA LEARNING STANDARDS(Listening)To understand the vocabulary and the


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main grammar structures in short oral texts.



- Identifies vocabulary related to travelling: cathedral, currency, dam, excursion, landmark, landscape, mosque, pyramid, sightseeing, structure, synagogue, temple, tourism, ancient, foreign, golden, modern, abroad, to book.

- Understands the main information in short and simple conversations • They´ve already been to/gone

to/seen/visited the temple.• Have you seen the landmark yet?

No, I haven´t seen the landmark yet.- Understands the grammar and vocabulary videos and the language assistant’s explanations.- Understands the structures the











(Speaking)To know and know how to use vocabulary and structures to produce short and simple oral texts.






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- Answers adequately in simple communication situations (speaks about travelling in simple sentences, about actions which have happened in past or which could happen).

- Uses correctly the time adverb already in affirmative sentences in present perfect.

- Uses correctly the time adverb yet in negative and interrogative sentences in present perfect.



- Is able to describe people using the vocabulary and the grammar structures studied in the unit. He/she can do it un present and past.



- Repeats words and structures the language assisstant asks in the videos.






- Identifies the characters (Asky, Fusy, Yessy and Noella) and his/her linguistic role. Asky asks questions, Fusy teaches pronunciation, Yessy speaks in affirmative and Noella speaks in negative.

- Is capable of saying what a text is about by quickly reading through some basic elements (key vocabulary, title).

- Reads to find information needed to do a research task (Web quest).

- Understands physical descriptions of

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people.- Distinguish perfectly the present and

the past.- Understands translated sentences and

works with them.(Writing)To encourage students' motivation and creativity.

- Writes the end of a story.








existing in English compared to his/her language. For example the /m/ sound.







- Learns about the custom of taking a year off before starting the university in the UK and Ireland.



- Values the English language as alearning tool for other subjects like

Social Science (The Seven Wonders of the World).

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ListeningIdentify words related to travelling.






- Listening to and understanding the topic-related drills (Missions 1-8).





(Mission 1 Act. 1. Mission 2 Act. 1.Mission 3 Act. 1.Mission 4 Act. 1.Mission 5 Act.1)- Revision video of the

structures and vocabulary of the unit (Mission 8).


Responsibility

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- Correcting activities through a listening activity. Listen and check. (Mission 1 Act. 3.Mission 4 Act. 2)..



- Listening activity in the Unit Test.








Responsibility

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Perseverance











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- Reading the Grammar Appendix, p.87 in order to internalise the unit grammar (Missions 2 and 5).



- Reading stories and texts (Mission 1 Act. 2.Mission 2 Act. 3Mission 3 Act. 1.Mission 5 Act. 2.Mission 6 Act. 1 y 3.Mission 7 Act. 1.Mission 8 Act. 3 and 4.).





- Reading activity in the Unit test.







and expressions (Mission 3 Act. 3.Mission 4 Act 3.Mission 6 Act. 1 Mission 7 Act. 1.Mission 8 Act. 2, 3 and 4).


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(Mission 3 Act. 3.Mission 4 Act 3.Mission 5 Act. 3.Mission 6 Act. 1 Mission 7 Act. 1 y 3.Mission 8 Act. 1, 2, 3 and 4).









- Writing a fact card with information (AB Mission 7).



- Writing activity in the Unit test.- Completing the Diagnostic

Test in the Unit 0 to evaluate the initial level of the student at the beginning of the academic year (Mission 2 TRB).






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Read, listen to and say cardinal numbers when talking about quantity in a song and in a text about the Seven Wonders of the World.

- Reading and listening to cardinal numbers in a song (Mission 1 Act.4) and in a text (Mission 7 Act.1).

- Saying the cardinal numbers in the song (Mission 1 Act.4).

Perseverance, responsibility and patience.

Make a world map with the Seven Wonders of the World.

-Making a map with the Seven Wonders of the World (Mission 7 Act. 3 Let’s make a map of the Seven Wonders of the Modern World! Then give a presentation.).

Patience, responsibility, respect and perseverance.











Use basic strategies for learning to learn English using the picture dictionary, the grammar appendix and the numbers section.





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Perseverance



- Learning about the Seven Wonders of the World.

- Making a map locating the Seven Wonders of the World and giving a presentation about them (Mission 7 Act. 3 Let´s make a map of the Seven Wonders of the Modern World! Then give a presentation).



- Delivering presentations about interesting or everyday topics by searching for information on the internet (Mission 6 Act. 2 Web quest.Mission 7 Act. 3 Let´s make a map of the Seven Wonders of the Modern World! Then give a presentation.) (AB Mission 7 Act. 3 Web quest).


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Responsibility

Complete an arts and crafts activity.

-Making a world map identifying and locating the Seven Wonders of the World (Mission 7 Act. 3 Let´s make a map of the Seven Wonders of the Modern World! Then give a presentation).

Responsibility and self-esteem.


- Interacting student-student, working in teams and in pairs (Mission 2 Act. 2. Read, listen and repeat with your partner, Act. 3 Game time.Mission 6 Act. 3 What would you do? Discuss, Act. 4 Read and make a role play.Mission 7 Act. 2 Tell to ask, Act. 3 Let´s make a map of the Seven Wonders of the Modern World! Then give a presentation).


Completing a linguistic game to consolidate the new vocabulary.


- Ordering letters to make words and finding the secret word (AB Mission 4).








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- Participating in Game Time (Mission 5), dialogues (Missions 2, 5, 6 and 7) and in games proposed in the TG (Missions 1-8).







- Learning and using a colloquial expression (Nice to meet you!) (Mission 3 and 6).















- Participating in dialogues: Look. Then ask and answer (Mission 2), Read, listen and repeat with your partner


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(Mission 5), Read and make a role play (Mission 6), Tell to ask (Mission 7).



Respect


- Learning about some English-speaking countries' customs (Mission 6).

Respect


- Making a world map identifying and locating the Seven Wonders of the World (Mission 7 Act. 3 Let´s make a map of the Seven Wonders of the Modern World! Then give a presentation).





- Through oral activities recognises objects from his/her surrounding (Missions 1-8).



- Interacting student-student, working in teams and in pairs (Mission 2 Act. 2. Read, listen and repeat with your partner, Act. 3 Game time.Mission 6 Act. 3 What would you do? Discuss, Act. 4 Read and make a role play.Mission 7 Act. 2 Tell to ask, Act. 3 Let´s make a map of the Seven Wonders of the Modern World! Then give a presentation).



- Creating dialogues in real-life situations: Let´s talk about… Bodily Reactions! (Mission 2), Read, listen and repeat with your partner (Mission 5), What would you do? Discuss (Mission 6), Read and make a role play (Mission 6), Tell to ask (Mission 7).


Show independence when writing the end of the story.

- Writing the end of a story (AB Mission 3).


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Show confidence when it comes to finding mistakes and writing out the words or sentences correctly.

- Looking for mistakes and rewriting the words or sentences correctly (AB Mission 2 and 6).

Responsibility


-Reproducing the unit vocabulary and structures to talk about hi,/herself: Let´s talk about… You! (Mission 2), What would you do? Discuss (Mission 6), Let´s make a map of the Seven Wonders of the Modern World! Then give a presentation (Mission 7).


Make an arts and crafts activity.

-Making a world map identifying and locating the Seven Wonders of the World (Mission 7 Act. 3 Let´s make a map of the Seven Wonders of the Modern World! Then give a presentation.).


UNIT 3

This unit (Mother Nature!) focuses on learning vocabulary and expressions related to the nature and the environment. This unit contains 8 missions. Each mission lasts sixty minutes. The Teacher´s Resource Book (TRB) contains classroom material to reinforce and consolidate the acquired knowledge in each unit. It also provides unit tests, term tests and an end-of-year test.


Introducing the new vocabulary of the unit, 10 words related to the nature and the environment, using a listening activity.Identifying and using the unit vocabulary.Listening to and singing a song. Rap and clap.Becoming familiar with the rhythm and sounds of English by listening to a song.Listening to a guessing game describing a word related to the new vocabulary and figuring out what it is. Find out!Practising the interrogative sentence. Master the question. Making questions after reading some answers. Checking answers using an audio. Then listen and check.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSIntroducing the unit vocabulary using the Picture Dictionary, p.98.Completing reading activities in the AB.

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Introducing the grammar structure of the unit using listening and speaking activities. The adjectives fewer y less. There are fewer rainforests in North America than in South America. There is less wildlife in the South Pole than in South America.Revision of the structure There is/There are.Looking at a picture of America with different items of the nature and the environment. Listening to an audio and answering some questions in the notebook. Looking at two pictures and comparing them using the words proposed.Reading a text and answering some questions about it.Giving a previously prepared short presentation. Let´s talk about… Nature Reserves!Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to the Grammar appendix, p. 87, to read and internalise the new grammar learnt in the unit.Reading a text and answering some questions about it.Completing reading activities in the AB.


Listening to the first part of a story with a comic design, which includes the vocabulary and the grammar previously studied. Answering some questions. Introducing a colloquial expression (Do your bit!).Becoming familiar with the rhythm and intonation of the English language by reading to a story.Practising and learning the verbs (to have, there is/are). Reading and answering some questions about the story. Verb time!Listening to the second part of the story and completing an activity in the notebook.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing listening activities in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading the story and answering some questions.Reading some sentences about the second part of the story and choosing the best option to complete them. Writing the correct sentences in the notebook. Vocabulary activities to improve and consolidate the acquired knowledge (TRB Vocabulary Worksheets).

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Completing reading activities in the AB.


Introducing the second part of the vocabulary of the unit, 6 words related to the nature and the environment, using an audio. Identifying and repeating the vocabulary.Reading some sentences describing a word related to the new vocabulary and figuring out what it is. Guess! Checking answers using an audio. Then listen and check.Listening to a text and deciding whether some sentences are true or false.Listening to and repeating words with the sound /ɜ:/.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing listening activities in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSIntroducing the unit vocabulary using the Picture Dictionary, p.98.Reading some sentences describing a word of the new vocabulary. Guessing the word. Guess! Checking the answer using an audio.Putting some letters in order to create words Copying them in the notebook.Completing writing activities in the AB.


Introducing the second part of the grammar through listening and speaking activities. The adjectives few and little. There are very few trees left. There’s very little water left. Revision of the structure There is / There are.Looking at some pictures related to the environment, listening to some questions and answering them.Listening to and reading a dialogue. Acting out. Read, listen and repeat with your partner.Talking in Game time using the structures studied in the unit. There’s very little water left in the ocean. False!Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Listening activities to improve this skill (TRB Listening Worksheet).Speaking activity using the grammar and vocabulary of the unit (TRB Speaking Worksheet).Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to the Grammar appendix, p.87, to read and internalise the new

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grammar learnt in the unit.Listening to, reading and acting out a dialogue in pairs. Read, listen and repeat with your partner.Learning how to write texts. Writing sentences related to the topic of the unit (brainstorming ideas). Think and write in your notebook. Completing writing activities in the AB.


Listening to a text about a cultural topic in the Canada (Greenpeace organization). Being able to identify some English speaking countries. Showing interest in understanding and talking about the customs of other countries.Talking in English following an example. Read and make a role play.Placing the child in a real situation in an English speaking country. Talking in class about what they should do in that situation. What would you do? Discuss.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading a text about Greenpeace and answering some questions in the notebook. Web searching to answer some questions about the cultural topic. Web quest.After discussing in class what they should do in the real situation proposed, reading a text in which a child describes what he/she did in that situation. Reading activities to improve and consolidate this skill (TRB Reading Worksheets).Completing writing activities in the AB.


A page dedicated to non-linguistic content and language integrated learning. Natural Science: the Greenhouse effect.Being able to understand and speak in English about other subjects.Listening to and reading a text about the greenhouse effect and answering some questions in the notebook.Practising the structure Tell to ask.Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

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UNDERSTANDING AND PRODUCING WRITTEN TEXTSBeing able to read and write in English about other subjects.Reading a text and answering some questions about the topic.CLIL Project Apply your skills. Complete a Natural Science activity, Apply your skills: The Greenhouse Effect! Reading and understanding the steps to create the greenhouse effect in a bottle. Following the instructions using the materials and doing the experimenent.Writing activities to improve this skill (TRB Writing Worksheets).Completing writing activities in the AB.


Watching a video in which a language assistant revises the grammar and the vocabulary of the unit paying special attention to the pronunciation, rhythm, intonation and stress of the words and grammar structures (Teacher´s Book Video).Repeating and copying the structures the language assistant asks for. Becoming familiar with the rhythm and intonation of the English language copying the language assistant.Listening to an audio and answering some questions in the notebook.Giving a presentation about the nature in his/her country. Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading some sentences, finding the mistakes and writing them correctly in the notebook.Matching sentences about the same topic.Reading a text and answering some questions in the notebook.Writing a text about the nature in his/her country and giving a presentation.Test to practice the different skills (Reading, Writing, Listening and Speaking) (TRB TEST).Completing writing activities in the AB.

CONTENTS

Vocabulary • Main vocabulary: drought, earthquake, ecosystem, endangered species, grassland,

habitat, polar bear, pole, predator, prey, rainforest, reserve, wildlife, extinct, left, to cut down, to fish, to hunt.- Extra vocabulary: atmosphere, campaigner, coal, global warming, goal,

greenhouse effect, headquarters, heatwave, protest, ray, war, unusual, warm, under threat, to make sure, to survive, to trap.

Structures• There are fewer rainforests in North America than in South America.

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• There is less wildlife in the South Pole than in South America.• There are very few trees left.• There’s very little water left.

Culture• Canada.Greenpeace.• Expression: Do your bit!

Content and Language Integrated Learning (CLIL)Natural Science• The Science of Flight.

Phonetic• Sonido /ɜ:/.





- Identifies vocabulary related to the nature and the environment: drought, earthquake, ecosystem, endangered species, grassland, habitat, polar bear, pole, predator, prey, rainforest, reserve, wildlife, extinct, left, to cut down, to fish, to hunt.

- Understands the main information in short and simple conversations • There are fewer rainforests in North

America than in South America.• There is less wildlife in the South

Pole than in South America.• There are very few trees left.• There’s very little water left.







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- Answers adequately in simple communication situations (speaks about the nature, the environment and the global warming in simple sentences, talks about quantity and uses there is and there are).

-Knows how to express quantity and to compare using the adjectives fewer and less.

- Knows how to express quantity using the adjectives few and less.

-Knows how to express quantity and to compare using the adjectives fewer and less.

- Knows how to use the structures there is / there are.

- Uses correctly quantity adverbs.- Is able to present the outcome of

his/her work to the rest of the class (Web quest, Let's talk about…, What would you do? Discuss...).





- Repeats words and structures the language assistant asks in the videos.

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- Reads to find information needed to do a research task (Web quest).

- Understands physical descriptions of people.

- Distinguish perfectly the present and the past.








presented in the vocabulary, grammar, pronunciation and language assistant

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videos. - Copies the sounds produced by the

teacher in the drills.- Tries to pronounce correctly.- Knows the wide range of sounds

existing in English compared to his/her language. For example the /ɜ:/ sound.







- Learns about Greenpeace, environmental organization.



-CLIL Project Apply your skills. Values the English language as a learning tool for other subjects like Natural Science: the greenhouse effect.

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ListeningIdentify words related to the nature and the environment.






- Listening to and understanding drills related to the topic of the unit or previous units (Missions 1-8).





(Mission 1 Act. 1. Mission 2 Act. 1.Mission 3 Act. 1.Mission 4 Act. 1.Mission 5 Act.1)- Video to review the structures

and vocabulary of the unit (Mission 8).


Responsibility

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- Listening to and singing a song (Mission 1 Act. 4 Rap and clap).






- Correcting activities through a listening activity. Listen and check. (Mission 1 Act. 3.Mission 4 Act. 2)..










- Singing a song. Rap and clap (Mission 1 Act. 4.).

Responsibility

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Perseverance











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- Reading stories and texts (Mission 1 Act. 2.Mission 2 Act. 3Mission 3 Act. 1.Mission 5 Act. 2.Mission 6 Act. 1 y 3.Mission 7 Act. 1 and 3.)












and expressions (Mission 3 Act. 3.Mission 4 Act 4.Mission 6 Act. 1 Mission 7 Act. 1.Mission 8 Act. 1-2).


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(Mission 3 Act. 3.Mission 4 Act. 4.Mission 5 Act. 3.Mission 6 Act. 1Mission 8 Act. 1, 2 and 4.).



















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Read and listen to cardinal numbers when talking about quantity and dates in a text about Greenpeace.

- Reading and listening to cardinal numbers in a text (Mission 6 Act.1).


Understand and follow instructions to do an experiment of Natural Science; the greenhouse effect.

-Reading and understanding instructions to do an experiment of Natural Science: the greenhouse effect (Mission 7 Act.3 Apply your skills: The Greenhouse effect).

Patience, responsibility, perseverance and self-esteem.

Read cardinal and ordinal numbers when talking about quantity and time in the instructions of the experiment.

-Reading cardinal and ordinal numbers when talking about quantity, order and time in the instructions of the experiment (Mission 7 Act.3).


Write cardinal numbers when talking about temperature in the experiment.

-Writing the cardinal numbers to talk about temperature in the experiment (Mission 7 Act.3).












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Use basic strategies for learning to learn English using the picture dictionary, the grammar appendix and the pronunciation appendix at the end of the book.


















- Correcting mistakes in sentences and words (Mission 8 Act.1) (AB Mission 2, 4 and 6).

Perseverance



- Learning about the greenhouse effect; what it is, causes, and positive and negative aspects such as the global warming.

- Doing an experiment to create the greenhouse effect (Mission 7 Act. 3 Apply your skills: The Greenhouse Effect).


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- Delivering presentations about interesting or everyday topics by searching for information on the internet (Mission 6 Act. 2 Web quest.Mission 7 Act. 3

Mission 8 Act.4.).(AB Mission 7 Act. 3 Web quest).




Responsibility


- Interacting student-student, working in teams and in pairs (Mission 5 Act. 2 Read, listen and repeat with your partner, Act. 4 Game time.

Mission 6 Act. 3 What would you do? Discuss, Act. 4 Read and make a role play.Mission 7 Act. 2 Tell to ask.).







Understand and follow instructions to do a Natural Science experiment: to create the greenhouse effect.

-Reading and understanding instructions to create the greenhouse effect in a bottle (Mission 7 Act. 3 Apply your skills: The Greenhouse effect).


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- Learning and using a colloquial expression (Do your bit!) (Mission 3 and 6).



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- Learning about Greenpeace, the environmental organization, in Canada (Mission 6).







Sing songs - Singing a song (Mission 1 Act. 4 Rap and clap).








Respect



Respect





- Completing an activity in which he/she identifies items from his/her autonomous community (TRB My autonomous community).


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- Creating dialogues in real-life situations: Let´s talk about… Nature Reserves! (Mission 2), Read, listen and repeat with your partner (Mission 5), What would you do? Discuss (Mission 6), Read and make a role play (Mission 6), Tell to ask (Mission 7).


Show independence and develop his/her imagination when writing about him/herself or about other topic related to the unit.

- Think and write in your notebook (Mission 5).

- Writing about nature his/her country. Write about nature in your country. (Mission 8).



- Looking for mistakes in sentences rewriting them correctly (Mission 8 Act. 1)(AB Mission 2 y 6).


Responsibility


-Reproducing the unit vocabulary and structures to talk about him/herself: Let´s talk about… Nature Reserves! (Mission 2), What would you do? (Mission 6).


Show autonomy and confidence when understanding and following instructions to do a Natural Science experiment: to create the greenhouse effect.

- Understanding and following instructions to do an experiment in order to create the greenhouse effect in a bottle (Mission 7 Act. 3 Apply your skills: The Greenhouse effect).


UNIT 4

This unit (Amazing Inventions) focuses on learning vocabulary and expressions related to inventions. This unit contains 8 missions. Each mission lasts sixty minutes. The Teacher´s Resource Book (TRB) contains classroom material to reinforce and consolidate the acquired knowledge in each unit. It also provides unit tests, term tests

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and an end-of-year test.


Introducing the new vocabulary of the unit, 10 inventions, using a listening activity.Identifying and using the unit vocabulary.Listening to and singing a song. Rap and clap.Becoming familiar with the rhythm and sounds of English by listening to a song.Listening to a guessing game describing a word related to the new vocabulary and figuring out what it is. Find out!Practising the interrogative sentence. Master the question. Making questions after reading some answers. Checking answers using an audio. Then listen and check.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.



Introducing the grammar structure of the unit using listening and speaking activities. The passive voice in past. The typewriter was invented in 1867 by Christopher Shole.Looking at a chart with information about some inventions, dates and inventors. Listening to some questions and answering them. Reading some sentences and saying whether they are true or false. Checking the answers using an audio. Then listen and check.Reading a text and answering some questions about it.Giving a previously prepared short presentation. Let´s talk about… Amazing inventions!Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to the Grammar appendix, p. 88, to read and internalise the new grammar learnt in the unit.Reading some sentences and saying whether they are true or false. Checking answers using an audio.Reading a text and answering some questions about it.

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Listening to the first part of a story with a comic design, which includes the vocabulary and the grammar previously studied. Answering some questions. Introducing a colloquial expression (What a brilliant idea!).Becoming familiar with the rhythm and intonation of the English language by reading to a story.Practising and learning the verbs (to have, there is/are). Reading and answering some questions about the story. Verb time!Listening to the second part of the story and completing an activity in the notebook.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing listening activities in the AB.



Introducing the second part of the vocabulary of the unit, 8 words and expressions related to inventions, using an audio. Identifying and repeating the vocabulary.Reading some sentences describing a word related to the new vocabulary and figuring out what it is. Guess! Checking answers using an audio. Then listen and check.Listening to a text and deciding whether some sentences are true or false.Listening to and repeating some words with the sound /Ʌ/.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing listening activities in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSIntroducing the unit vocabulary using the Picture Dictionary, p.99.Reading some sentences describing a word of the new vocabulary. Guessing the word. Guess! Checking the answer using an audio.Completing some words in the notebook.Completing writing activities in the AB.

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Introducing the second part of the grammar through listening and speaking activities. The passive voice, the structure invent to + infinitivo and the past simple. Contact lenses were invented to improve people´s vision. The vacuum cleaner was invented to make it easier to clean.The vaccination was invented to prevent diseases from spreading.Looking at a picture and reading some information about different inventions in a poster, listening to some questions and answering them using the information in the poster.Listening to and reading a dialogue. Acting out. Read, listen and repeat with your partner.Talking in Game time using the structures studied in the unit. Air conditioning / keep cool. Air conditioning was invented to keep us cool.Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Listening activities to improve this skill (TRB Listening Worksheet).Speaking activity using the grammar and vocabulary of the unit (TRB Speaking Worksheet).Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to the Grammar appendix, p.88, to read and internalise the new grammar learnt in the unit.Listening to, reading and acting out a dialogue in pairs. Read, listen and repeat with your partner.Learning how to write texts. Writing sentences related to the topic of the unit (brainstorming ideas). Think and write in your notebook. Completing writing activities in the AB.


Listening to a text about a cultural topic in Autralia, the Australian inventor David Unaipon. Being able to identify some English speaking countries. Showing interest in understanding and talking about the customs of other countries.Talking in English following an example. Read and make a role play.Placing the child in a real situation in an English speaking country. Talking in class about what they should do in that situation. What would you do? Discuss.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

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UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading a text about David Unaipon and answering some questions in the notebook. Web searching to answer some questions about the cultural topic. Web quest.After discussing in class what they should do in the real situation proposed, reading a text in which a child describes what he/she did in that situation. Reading activities to improve and consolidate this skill (TRB Reading Worksheets).Completing writing activities in the AB.


A page dedicated to non-linguistic content and language integrated learning. Natural Science: The Science of Flight.Being able to understand and speak in English about other subjects.Listening to and reading a text about the the science of flight and answering some questions in the notebook.Practising the structure Tell to ask.After doing an experiment about the flight using a piece of paper, talking about the result.Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSBeing able to read and write in English about other subjects.Reading a text about the science of flight and answering some questions about it.CLIL Project Apply your skills. Complete a Natural Science experiment, Apply your skills: Do a flight experiment! Then talk about the result. Reading and understanding the steps to conduct the experiment about the flight using a piece of paper. Following the instructions using the materials and doing the experiment.Writing activities to improve this skill (TRB Writing Worksheets).Completing writing activities in the AB.


Watching a video in which a language assistant revises the grammar and the vocabulary of the unit paying special attention to the pronunciation, rhythm, intonation and stress of the words and grammar structures (Teacher´s Book Video).Repeating and copying the structures the language assistant asks for. Becoming familiar with the rhythm and intonation of the English language copying the language assistant.Looking at some pictures of different inventors and the information about their inventions and its uses. Describing why they were invented and who invented

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them following the example The vaccination was invented by Edward Jenner to prevent diseases from spreading.Listening to an audio and answering some questions in the notebook.Checking answers using an audio. Then listen and check.Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading some sentences with three possible options to complete them, choosing the correct option and writing the sentences in the notebook.Matching sentences about the same topic. Checking answers using an audio.Test to practice the different skills (Reading, Writing, Listening and Speaking) (TRB TEST).Completing writing activities in the AB.

CONTENTS

Vocabulary • Main vocabulary: air conditioning, barcode, bow and arrow, contact lenses, disease,

lift, light bulb, steam engine, typewriter, vaccination, vacuum cleaner, to come up with, to design, to experiment, to improve, to prevent, to spread, to test.- Extra vocabulary: aerofoil, boomerang, drag, equal rights, funding, gravity, legacy,

legend, lift, principle, shears, success, thrust, width, wing, aboriginal, based on, curved, obsessed, wide, upwards, against, in order to, to gain.

Structures• The passive voice• The typewriter was invented in 1867 by Christopher Sholes.• Contact lenses were invented to improve people´s vision.• The vaccination was invented to prevent diseases from spreading.

Culture• Australia. The Australian inventor David Unaipon.• Expression: What a brilliant idea!

Content and Language Integrated Learning (CLIL)Natural Science• The Science of Flight.

Phonetic• The /Ʌ/ sound.

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- Identifies vocabulary related to the nature and the environment: air conditioning, barcode, bow and arrow, contact lenses, disease, lift, light bulb, steam engine, typewriter, vaccination, vacuum cleaner, to come up with, to design, to experiment, to improve, to prevent, to spread, to test.

- Understands the main information in short and simple conversations • The typewriter was invented in 1867

by Christopher Sholes.• Contact lenses were invented to

improve people´s vision.• The vaccination was invented to

prevent diseases from spreading.- Understands the grammar and vocabulary videos and the language assistant’s explanations.- Understands the structures the













- Knows the alphabet, the numbers and the dates.

- Learns and uses new vocabulary.

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- Produces very simple oral monologues or dialogues.

- Gives short and simple presentations.- Is able to express him/herself in



- Answers adequately in simple communication situations (speaks about inventions, about who invented them in the past and about its uses).

- Makes sentences using the passive voice in past simple, 3rd person singular and plural, affirmatives, negatives and interrogatives.

- Knows how to express reasons using the structure It was invented + infinitive.

- Uses correctly infinitives and gerunds.- Knows how to use the preposition by to

express who invented something.- Is able to present the outcome of

his/her work to the rest of the class (Web quest, Let's talk about…, What would you do? Discuss...).











- Identifies the characters (Asky, Fusy,

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Yessy and Noella) and his/her linguistic role. Asky asks questions, Fusy teaches pronunciation, Yessy speaks in affirmative and Noella speaks in negative.


- Reads to find information and to do a research task (Web quest).


- Distinguish perfectly the present and the past.






letters (countries, nationalities and the abbreviation AD).



presented in the vocabulary, grammar, pronunciation and language assistant videos.



existing in English compared to his/her language. For example the /Ʌ/ sound.


- Shows interest in writing and repeating familiar expressions in English, What a brilliant idea!




- Shows interests in using English to

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communicate with people from other cultures and countries.

- Learns about the writer and inventor David Unaipon.



-CLIL Project Apply your skills. Values the English language as a learning tool for other subjects like Natural Science: the science of flight.




ListeningIdentify words related to inventions.









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(Mission 1 Act. 1. Mission 2 Act. 1.Mission 3 Act. 1.Mission 4 Act. 1.Mission 5 Act.1.Mission 8 Act. 2.).

- Video to review the structures and vocabulary of the unit (Mission 8).


Responsibility





- Listening to texts(Mission 1 Act. 2.

Mission 3 Act. 1 y 3.Mission 4 Act. 1 y 4.Mission 5 Act. 2.Mission 6 Act. 1.Mission 7 Act. 1.

Mission 8 Act. 3.).



- Correcting activities through a listening activity. Listen and check. (Mission 1 Act. 3.Mission 2 Act. 2.Mission 4 Act. 2.Mission 8 Act. 4.).


Summarise the information of a text.

-Writing a summary of the story (AB Mission 3).- Completing a fact card with specific information (AB Mission 7).






- Completing the Term Test in the Review 1, Review 2 (Mission 2 TRB) and the


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Review 3 (Mission 1 TRB) at the end of each semester.




Responsibility













Perseverance







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- Reading stories and texts (Mission 1 Act. 2.Mission 2 Act. 3Mission 3 Act. 1.Mission 5 Act. 2.Mission 6 Act. 1 y 3.Mission 7 Act. 1 y 3.).











Writing

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Write words. - Writing the unit vocabulary and expressions

(Mission 3 Act. 3.Mission 4 Act. 3. Mission 6 Act. 1.Mission 8 Act. 2 y 4.).




(Mission 3 Act. 3.Mission 4 Act. 3. Mission 5 Act. 3.Mission 6 Act. 1-2.Mission 8 Act. 2 y 4.).
















- Completing the End-of-Year-Test in the Review 3 in which all the vocabulary and structures of the book are


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evaluated (Mission 2 TRB).












Read and listen to numbers when talking about the temperature.

- Reading and listening to numbers when talking about temperature in a song (Mission 1 Act. 4 Rap and clap).


Understand and follow instructions to do an experiment of Natural Science; the greenhouse effect.

-Reading and understanding instructions to do an experiment of Natural Science: the greenhouse effect (Mission 7 Act.3 Apply your skills: The Greenhouse effect).


Read and listen to numbers when talking about quantity and prices, and identify symbols with its meaning, €.

-Listening to numbers when talking about quantity and price (Mission 1 Act.3).- Identifying the symbol € located before the number (Mission 1 Act.3).


Read and listen to dates.

-Listening to and reading dates (Mission 2 Act. 2-3.Mission 3 Act. 1-3.Mission 6 Act. 1.Mission 7 Act. 1.Mission 8 Act. 2 y 4).- Saying dates (Mission 2 Act.1-3.Mission 3 Act. 2.).- Writing dates (Mission 2 Act.1-3. Mission 3 Act. 3.Mission 6 Act. 1-2.Mission 8 Act. 4).


Understand and follow instructions to conduct an experiment of Natural Science: a flight experiment.

-Reading and understanding instructions to do an experiment of Natural Science: a flight experiment (Mission 7 Act. 3 Apply your skills: Do a flight experiment! Then talk about the result.).


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- Listening to the review video of the unit in the Mission 8 and in the Review (Language Assistant, Pronunciation and Pupil´s Book Video).





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- Correcting mistakes in sentences and words (AB Mission 2, 4 y 6).

Perseverance



- Learning about the science of flight; the inventors and the basics of aeroplanes, similar to birds.

- Doing an experiment about flights and giving an explanation of the results (Mission 7 Act. 3 Apply your skills: Do a flight experiment! Then talk about the result.).



- Delivering presentations about interesting or everyday topics by searching for information on the internet (Mission 6 Act. 2 Web quest) (AB Mission 7 Act. 3 Find out).




Responsibility



Mission 7 Act. 2 Tell to ask, Act. 3 Apply your skills: Do a flight experiment! Then talk about the result.).




- Completing words filling gaps (AB Mission 4).


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- Learning and using a colloquial expression (What a brilliant idea!) (Mission 3 and 6).



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- Identifying the Australian writer and inventor David Unaipon (Mission 6).















Respect



Respect





- Completing an activity in which he/she identifies items from his/her autonomous community (TRB My autonomous community).


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- Creating dialogues in real-life situations: Let´s talk about… Amazing Inventions! (Mission 2), Read, listen and repeat with your partner (Mission 5), What would you do? Discuss (Mission 6), Read and make a role play (Mission 6), Tell to ask (Mission 7).






- Choosing the correct sentence(AB Mission 2).


- Finding mistakes and writing sentences correctly (AB Mission 6).

Responsibility


-Reproducing the unit vocabulary and structures to talk about him/herself: Let´s talk about… Amazing Inventions! (Mission 2), What would you do? (Mission 6), Mission 7 Apply your skills: Do a flight experiment! Then talk about the result.).


Show autonomy and confidence when understanding and following instructions to do a Natural Science experiment: to create the greenhouse effect.

- Understanding and following instructions to do an experiment about flying and talking about the result (Mission 7 Act. 3 Apply your skills: Do a flight experiment! Then talk about the result.).


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UNIT 5

This unit (Do It Yourself!) focuses on learning vocabulary and expressions related to do-it-yourself. This unit contains 8 missions. Each mission lasts sixty minutes. The Teacher´s Resource Book (TRB) contains classroom material to reinforce and consolidate the acquired knowledge in each unit. It also provides unit tests, term tests and an end-of-year test.


Introducing the new vocabulary of the unit, 11 words related to DIY, using a listening activity.Identifying and using the unit vocabulary.Listening to and singing a song. Rap and clap.Becoming familiar with the rhythm and sounds of English by listening to a song.Listening to a guessing game describing a word related to the new vocabulary and figuring out what it is. Find out!Practising the interrogative sentence. Master the question. Making questions after reading the answers. Checking answers using an audio. Then listen and check.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.



Introducing the grammar structure of the unit using listening and speaking activities. The reflexive pronouns. He’s building it himself. She’s fixing it herself. We can do it ourselves!Revising the present continuous, the modal can + infinitive, the past simple and the verb to need.Looking at some pictures of different characters doing do-it-yourself tasks. Listening to some questions and answering them. Looking at some pictures related to DIY, reading some sentences describing the pictures and saying whether they are true or false.Reading a text and answering some questions about it.Giving a previously prepared short presentation. Let´s talk about… DIY!Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.

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Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to the Grammar appendix, p. 88, to read and internalise the new grammar learnt in the unit.Reading a text and answering some questions about it.Completing writing activities in the AB.


Listening to the first part of a story with a comic design, which includes the vocabulary and the grammar previously studied. Answering some questions. Introducing a colloquial expression (Easy pease!).Becoming familiar with the rhythm and intonation of the English language by reading to a story.Practising and learning the verbs (to fix). Reading and answering some questions about the story. Verb time!Listening to the second part of the story and completing an activity in the notebook.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing listening activities in the AB.



Introducing the second part of the vocabulary of the unit, 7 words and expressions related to DIY, using an audio. Identifying and repeating the vocabulary.Reading some sentences describing a word related to the new vocabulary and figuring out what it is. Guess! Checking answers using an audio. Then listen and check.Listening to and reading some sentences with three options, choosing the correct option and writing the sentences in the notebook.Listening to a text and deciding whether some sentences are true or false.Listening to and repeating some words with the contractions I’d /aɪd/ and He´d /i:/.Orally reproducing the structures of the unit and internalise them using the TG drills.

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Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing listening activities in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSIntroducing the unit vocabulary using the Picture Dictionary, p.100.Reading some sentences describing a word of the new vocabulary. Guessing the word. Guess! Checking the answer using an audio.Reading and listening to some sentences with three options, choosing the correct option and writing the sentences in the notebook.Completing writing activities in the AB.


Introducing the second part of the grammar through listening and speaking activities. The second conditional, if + past simple + would/could+infinitive. If I had a hammer, I’d fix it. If she had a screwdriver, she could build it herself. Checking answers using an audio. Then listen and check.Listening to and reading a dialogue. Acting out. Read, listen and repeat with your partner.Talking in Game time using the flashcards and the structures studied in the unit. If I had a screwdriver, I could fix the wardrobe myself!Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Listening activities to improve this skill (TRB Listening Worksheet).Speaking activity using the grammar and vocabulary of the unit (TRB Speaking Worksheet).

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to the Grammar appendix, p.88, to read and internalise the new grammar learnt in the unit.Looking at some pictures related to DIY and writing sentences describing each image using the new grammar structure. Checking answers using an audio.Listening to, reading and acting out a dialogue in pairs. Read, listen and repeat with your partner.Learning how to write texts. Writing sentences related to the topic of the unit (brainstorming ideas). Think and write in your notebook. Completing writing activities in the AB.


Listening to a text about a cultural topic in the United Kingdom, the Industrial Revolution. Being able to identify some English speaking countries. Showing interest in understanding and talking about the customs of other countries.

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Talking in English following an example. Read and make a role play.Placing the child in a real situation in an English speaking country. Talking in class about what they should do in that situation. What would you do? Discuss.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading a text about The Industrial Revolution in the United Kingdom and answering some questions in the notebook. Web searching to answer some questions about the cultural topic. Web quest.After discussing in class what they should do in the real situation proposed, reading a text in which a child describes what he/she did in that situation. Reading activities to improve and consolidate this skill (TRB Reading Worksheets).Completing writing activities in the AB.


A page dedicated to non-linguistic content and language integrated learning. Natural Science: Ant colonies.Being able to understand and speak in English about other subjects.Listening to and reading a text about ant colonies and answering some questions in the notebook.Practising the structure Tell to ask.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSBeing able to read and write in English about other subjects.Reading a text about ant colonies and answering some questions about it.Arts and crafts activity. Design your own ant hill!Writing activities to improve this skill (TRB Writing Worksheets).Completing writing activities in the AB.


Watching a video in which a language assistant revises the grammar and the vocabulary of the unit paying special attention to the pronunciation, rhythm, intonation and stress of the words and grammar structures (Teacher´s Book Video).Repeating and copying the structures the language assistant asks for.

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Becoming familiar with the rhythm and intonation of the English language copying the language assistant.Checking answers using an audio. Then listen and check.Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSLooking at some pictures of objects related to DIY and writing the words in the notebook.Reading some words and completing a text using words given. Checking answers using an audio.Reading a text and answering some questions in the notebook.Writing some sentences about DIY in the notebook and matching them. Checking answers using an audio.Test to practice the different skills (Reading, Writing, Listening and Speaking) (TRB TEST).Completing writing activities in the AB.

CONTENTS

Vocabulary • Main vocabulary: brick, DIY, drill, hammer, hole, ladder, nail, saw, screwdriver, tape

measure, toolbox, sharp, to build, to drill, to fix, to hammer, to hang up, to measure.- Extra vocabulary: ant hill, colony, cotton, industrial revolution, iron, nest, textile,

female, male, tiny, almost, as soon as, either, thanks to, to attack, to lay eggs, to mate.

Structures• Reflexive pronouns: • myself, yourself, himself, herself, ourselves, yourselves, themselves.• He’s building it himself.• The second conditional:• If I had a hammer, I would fix it.

Culture• The UK. The Industrial Revolution.• Expression: Easy peasy!

Content and Language Integrated Learning (CLIL)Natural Science• Ant colonies.

Phonics• The contractions: I’d /aɪd/ y He’d /hi:d/.

ASSESSMENT CRITERIA LEARNING STANDARDS

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(Listening)To understand the vocabulary and the main grammar structures in short oral texts.




-Knows the alphabet, the numbers and the dates.

- Identifies vocabulary related to the nature and the environment: brick, DIY, drill, hammer, hole, ladder, nail, saw, screwdriver, tape measure, toolbox, sharp, to build, to drill, to fix, to hammer, to hang up, to measure.

- Understands the main information in short and simple conversations • He´s building it himself.• If I had a hammer, I would fix it.


















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- Answers adequately in simple communication situations (speaks about tools and verbs related to DIY in simple sentences, speaks about things he/she has done themselves and uses the second conditional).

- Uses correctly the reflexive pronouns to emphasize the person who does something.

- Makes sentences using the second conditional, if + past simple + would/could + infinitive.



- Is able to describe people using the vocabulary and the grammar structures studied in the unit. He/she can do it in present and past.











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- Distinguishes perfectly the present and the past.











existing in English compared to his/her language. For example the contractions I´d /aɪd/ y He´d /hi:d/.


- Shows interest in writing and repeating familiar expressions in English, Easy peasy!





- Learns about the Industrial Revolution in the United Kingdom.


(CLIL)To show interest in using English as a

- Values the English language as a learning tool for other subjects like

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learning tool for other subjects. Natural Science: Ant colonies.




ListeningIdentify words related to DIY.











(Mission 1 Act. 1. Mission 2 Act. 1-2.Mission 3 Act. 1.Mission 4 Act. 1.Mission 5 Act.1Mission 8 Act. 1.).



Responsibility

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Mission 3 Act. 1 y 3.Mission 4 Act. 4.Mission 5 Act. 2.Mission 6 Act. 1.Mission 7 Act. 1.

Mission 8 Act. 2.).



- Correcting activities through a listening activity. Listen and check. (Mission 1 Act. 3.Mission 4 Act. 2.Mission 5 Act. 1.Mission 8 Act. 2 y 4.).











Responsibility

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Perseverance











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- Reading stories and texts (Mission 1 Act. 2.Mission 2 Act. 3Mission 3 Act. 1.Mission 5 Act. 2.Mission 6 Act. 1 y 3.Mission 7 Act. 1.Mission 8 Act. 3 y 4.).












and expressions(Mission 3 Act. 3.

Mission 4 Act. 3. Mission 5 Act. 1.Mission 6 Act. 1.Mission 7 Act. 1.Mission 8 Act. 1-4.).


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(Mission 3 Act. 3.Mission 4 Act. 3. Mission 5 Act. 1 y 3.Mission 6 Act. 1.Mission 7 Act. 1.Mission 8 Act. 1-4.).



















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Listen to the numbers when enumerating activities.



Read and listen to cardinal and ordinal numbers when talking about quantity and dates in a text about the Industrial Revolution.

- Reading and listening to numbers when talking about quantity and dates in a text about the Industrial Revolution (Mission 6 Act. 1).


Read, listen to and reproduce numbers when talking about quantity.

-Listening to and reading numbers when talking about quantity and dates in a text about the Industrial Revolution (Mission 6 Act.1).


Read, listen to and reproduce numbers when talking about quantity.

-Listening to and reading numbers in a text about ant colonies (Mission 7 Act. 1).

- Reading and saying numbers when talking about quantityMission 7 Act. 2).












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Use the vocabulary video to assimilate the correct pronunciation of the words.



Use the grammar videos to internalise the correct use of the grammar structures in a context and paying attention to the pronunciation and intonation.










- Correcting mistakes in sentences and words (AB Mission 2, 4 y 6).

Perseverance


- Learning about other subjects using English (Mission 7), Natural Science: Ant colonies.

- Learning about ant colonies, its structure, size and functions of the different types ants in a colony.


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Responsibility






-Designing an ant hill. Design your own ant hill! (Mission 7 Act. 3).












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- Learning and using a colloquial expression (Easy peasy!) (Mission 3 and 6).





- Identifying the Industrial Revolution in the United Kigndom (Mission 6).











- Participating in dialogues:


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Read, listen and repeat with your partner (Mission 5), Read and make a role play (Mission 6), Tell to ask (Mission 7).



Respect



Respect


- Designing an ant hill. Design your own ant hill! (Mission 7 Act.3).












- Creating dialogues in real-life situations: Let´s talk about… DIY! (Mission 2), What would you do? Discuss (Mission 6), Read, listen and repeat with your partner (Mission 5), Read and make a role play (Mission 6), Tell to ask (Mission 7).





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- Choosing the correct sentence (AB Mission 2).



Responsibility


-Reproducing the unit vocabulary and structures to talk about him/herself: Let´s talk about… DIY! (Mission 2), What would you do? (Mission 6), Write about… (AB Mission 6).


UNIT 6

This unit (Technology Time!) focuses on learning vocabulary and expressions related to technology and the Internet. This unit contains 8 missions. Each mission lasts sixty minutes. The Teacher´s Resource Book (TRB) contains classroom material to reinforce and consolidate the acquired knowledge in each unit. It also provides unit tests, term tests and an end-of-year test.


Introducing the new vocabulary of the unit, 10 words related to technology and the Internet, using a listening activity.Identifying and using the unit vocabulary.Listening to and singing a song. Sing and clap.Becoming familiar with the rhythm and sounds of English by listening to a song.Listening to a guessing game describing a word related to the new vocabulary and figuring out what it is. Find out!Practising the interrogative sentence. Master the question. Making questions after reading the answers. Checking answers using an audio. Then listen and check.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.



Introducing the grammar structure of the unit using listening and speaking

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activities. The future with will to talk about instant decisions and promises. I’ll use my tablet. I’ll check the website.Looking at some pictures of Asky, Yessy and Noella using their laptops. Listening to some questions and answering them. Reading a text and answering some questions about it.Giving a previously prepared short presentation. Let´s talk about… the Internet!Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to the Grammar appendix, p. 89, to read and internalise the new grammar learnt in the unit.Reading and matching sentences.Reading a text and answering some questions about it.Completing writing activities in the AB.


Listening to the first part of a story with a comic design, which includes the vocabulary and the grammar previously studied. Answering some questions. Introducing a colloquial expression (Check out my…!).Becoming familiar with the rhythm and intonation of the English language by reading to a story.Practising and learning the verbs (to try and to sign in). Reading and answering some questions about the story. Verb time!Listening to the second part of the story and completing an activity in the notebook.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing listening activities in the AB.



Introducing the second part of the vocabulary of the unit, 8 words and expressions related to technology and the Internet, using an audio.

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Identifying and repeating the vocabulary.Interacting following an example. Guess! In pairs, one of the student reads some sentenes describing an action or an object and asks what it is. The other student has to guess what it is. Guess! Checking answers using an audio. Then listen and check.Listening to a text and deciding whether some sentences are true or false.Listening to and repeating some words with the sound /aʊ/.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing listening activities in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSIntroducing the unit vocabulary using the Picture Dictionary, p.101.Reading some sentences describing a word of the new vocabulary. Guessing the word. Guess! Checking the answer using an audio.Completing a text in the notebook with the words given.Completing writing activities in the AB.


Introducing the second part of the grammar through listening and speaking activities. So, neither y nor to agree or disagree. I’ve got a tablet! So have I. I can’t remember my password! Neither/Nor can I!Looking at some pictures, reading sentences in a chart and answering some questions using that information. Affimarive (use so) and negative (use neither or nor). Checking answers using an audio. Then listen and check.Listening to and reading a dialogue. Acting out. Read, listen and repeat with your partner.Talking in Game time using the flashcards and the structures studied in the unit. I’ve got a tablet, Clara! So do I, Nicholas! I don’t have a mouse, Lorena! Neitherdo I, James!Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Listening activities to improve this skill (TRB Listening Worksheet).Speaking activity using the grammar and vocabulary of the unit (TRB Speaking Worksheet).Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to the Grammar appendix, p.89, to read and internalise the new grammar learnt in the unit.Looking at some pictures, reading sentences in a chart and answering some questions using that information. Affimarive (use so) and negative (use neither or nor). Checking answers using an audio. Then listen and check.Listening to, reading and acting out a dialogue in pairs. Read, listen and repeat

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with your partner.Learning how to write texts. Writing sentences related to the topic of the unit (brainstorming ideas). Think and write in your notebook. Completing writing activities in the AB.


Listening to a text about a cultural topic in the United States,The Origins of the Internet.Being able to identify some English speaking countries. Showing interest in understanding and talking about the customs of other countries.Talking in English following an example. Read and make a role play.Placing the child in a real situation in an English speaking country. Talking in class about what they should do in that situation. What would you do? Discuss.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading a text about the Origins of the Internet in the United States and answering some questions in the notebook. Web searching to answer some questions about the cultural topic. Web quest.After discussing in class what they should do in the real situation proposed, reading a text in which a child describes what he/she did in that situation. Reading activities to improve and consolidate this skill (TRB Reading Worksheets).Completing writing activities in the AB.


A page dedicated to non-linguistic content and language integrated learning. IT: how to type with a QWERTY keyboard.Being able to understand and speak in English about other subjects.Listening to and reading a text about how to type using a QWERTY keyboard and answering some questions in the notebook.Practising the structure Tell to ask.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSBeing able to read and write in English about other subjects.

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Reading a text about how to type using a QWERTY keyboard and answering some questions about it.Arts and crafts activity. Let´s make a keyboard and practice typing!Writing activities to improve this skill (TRB Writing Worksheets).Completing writing activities in the AB.


Watching a video in which a language assistant revises the grammar and the vocabulary of the unit paying special attention to the pronunciation, rhythm, intonation and stress of the words and grammar structures (Teacher´s Book Video).Repeating and copying the structures the language assistant asks for. Becoming familiar with the rhythm and intonation of the English language copying the language assistant.Checking answers using an audio. Then listen and check.Listening to an audio about two children, Stacey and Ryan, and answering some questions.Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSLooking at some pictures of objects related to technology and the Internet and writing the words in the notebook. Checking answers using an audio.Writing some sentences about the same topic in the notebook and matching them.Reading sentences, finding the mistakes and writing them correctly in the notebook.Test to practice the different skills (Reading, Writing, Listening and Speaking) (TRB TEST).Completing writing activities in the AB.

CONTENTS

Vocabulary • Main vocabulary: account, headphones, inbox, laptop, memory stick, mouse,

password, security question, speakers, touch screen, username, video call, website, to block, to plug in, to sign in, to switch off/on, to turn down/up.- Extra vocabulary: click, data, keyboard, network, research, web, academic,

accessed, available, sensible, to reunite, to type.

Structures• I´ll use my tablet.• I´ll check the website.• I´ve got a tablet! So have I.• I can´t remember my password. Neither/Nor can I.

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Culture• The USA. The Origins of the Internet.• Expression: Check out my…!

Content and Language Integrated Learning (CLIL)IT• How To Type: Qwerty.

Phonetic• The sound /aʊ/.






- Identifies vocabulary related to technology and the Internet: account, headphones, inbox, laptop, memory stick, mouse, password, security question, speakers, touch screen, username, video call, website, to block, to plug in, to sign in, to switch off/on, to turn down/up.

- Understands the main information in short and simple conversations • I’ll use my tablet.• I’ll check the website.• I’ve got a tablet! So have I.• I can’t remember my password.

Neither/Nor can I.- Understands the grammar and vocabulary videos and the language assistant’s explanations.- Understands the structures the






- Understands songs.

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- Understands the general meaning of increasingly difficult oral instructions and explanations.











- Answers adequately in simple communication situations (speaks about technology and the Internet in simple sentences, expresses an instant decision and a promise, knows how to agree and disagree with other people).

- Makes sentences using will + infinitive to express instant decisions and promises.

- Uses correctly the adverbs so, neither and either to express agreement or disagreement.








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existing in English compared to his/her language. For example the sound /aʊ/.


- Shows interest in writing and repeating familiar expressions in English, Check out my…!





- Learns about the origins of the Internet in the United States.



- Values the English language as a learning tool for other subjects like IT: how to type, QWERTY.




ListeningIdentify words related to technology and the Internet.









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(Mission 1 Act. 1. Mission 2 Act. 1.Mission 3 Act. 1.Mission 4 Act. 1.Mission 5 Act.1Mission 8 Act. 1.).



Responsibility






Mission 3 Act. 1 y 3.Mission 4 Act. 4.Mission 5 Act. 2.Mission 6 Act. 1.

Mission 7 Act. 1.Mission 8 Act. 2.).



- Correcting activities through a listening activity. Listen and check. (Mission 1 Act. 3.Mission 4 Act. 2.Mission 5 Act. 1.Mission 8 Act. 1.).







- Completing the End-of-Year-Test in the Review 3 in which all the vocabulary and


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structures of the book are evaluated (Mission 2 TRB).



Responsibility













Perseverance








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Read expressions previously introduced in an oral way.





- Reading stories and texts (Mission 1 Act. 2.Mission 2 Act. 3Mission 3 Act. 1.Mission 4 Act. 3Mission 5 Act. 2.Mission 6 Act. 1 y 3.Mission 7 Act. 1.).











Writing

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Write words. - Writing the unit vocabulary and expressions

(Mission 2 Act. 2.Mission 3 Act. 3.Mission 4 Act 3.Mission 6 Act. 1. Mission 7 Act. 1 y 3.Mission 8 Act. 1, 3 and 4.)




(Mission 2 Act. 2.Mission 3 Act. 3.Mission 4 Act 3.Mission 5 Act. 3.Mission 6 Act. 1. Mission 7 Act. 1 y 3.Mission 8 Act. 1, 3 and 4.)









- Writing a summary of the story (AB Misison 3).- Writing a fact card with information (AB Mission 7).








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Listen to the numbers when enumerating activities.



Read, say and listen to numbers in a password.

- Reading, saying and listening to numbers in a password (Mission 1 Act. 3).


Identify symbols and their meanings in an email, .

- Identifying symbols with their meanings in an email, (Mission 2 Act. 3.Mission 6 Act. 3).

Patience, responsibility and perseverance.

Read, listen to and reproduce numbers when talking about quantity in a dialogue.

-Listening to, reading and reproducing numbers when talking about quantity in a dialogue (Mission 5 Act.2).


Search and identify the extensions of web sites in different countries, The United Kingdom (co.uk)

- Searching and identifying extensions of web sites in different countries, The UK (co.uk).Mission 6 Act. 2).


Read and listen to cardinal and ordinal numbers when talking about quantity and dates in a text.

-Reading and listening to numbers when talking about quantity and dates in a text (Mission 6 Act. 1 The origins of the Internet.(Mission 7 Act. 1 How to type: Qwerty).


Making a QWERTY keyboard and practise how to type.

-Making a QWERTY keyboard and practising how to type. Let’s make a keyboard and practise typing! (Mission 7 Act.3).



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- Correcting mistakes in sentences and words (Mission 8 Act. 4)(AB Mission 2, 4 y 6).

Perseverance


- Learning about other subjects using English (Mission 7), IT: how to type. QWERTY.

- Learning about the QWERTY keyboard, how to type with it and which countries use it.

- Making a QWERTY keyboard and practising typing (Mission 7 Act. 3 Let´s make a keyboard a practise typing).







Responsibility



Mission 6 Act. 3 What would you do? Discuss, Act. 4 Read and make a role play.Mission 7 Act. 2 Tell to ask, Act. 3 Let´s make a keyboard and practise typing!).



-Designing a QWERTY keyboard. (Mission 7 Act. 3).


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- Ordering words to make sentences (AB Mission 3).

- Filling the blanks to complete words (AB Mission 4).



















- Learning and using a colloquial expression (Check out my…!) (Mission 3 and 6).



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- Identifying the origins of the Internet in the United States (Mission 6).















Respect



Respect


- Making a QWERY keyboard. Let’s make a keyboard and practising typing! (Mission 7 Act.3).







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Mission 6 Act. 3 What would you do? Discuss, Act. 4 Read and make a role play.Mission 7 Act. 2 Tell to ask, Act. 3 Let´s make a keyboard and practise typing!).



- Creating dialogues in real-life situations: Let´s talk about… The Internet! (Mission 2), Game Time (Mission 5), What would you do? Discuss (Mission 6), Read, listen and repeat with your partner (Mission 5), Read and make a role play (Mission 6), Tell to ask (Mission 7).







- Correcting words with spelling mistakes (Mission 8 Act.4).


Responsibility


-Reproducing the unit vocabulary and structures to talk about him/herself: Let´s talk about… The Internet! (Mission 2), What would you do? (Mission 6), Write about… (AB Mission 6).


UNIT 7

This unit (At the Fair) focuses on learning vocabulary and expressions related to the fair and the circus. This unit contains 8 missions. Each mission lasts sixty minutes. The Teacher´s Resource Book (TRB) contains classroom material to reinforce and consolidate the acquired knowledge in each unit. It also provides unit tests, term tests and an end-of-year test.


Introducing the new vocabulary of the unit, 10 words related to technology and

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the fair, using a listening activity.Identifying and using the unit vocabulary.Listening to and singing a song. Sing and clap.Becoming familiar with the rhythm and sounds of English by listening to a song.Listening to a guessing game describing a word related to the new vocabulary and figuring out what it is. Find out!Practising the interrogative sentence. Master the question. Making questions after reading the answers. Checking answers using an audio. Then listen and check.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.



Introducing the grammar structure of the unit using listening and speaking activities. The expressions of quantity both / neither / none/all + of + object pronoun. Both of them went on the bumper cars, but neither of them went on the haunted house ride. All of us went on the carousel, but none of us went on the roller coaster.Looking at some pictures of the characters in the fair. Listening to some questions and answering them. Looking at two pictures of a fair and comparing them.Reading a text and answering some questions about it.Giving a previously prepared short presentation. Let´s talk about… Fair!Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.



Listening to the first part of a story with a comic design, which includes the vocabulary and the grammar previously studied. Answering some questions.

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Introducing a colloquial expression (That’s incredible!).Becoming familiar with the rhythm and intonation of the English language by reading to a story.Practising and learning the verbs (to spin and to queue). Reading and answering some questions about the story. Verb time!Listening to the second part of the story and completing an activity in the notebook.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Vocabulary activities to improve and consolidate the acquired knowledge (TRB Vocabulary Worksheets).Completing listening activities in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading the story and answering some questions.Reading some sentences about the second part of the story and choosing the best option to complete them. Writing the correct sentences in the notebook. Completing writing activities in the AB.


Introducing the second part of the vocabulary of the unit, 10 words related to the circus, using an audio. Identifying and repeating the vocabulary.Reading some sentences describing a word of the new vocabulary. Guessing the word. Guess! Checking the answer using an audio.Listening to a text and deciding whether some sentences are true or false.Listening to and repeating some words with the sound /aʊ/.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Listening to some words and choosing the ones with the same sound (AB).Completing listening activities in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSIntroducing the unit vocabulary using the Picture Dictionary, p.102.Reading some sentences describing a word of the new vocabulary. Guessing the word. Guess! Checking the answer using an audio.Completing a text in the notebook with the words given.Ordering letters to make words and copying them in the notebook.Completing writing activities in the AB.


Introducing the second part of the grammar through listening and speaking activities. The verbs to start / to finish / to stop + gerund. When the clown finished

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juggling, the acrobat started performing.Looking at some pictures related to the circus and reading sentences about the pictures. Listening to some questions and them using the new grammar structure. Listening to and reading a dialogue. Acting out. Read, listen and repeat with your partner.Talking in Game time using the flashcards and the structures studied in the unit. When the acrobat finished performing,… /…the lion tamer started entertaining.Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Listening activities to improve this skill (TRB Listening Worksheet).Speaking activity using the grammar and vocabulary of the unit (TRB Speaking Worksheet).Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to the Grammar appendix, p.89, to read and internalise the new grammar learnt in the unit..Listening to, reading and acting out a dialogue in pairs. Read, listen and repeat with your partner.Learning how to write texts. Writing sentences related to the topic of the unit (brainstorming ideas). Think and write in your notebook. Completing writing activities in the AB.


Listening to a text about a cultural topic in Canada, the Cirque du Soleil.Being able to identify some English speaking countries. Showing interest in understanding and talking about the customs of other countries.Talking in English following an example. Read and make a role play.Placing the child in a real situation in an English speaking country. Talking in class about what they should do in that situation. What would you do? Discuss.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading a text about the Circus du Soleil in Canada and answering some questions in the notebook. Web searching to answer some questions about the cultural topic. Web quest.After discussing in class what they should do in the real situation proposed, reading a text in which a child describes what he/she did in that situation. Reading activities to improve and consolidate this skill (TRB Reading Worksheets).

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A page dedicated to non-linguistic content and language integrated learning. PE: Motor Skills and Balance.Being able to understand and speak in English about other subjects.Listening to and reading a text about the motor skills and the balance and answering some questions in the notebook.Practising the structure Tell to ask.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSBeing able to read and write in English about other subjects.Reading a text about the motor skills and the balance and answering some questions about it.Doing a PE activity in which the students have to develop its motor skills. Develop your motor skills!Writing activities to improve this skill (TRB Writing Worksheets).Completing writing activities in the AB.


Watching a video in which a language assistant revises the grammar and the vocabulary of the unit paying special attention to the pronunciation, rhythm, intonation and stress of the words and grammar structures (Teacher´s Book Video).Repeating and copying the structures the language assistant asks for. Becoming familiar with the rhythm and intonation of the English language copying the language assistant.Looking at a picture related to the fair and the circus and describing them.Listening to some sentences with three possible options to complete them. Choosing the best option and writing them in the notebook.Checking answers using an audio. Then listen and check.Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading some sentences with three possible options to complete them. Choosing the best option and writing them in the notebook.Looking at some pictures and completing some sentences describing them in the

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notebook. Checking answers using an audio.Reading a text and answering some questions in the notebook.Test to practice the different skills (Reading, Writing, Listening and Speaking) (TRB TEST).Completing writing activities in the AB.

CONTENTS

Vocabulary • Main vocabulary: acrobat, bumper cars, candy floss, carousel, circus, clown, haunted

house, lion tamer, magician, prize, ride, roller coaster, ticket booth, wig, to cheer, to entertain, to juggle, to perform, to queue, to spin.- Extra vocabulary: balance, fine and gross motor skills, fire-breather, live music,

residency, rope, street performer, theme, shocked, to concentrate, to develop, to fall over, to stand still, to tour.

Structures• Both of them went on the bumper cars, but neither of them went on the haunted

house ride.• All of us went on the carousel, but none of us went on the roller coaster.• When the clown finished juggling, the acrobat started performing.

Culture• Canada. Cirque du Soleil • Expression: That´s incredible!

Content and Language Integrated Learning (CLIL)PE• Motor Skills and Balance.

Phonetic• The sound /əʊ/.






- Identifies vocabulary related to the fair and the circus: acrobat, bumper cars, candy floss, carousel, circus, clown, haunted house, lion tamer, magician, prize, ride, roller coaster, ticket booth, wig, to cheer, to entertain, to juggle, to perform, to queue, to spin.

- Understands the main information in

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short and simple conversations • Both of them went on the bumper

cars, but neither of them went on the hauntedhouse ride.

• All of us went on the carousel, but none of us went on the roller coaster.

• When the clown finished juggling, the acrobat started performing.



















- Answers adequately in simple communication situations (speaks about going to the fair and the circus in simple sentences, expresses the amount of people doing an action and speaks about an action which started in past and another which started just

145


after it).- Uses the structures all / both / none

and neither + of + object pronoun.- Uses correctly the verbs start / to

finish / to stop + gerund to express the beginning and the ending of an activity in past.

- Uses correctly when to talk about actions in past.

















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letters (countries, nationalities and the days of the week).

To encourage the synthesis capacity after reading a text.

- Summarises the main ideas of a text.






existing in English compared to his/her language. For example the sound /aʊ/.


- Shows interest in writing and repeating familiar expressions in English, That´s incredible!





- Learns about the Cirque du Soleil in Canada.



- Values the English language as a learning tool for other subjects like PE: the motor skills and the balance.

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ListeningIdentify words related to the fair and the circus.











(Mission 1 Act. 1. Mission 2 Act. 1.Mission 3 Act. 1.Mission 4 Act. 1.Mission 5 Act.1Mission 8 Act. 3.).



Responsibility

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Mission 7 Act. 1.).



- Correcting activities through a listening activity. Listen and check. (Mission 1 Act. 3.Mission 4 Act. 2.Mission 8 Act. 3.).











Responsibility

149














Perseverance











150







- Reading stories and texts (Mission 1 Act. 2.Mission 2 Act. 3.Mission 3 Act. 1.Mission 5 Act. 2.Mission 6 Act. 1 y 3.Mission 7 Act. 1.Mission 8 Act. 4.).













Mission 4 Act. 3. Mission 6 Act. 1.Mission 7 Act. 1.Mission 8 Act. 2, 3 y 4.).


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(Mission 3 Act. 3.Mission 4 Act. 3.Mission 5 Act. 4. Mission 6 Act. 1.Mission 7 Act. 1.Mission 8 Act. 2, 3 y 4.).



















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Listen to the numbers when enumerating sentences in the different activities.



Read numbers when talking about age and dates.

- Reading and saying numbers when talking about the age (Mission 2 Act.2).- Reading dates (Mission 2 Act.3).


Read, say and listen to the time in a dialogue.

- Reading, saying and listening to the time (Mission 5 Act. 2).


Read, listen to and reproduce numbers when talking about dates and quantity in texts.

-Listening to and reading dates and quantities in texts (Mission 6 Act.1, The Cirque du Soleil) (Mission 7 Act.1 The motor skills and the balance).


Read and listen to numbers referred to the age and the quantity in a text.

- Reading and listening to numbers referred to ages and the time (Mission 8 Act.2).


Learn to develop their motor skills and balance.

- Learning how to develop their motor skills Develop your motor skills (Mission 7 Act.3).












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- Listening to the pronunciation video in the Review (Mission 2) and in the Teacher’s Book video (Mission 8).



- Listening to the video in the Mission 8 and in the Review (Language assistant video).



- Correcting mistakes in sentences and words (AB Mission 2, 3, 4 y 7).

Perseverance

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- Learning about other subjects using English (Mission 7), PE: the motor skills and the balance.

- Learning about the different types of motor skills and the balance, its development and its importance in the human body.

- Developing its motor skills (Mission 7 Act. 3 Develop your motor skills!).







Responsibility



Mission 6 Act. 3 What would you do? Discuss, Act. 4 Read and make a role play.Mission 7 Act. 2 Tell me to, Act. 3 Develop you motor skills!).



- Putting words in order to make sentences (Mission 2).

- Ordering letters to make words (Mission 8).


155


















- Learning and using a colloquial expression (That´s incredible! (Mission 3 y 6).





- Identifying the Cirque du Soleil in Canada (Mission 6).


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Respect



Respect








Mission 6 Act. 3 What would you do? Discuss, Act. 4 Read and make a role play.Mission 7 Act. 2 Tell me to, Act. 3 Develop you motor skills!).


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- Creating dialogues in real-life situations: Let´s talk about… Fairs! (Mission 2), What would you do? Discuss (Mission 6), Read, listen and repeat with your partner (Mission 5), Read and make a role play (Mission 6), Tell to ask (Mission 7).








- Finding mistakes and writing sentences correctly (AB Missions 3 and 7).

Responsibility


-Reproducing the unit vocabulary and structures to talk about him/herself: Let´s talk about… Fairs! (Mission 2), What would you do? (Mission 6), What questions would you ask (AB Mission 6).


UNIT 8

This unit (Cinemania!) focuses on learning vocabulary and expressions related to the cinema. This unit contains 8 missions. Each mission lasts sixty minutes. The Teacher´s Resource Book (TRB) contains classroom material to reinforce and consolidate the acquired knowledge in each unit. It also provides unit tests, term tests and an end-of-year test.


Introducing the new vocabulary of the unit, 10 words related to the cinema, using a listening activity.Identifying and using the unit vocabulary.Listening to and singing a song. Rap and clap.Becoming familiar with the rhythm and sounds of English by listening to a song.Listening to a guessing game describing a word related to the new vocabulary and figuring out what it is. Find out!Practising the interrogative sentence. Master the question. Making questions after reading the answers. Checking answers using an audio. Then listen and check.

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Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.



Introducing the grammar structure of the unit using listening and speaking activities. What´s it about?Listening to and reading an interview of Clive Potter and answering some questions. Reading a text and answering some questions about it.Looking at two pictures of cinemas and comparing them.Giving a previously prepared short presentation. Let´s talk about… Films!Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to the Grammar appendix, p. 90, to read and internalise the new grammar learnt in the unit.Reading an interview of Clive Potter and answering some questions about it.Reading a text and answering some questions about it.Completing writing activities in the AB.


Listening to the first part of a story with a comic design, which includes the vocabulary and the grammar previously studied. Answering some questions. Introducing a colloquial expression (Lights, camera, action!).Becoming familiar with the rhythm and intonation of the English language by reading to a story.Practising and learning the verb (to be about). Reading and answering some questions about the story. Verb time!Listening to the second part of the story and completing an activity in the notebook.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing listening activities in the AB.

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Introducing the second part of the vocabulary of the unit, 10 words related to the cinema, using an audio. Identifying and repeating the vocabulary.Reading some sentences describing a word of the new vocabulary. Guessing the word. Guess! Checking the answer using an audio.Reading some groups of words and choosing the one which doesn’t belong to the group. Checking answers using an audio. Then listen and check.Listening to a text and deciding whether some sentences are true or false.Listening to and repeating some words with the sound /θ/ and /ð/.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Listening to some words and choosing the ones with the same sound (AB).Completing listening activities in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSIntroducing the unit vocabulary using the Picture Dictionary, p.103.Reading some sentences describing a word of the new vocabulary. Guessing the word. Guess! Checking answers using an audio.Reading some words and choosing the one which doesn’t belong to the group. Checking answers using an audio.Completing writing activities in the AB.


Introducing the second part of the grammar through listening and speaking activities. The present continuous for the future. They´re rehearsing next week. The film is coming out nextLooking at some pictures related to the cinema. Listening to some questions and answering them using the correct tenses and expressions. Listening to and reading a dialogue. Acting out. Read, listen and repeat with your partner.Talking in Game time using the structures studied in the unit.Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.

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Listening activities to improve this skill (TRB Listening Worksheet).Speaking activity using the grammar and vocabulary of the unit (TRB Speaking Worksheet).Completing a listening activity in the AB.



Listening to a text about a cultural topic in the United States, the Oscars.Being able to identify some English speaking countries. Showing interest in understanding and talking about the customs of other countries.Talking in English following an example. Read and make a role play.Placing the child in a real situation in an English speaking country. Talking in class about what they should do in that situation. What would you do? Discuss.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading a text about the Oscars in the United States and answering some questions in the notebook. Web searching to answer some questions about the cultural topic. Web quest.After discussing in class what they should do in the real situation proposed, reading a text in which a child describes what he/she did in that situation. Reading activities to improve and consolidate this skill (TRB Reading Worksheets).Completing writing activities in the AB.


A page dedicated to non-linguistic content and language integrated learning. Natural Science: The History of Animation.Being able to understand and speak in English about other subjects.Listening to and reading a text about the history of animation and answering some questions in the notebook.Practising the structure Tell to ask.

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Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSBeing able to read and write in English about other subjects.Reading a text about the history of animation and answering some questions about it.CLIL Project Apply your skills. Arts and crafts activity, Apply your skills: Let´s make a thaumatrope. Reading and understanding the instructions to make a thaumatrope. Following the instructions and using the required material. Writing activities to improve this skill (TRB Writing Worksheets).Completing writing activities in the AB.


Watching a video in which a language assistant revises the grammar and the vocabulary of the unit paying special attention to the pronunciation, rhythm, intonation and stress of the words and grammar structures (Teacher´s Book Video).Repeating and copying the structures the language assistant asks for. Becoming familiar with the rhythm and intonation of the English language copying the language assistant.Looking at some pictures of things related to the cinema and writing the vocabulary in the notebook.Giving a previously-prepared short presentation about a film script.Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading and completing a text in the notebook with the words given.Reading a text and answering some questions in the notebook.Writing a short film script and giving a presentation about it.Test to practice the different skills (Reading, Writing, Listening and Speaking) (TRB TEST).Completing writing activities in the AB.

CONTENTS

Vocabulary • Main vocabulary: adventure, comedy, director, documentary, fan, makeup artist,

popcorn, premiere, producer, red carpet, role, romance, script, set, thriller, western, to come out, to rehearse, to release, to shoot.

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- Extra vocabulary: achievement, animation, awards ceremony, category, entertainment, flip book, lantern, motion, nomination, projector, purpose, thaumatrope, technique, to honour, to take place.

Structures• What’s it about?• They’re rehearsing next week.• The film is coming out next month.

Culture• The USA. The Oscars.• Expression: Lights, camera, action!

Content and Language Integrated Learning (CLIL)Social Science• The History of Animation.

Phonetic• The sounds /θ/ and /ð/.





- Knows the alphabet, the numbers, the dates, the time, the days of the week and the months.

- Identifies vocabulary related to the cinema: adventure, comedy, director, documentary, fan, makeup artist, popcorn, premiere, producer, red carpet, role, romance, script, set, thriller, western, to come out, to rehearse, to release, to shoot.

- Understands the main information in short and simple conversations • What’s it about?• They’re rehearsing next week.• The film is coming out next month..




163

















- Answers adequately in simple communication situations (speaks about films and cinema in simple sentences, asks and answers what a film or book is about, speaks about a near future action).

- Uses the structures What´s it about? It´s about… to ask and answer what a book or film is about

- Makes affirmative, negative and interrogative sentences in present continuous to talk about a near future.

- Speaks about when an action is going to be done in the future using the days of the week (next Sunday), the months (in January) or adverbs and expressions of time (tonight, last week).


- Works on and tries to master direct and indirect interrogative sentences

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(Master the question and Tell to ask).- Is able to describe people using the

vocabulary and the grammar structures studied in the unit. He/she can do it in present and past.
















- Writes the end of a story or writes a different end to the one given.


- Writes the vocabulary and the grammar structures that have been studied orally.- Writes simple texts based on the content taught.- Shows interest in writing clearly.- Writes a dialogue or text about an everyday situation that they might be faced with in an English-speaking country.- Writes about him/herself.

165


- Writes a text comparing his/her culture with the one in an English-speaking country.- Looks and writes words in capital

letters (countries, nationalities, the months and the days of the week).








existing in English compared to his/her language. For example the sounds /θ/ and /ð/.


- Shows interest in writing and repeating familiar expressions in English, Lights, camera, action!





- Learns about the Oscars in the United States.



- CLIL Project Apply your skills. Values the English language as a learning tool for other subjects like Social Science: the history of animation.




Listening

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Identify words related to the cinema.











(Mission 1 Act. 1. Mission 3 Act. 1.Mission 4 Act. 1.Mission 5 Act.1).



Responsibility






Mission 2 Act. 2.Mission 3 Act. 1 y 3.Mission 4 Act. 4.Mission 5 Act. 2.Mission 6 Act. 1.

Mission 7 Act. 1.Mission 8 Act. 2.).



- Correcting activities through a listening activity. Listen and check. (Mission 1 Act. 3.Mission 4 Act. 3.Mission 8 Act. 2.).


Use the tests in the - Listening activity in the Unit Respect and

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Teacher´s Resource Book to evaluate the student’s knowledge and to consolidate the learning of the contents studied by practising the four skills, Reading, Writing, Listening y Speaking.

Test.- Completing the Diagnostic





responsibility.



Responsibility













Perseverance

Use the tests in the Teacher´s Resource Book to evaluate the


- Completing the Diagnostic


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student’s knowledge and to consolidate the learning of the contents studied by practising the four skills, Reading, Writing, Listening y Speaking.













- Reading stories and texts (Mission 1 Act. 2.Mission 2 Act. 1 y 2.Mission 3 Act. 1.Mission 5 Act. 2.Mission 6 Act. 1 y 3.Mission 7 Act. 1 y 3.Mission 8 Act. 2.).




Use the tests in the Teacher´s Resource Book to evaluate the student’s knowledge and to consolidate the learning of the contents studied by practising the four skills, Reading, Writing, Listening y



- Completing the Unit Test at the end of each unit (Mission


169


Speaking. 8 TRB).- Completing the Term Test in

the Review 1, Review 2 (Mission 2 TRB) and the Review 3 (Mission 1 TRB) at the end of each semester.




Mission 6 Act. 1Mission 7 Act. 1.Mission 8 Act. 1, 2 and 3.).




(Mission 3 Act. 3.Mission 5 Act. 4.Mission 6 Act. 1Mission 7 Act. 1.Mission 8 Act. 1-4.).









- Writing a summary of the story (Mission 3).


Use the tests in the Teacher´s Resource Book to evaluate the student’s knowledge and to consolidate the learning of the contents studied by




170


practising the four skills, Reading, Writing, Listening y Speaking.















Read, say and listen to numbers when talking about quantity and order.

- Reading, saying and listening to numbers when talking about quantity (Mission 1 Act.3).- Reading, listening to and writing numbers when talking about orders (Mission 3 Act. 1 and 3).


Read, say and listen to dates.

- Reading dates (Mission 1 Act. 1).

- Reading, listening to and saying dates (Mission 2 Act. 1 and 3).


Read, listen to and reproduce numbers when talking about time in a dialogue.

- Reading, listening to and saying numbers when talking about the time in a dialogue (Mission 5 Act. 2).


Read, listen to and write numbers referred dates and and quantities in texts.

- Reading, listening to and writing numbers referred to dates and quantities in texts (Mission 6 Act. 1 The Oscards.Mission 7 Act. 1 The history of animation).


Understand and - Reading and understanding Responsibility, self-

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follow instructions to complete an arts and crafts activity: Let’s make a thaumatrope

instructions to make a thaumatrope. (Mission 7 Act. 3 Apply your skills: Let’s make a thaumatrope).

esteem and perseverance.

























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Perseverance


- Learning about other subjects using English (Mission 7), Social Science: the history of animation.

- Learning about the history of animation and the difference between the effects used to create images in movement new and in the past.

- Making a thaumatrope (Mission 7 Act. 3 Apply your skills: Let´s make a thaumatrope).



- Delivering presentations about interesting or everyday topics by searching for information on the internet (Mission 6 Act. 2 Web quest) (AB Mission 6 Act. X Find out).




Responsibility





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- Putting words in order to make sentences (AB Mission 3).




Understand and follow instructions to complete an arts and crafts activity: Let’s make a thaumatrope!

- Reading and understanding instructions to make a thaumatrope (Mission 7 Act. 3 Apply your skills: Let’s make a thaumatrope).
















174




- Learning and using a colloquial expression Lights, camera, action! (Mission 3 y 6).





- Identifying the Oscars in the United States (Mission 6).















Respect


- Learning about some English-speaking countries' customs: The Oscars in the United States (Mission 6).

Respect

Complete an arts and crafts activity: Let’s make a thaumatrope.

- Making a thaumatrope (Mission 7 Act. 3 Apply your skills: Let’s make a thaumatrope).


175






- Completing an activity related to his/her autonomous community (TRB My autonomous community).







- Creating dialogues in real-life situations: Let´s talk about… Films! (Mission 2), Game time (Mission 5), What would you do? Discuss (Mission 6), Read, listen and repeat with your partner (Mission 5), Read and make a role play (Mission 6), Tell to ask (Mission 7).




- Write a short film script (Mission 8).




Responsibility


-Reproducing the unit vocabulary and structures to talk about him/herself: Let´s talk about… Films! (Mission 2), What would you do? Discuss (Mission 6), Write a short film script. Then give a presentation (Mission 8).


176


Show autonomy and self-confidence when understanding and following instructions to complete an arts and crafts activity: Let’s make a thaumatrope.

Understanding and following instructions to make a thaumatrope (Mission 7 Act. 3 Apply your skills: Let’s make a thaumatrope).


UNIT 9

This unit (Happy Campers) focuses on learning vocabulary and expressions related to going camping. This unit contains 8 missions. Each mission lasts sixty minutes. The Teacher´s Resource Book (TRB) contains classroom material to reinforce and consolidate the acquired knowledge in each unit. It also provides unit tests, term tests and an end-of-year test.


Introducing the new vocabulary of the unit, 12 words related to going camping, using a listening activity.Identifying and using the unit vocabulary.Listening to and singing a song. Sing and clap.Becoming familiar with the rhythm and sounds of English by listening to a song.Listening to a guessing game describing a word related to the new vocabulary and figuring out what it is. Find out!Practising the interrogative sentence. Master the question. Making questions after reading the answers. Checking answers using an audio. Then listen and check.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.



Introducing the grammar structure of the unit using listening and speaking activities. Shall + infinitive to make suggestions. Shall I bring mosquito repellent? Shall we set the tent up here?Looking at some pictures about camping and describing them using the new grammar structure using the verbs and vocabulary related to each picture. Checking answers using an audio. Then listen and check. Looking at a picture and talking following the example. Look. Then ask and

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answer.Reading a text and answering some questions about it.Giving a previously prepared short presentation. Let´s talk about… Camping!Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.



Listening to the first part of a story with a comic design, which includes the vocabulary and the grammar previously studied. Answering some questions. Introducing a colloquial expression (I can’t wait!).Becoming familiar with the rhythm and intonation of the English language by reading to a story.Practising and learning the verbs (to set up). Reading and answering some questions about the story. Verb time!Listening to the second part of the story and completing an activity in the notebook.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.



Introducing the second part of the vocabulary of the unit, 8 animals and insects related to camping, using an audio. Identifying and repeating the vocabulary.Reading some sentences describing a word of the new vocabulary. Guessing the word. Guess! Checking the answer using an audio.Reading some groups of words and choosing the one which doesn’t belong to the group. Checking answers using an audio. Then listen and check.Listening to a text and deciding whether some sentences are true or false.

178


Listening to and practising the intonation in interrogative sentences. Shall we listen to an example?Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Listening to some words and choosing the ones with the same sound (AB).Completing listening activities in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSIntroducing the unit vocabulary using the Picture Dictionary, p.13.Reading some sentences describing a word of the new vocabulary. Guessing the word. Guess! Checking the answer using an audio.Completing some sentences in the notebook with the words given. Checking answers using an audio.Completing writing activities in the AB.


Introducing the second part of the grammar through listening and speaking activities. The modal verbs ma and might to express possibility and uncertainty. I/you/he/she/we/you/they may see a woodpecker! I/you/he/she/we/you/they might need a first aid kit. Looking at some pictures related to going camping. Listening to and repeating the new grammar structure using the verbs and vocabulary related to each picture. Listening to and reading a dialogue. Acting out. Read, listen and repeat with your partner.Talking in Game time using the structures studied in the unit. Kayaking / shall? Shall we go kayaking?Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Listening activities to improve this skill (TRB Listening Worksheet).Speaking activity using the grammar and vocabulary of the unit (TRB Speaking Worksheet).Completing a listening activity in the AB.


179



Listening to a text about a cultural topic in the United Kingdom: the Scouts.Being able to identify some English speaking countries. Showing interest in understanding and talking about the customs of other countries.Talking in English following an example. Read and make a role play.Placing the child in a real situation in an English speaking country. Talking in class about what they should do in that situation. What would you do? Discuss.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading a text about the Scouts in the United Kingdom and answering some questions in the notebook. Web searching to answer some questions about the cultural topic. Web quest.After discussing in class what they should do in the real situation proposed, reading a text in which a child describes what he/she did in that situation. Reading activities to improve and consolidate this skill (TRB Reading Worksheets).Completing writing activities in the AB.


A page dedicated to non-linguistic content and language integrated learning. Arts and Crafts: Maps and compasses.Being able to understand and speak in English about other subjects.Listening to and reading a text about maps and compasses and answering some questions in the notebook.Practising the structure Tell to ask.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSBeing able to read and write in English about other subjects.Reading a text about maps and compasses and answering some questions about it.CLIL Project Apply your skills. Arts and crafts activity, Apply your skills: Let´s make a compass. Reading and understanding the instructions to make a compass. Writing activities to improve this skill (TRB Writing Worksheets).Completing writing activities in the AB.

180



Watching a video in which a language assistant revises the grammar and the vocabulary of the unit paying special attention to the pronunciation, rhythm, intonation and stress of the words and grammar structures (Teacher´s Book Video).Repeating and copying the structures the language assistant asks for. Becoming familiar with the rhythm and intonation of the English language copying the language assistant.Looking at some pictures related to going camping and describing them.Listening to an audio about two children, Jane and Charlie, and answering some questions.Checking answers using an audio. Then listen and check.Orally reproducing the structures of the unit and internalise them using the TG drillsRevision of other grammar structures that have been studied in previous units or years and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSWriting some sentences about the same topic and matching them. Checking answers using an audio.Completing some sentences using the words given. Checking using an audio.Test to practice the different skills (Reading, Writing, Listening and Speaking) (TRB TEST).Completing writing activities in the AB.

CONTENTS

Vocabulary • Main vocabulary: bee, beetle, campfire, campsite, cricket, crow, eagle, first aid kit,

kayaking, ladybird, marshmallow, match, mosquito repellent, path, sleeping bag, stream, wasp, woodpecker, to put out, to set up.

- Extra vocabulary: army, background, cartography, chief, cork, lid, magnet, motto, needle, accurate, involved, khaki, opposite, potential, actively, to attract, to try out.

Structures• Shall I bring mosquito repellent?• Shall we set the tent up here?• I/you/he/she/we/you/they may see a woodpecker!• I/you/he/she/we/you/they might need a first aid kit.

Culture• The UK. Scouts.• Expression: I can´t wait!

Content and Language Integrated Learning (CLIL)Arts and Crafts• Maps and compases.

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Phonetic• The intonation in interrogative sentences: Shall we practise?






- Identifies vocabulary related to going camping: bee, beetle, campfire, campsite, cricket, crow, eagle, first aid kit, kayaking, ladybird, marshmallow, match, mosquito repellent, path, sleeping bag, stream, wasp, woodpecker, to put out, to set up.

- Understands the main information in short and simple conversations • Shall I bring mosquito repellent?• Shall we set the tent up here?• I/you/he/she/we/you/they may see a

woodpecker!• I/you/he/she/we/you/they might

need a first aid kit.- Understands the grammar and vocabulary videos and the language assistant’s explanations.- Understands the structures the










182










- Answers adequately in simple communication situations (speaks about going camping in simple sentences, makes suggestions and knows how to talk about that is not sure or possible.).

- Makes interrogative sentences with the modal verb shall + infinitive to make suggestions using the 1st singular and plural person.

- Makes sentences using the modal verbs may and might + infinitive to express uncertainty and possibility.











- Understands simple written

183


instructions connected to schoolwork (read, match, circle, repeat, describe, draw, listen, look, write the answers, say true or false) and learns new actions (Find out. Say the missing Word, Fill in the blanks, Tell to ask).








- Writes the end of a story or writes a different end to the one given.



letters (countries, the continents, nationalities and the geographic areas).







- Tries to pronounce correctly.- Learns the intonation in interrogative

184


sentences.To show interest and confidence in learning frequently used expressions in English.

- Shows interest in writing and repeating familiar expressions in English, I can’t wait!





- Learns about the Scouts in the United Kingdom.



- CLIL Project Apply your skills. Values the English language as a learning tool for other subjects like Arts and Crafts: Maps and compasses.




ListeningIdentify words related to going camping.









185




(Mission 1 Act. 1. Mission 2 Act. 1.Mission 3 Act. 1.Mission 4 Act. 1.Mission 5 Act.1.).



Responsibility







Mission 7 Act. 1 y 3.Mission 8 Act. 2.).



- Correcting activities through a listening activity. Listen and check. (Mission 1 Act. 3.Mission 2 Act. 1.Mission 4 Act. 2-3.Mission 8 Act. 3-4.).







- Completing the End-of-Year-Test in the Review 3 in which all the vocabulary and structures of the book are


186


evaluated (Mission 2 TRB).Speaking

Sing a song usinglinguistic and paralinguistic elements


Responsibility












- Asking questions. Master the question (Mission 1), Look. Then ask and answer (Mission 2), Tell to ask (Mission 7).

Perseverance








187










- Reading stories and texts (Mission 1 Act. 2.Mission 2 Act. 3.Mission 3 Act. 1.Mission 5 Act. 2.Mission 6 Act. 1 y 3.Mission 7 Act. 1 y 3.).













Mission 4 Act. 3.Mission 6 Act. 1. Mission 7 Act. 1.Mission 8 Act. 3-4.).


188



- Writing very short and simple texts using the vocabulary and structures previously studied in class.

(Mission 3 Act. 3.Mission 4 Act. 3.Mission 5 Act. 4Mission 6 Act. 1-2. Mission 7 Act. 1.Mission 8 Act. 3-4.).









- Writing a fact card with specific information (Mission 7).










189












Read, say and listen to cardinal numbers when talking about quantity.

- Reading, saying and listening to numbers when talking about quantity (Mission 1 Act.3) (Mission 3 Act.3).


Read, say, listen to and write ordinal numbers when talking about a first aid kit.

- Reading, repeating, listening to and writing ordinal numbers in the expression first aid kit. (Mission 1 Act. 1, 3 y Act. 4 Sing and clap.Mission 2 Act. 3.Mission 3 Act. 3.Mission 5 Act. 1 y 4.Mission 8 Act. 3.).

Read, listen to and write numbers referred to dates, ages and quantities in texts.

- Reading, listening to and writing numbers referred to dates, ages and quantities in texts (Mission 6 Act. 1 The Scouts.Mission 7 Act. 1 Maps y compasses).


Understand and follow instructions to complete an arts and crafts activity: Let´s make a compass.

- Reading and understanding instructions to make a compass. (Mission 7 Act. 3 Apply your skills: Let’s make a compass).









190


























- Correcting mistakes in sentences and words (AB Mission 1, 2, 4 and 6).

Perseverance

191



- Learning about other subjects using English (Mission 7), Arts and Crafts: maps and compasses.

- Learning about maps and compasses, how maps were made in past and the uses of compasses.

- Making a compass (Mission 7 Act. 3 Apply your skills: Let´s make a compass).



- Delivering presentations about interesting or everyday topics by searching for information on the internet (Mission 6 Act. 2 Web quest) (AB Mission 7 Act. 3 Web quest).




Responsibility



Mission 7 Act. 2 Tell to ask.).



- Putting words in order to make sentences (AB Mission 2).



Understand and follow instructions to complete an arts and crafts activity: Let’s make a compas!

- Reading and understanding instructions to make a compass (Mission 7 Act. 3 Apply your skills: Let´s make a compass).


192


















- Learning and using a colloquial expression I can’t wait! (Mission 3 y 6).





- Identifying the Scouts in the United Kingdom (Mission 6).


193



- Comparing cultures (Mission 6) (AB Mission 6).








- Participating in dialogues: Look. Then ask and answer (Mission 2), Read, listen and repeat with your partner (Mission 5), Read and make a role play (Mission 6), Tell to ask (Mission 7).




Respect


- Learning about some English-speaking countries' customs: The Scouts in the United Kingdom (Mission 6).

Respect








Mission 7 Act. 2 Tell to ask.).


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- Creating dialogues in real-life situations: Let´s talk about… Camping! (Mission 2), Game time (Mission 5), Read, listen and repeat with your partner (Mission 5), What would you do? Discuss (Mission 6), Read and make a role play (Mission 6), Tell to ask (Mission 7).




- Make a list of things you might learn when you´re a scout (Mission 6).




- Choosing to correct option to complete some sentences (AB Mission 2).


Responsibility


-Reproducing the unit vocabulary and structures to talk about him/herself: Let´s talk about… Camping! (Mission 2), What would you do? Discuss (Mission 6).


Show autonomy and self-confidence when understanding and following instructions to complete an arts and crafts activity: Let’s make a compass.

Understanding and following instructions to make a compass (Mission 7 Act. 3 Apply your skills: Let’s make a compass).


REVIEW 1

Each two units, there is a review which is focused on revising all the contents studied in the previous units of the term. Each review has 2 Missions. We can also find a TERM TEST in the TRB.


Playing a game to practise all the vocabulary and grammar structures studied in the previous units.Orally reproducing the structures of the unit and internalise them using the TG drills.

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Revision of other grammar structures that have been studied in previous units and internalise and consolidate them using the TG drills.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading and understanding questions.Completing writing activities in the AB.


Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units and internalise and consolidate them using the TG drills.Checking answers using an audio. Then listen and check.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading some definitions of words studied in the previous units. Guessing the word and writing it in the notebook. Checking the answers using an audio.Looking at some pictures and completing some sentences describing the picture.Take a TERM TEST to practice the different skills (Reading, Writing, Listening and Speaking) (TRB TEST).Completing writing activities in the AB.

CONTENTS

Vocabulary • Revision of the vocabulary studied in previous units.

Structures • Revision of the structures studied in previous units.

ASSESSMENT CRITERIA LEARNING STANDARDS(Listening)To identify and understand the main sense, the main information and the main points in oral texts which use simple structures and daily vocabulary.

To recognise the most common meanings of the basic structures used when speaking.

To recognise a limited amount of vocabulary frequently used in daily situations and in common topics.



- Understands the main information in short and simple conversations about know topics; for example, the family, the school, free time, descriptions...

- Understands the main information in orally reproduced texts about daily topics.





- Shows interest when participating in

196


language games.- Understands the videos the teacher

uses in class (Pupil’s book video, language assistant video and pronunciation video).



To assimilate structures and acquire fluency by repeating them.

To participate in face to face dialogues about familiar topics.

To know and know how to apply basic strategies to produce short and simple monologues or dialogues.

To be able to communicate in short and simple conversations.

To interact with other people.


- Gives short and simple presentations about familiar topics.

- Knows the English alphabet and is able to spell simple words.


- Is able to speak with fluency in daily situations.

- Participates in face to face dialogues.- Is able to copy the structures presented

in the videos (Pupil’s book video, language assistant video and pronunciation video).

-Participates in Cooperative Learning activities.


To know and know how to apply basic strategies to understand the main sense, the main information and the main points of a text.

To distinguish the communicative functions of the text.

To recognise most common meanings, vocabulary and spelling marks.



- Understands short and simple correspondence.

- Understands the main information in short notices and news.

- Understands the main information in short stories and identifies the main characters.


To make short and simple texts to talk about him/herself, his/her surroundings, daily routines and common situations.

To use basic structures.



- Writes short and simple letters or emails.



- Copies the sounds presented in the videos (Pupil’s book video, language assistant video and pronunciation

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video).To show interest in learning frequently used expressions in English








ListeningIdentify words and vocabulary studied in previous units.

- Listening to and identifying the vocabulary.

- Listening to the drills.

Responsibility, perseverance and patience.

Identify simple sentences.

- Listening to and identifying simple sentences.

- Listening to the drills. - Listening to and identifying

words and expressions in all the cooperative learning activities in order to learn the language working in groups.



- Listening to texts and identifying pictures.- Listening to a text.- Listening to the Pupil’s Book Video, Language Assistant Video y Pronunciation video. Mission 1 y 2.

Responsibility and respect.


-Listening to texts.- Listening to the Pupil’s Book Video, Language Assistant Video y Pronunciation video. Mission 1 y 2.


Use the tests in the Teacher´s Resource Book to evaluate the student’s knowledge and to consolidate the learning of the contents studied by practising the four skills, Reading,

- Listening activity in the Term Test.- Completing the Diagnostic Test in the Unit 0 to evaluate the initial level of the student at the beginning of the academic year (Mission 2 TRB).- Completing the Unit Test at the end of each unit (Mission 8


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Writing, Listening y Speaking.

TRB).- Completing the Term Test in the Review 1, Review 2 (Mission 2 TRB) and the Review 3 (Mission 1 TRB) at the end of each semester.- Completing the End-of-Year-Test in the Review 3 in which all the vocabulary and structures of the book are evaluated (Mission 2 TRB).

SpeakingReproduce grammar structures through oral activities proposed in the Teacher's Guide, the drills, based on repetition and correction.

- Reproducing expressions and vocabulary through repetition and correction activities.


Respect and fellowship, responsibility, patience, solidarity, respect and gratefulness.

Show interest when participating in language games proposed in the TG.

- Saying simple expressions.- Participating in Cooperative

Learning activities.


Practise the interrogative sentence (direct and indirect).

-Making and assimilating questions.- Practising the interrogative sentence (direct and indirect).


Speak about familiar topics using the vocabulary and the grammar previously studied.

-Talking about familiar topics. Responsibility and autonomy.

Participate in games and acts out.

-Participating in the games proposed in the TG.


- Speaking activity in the Term test.- Completing the Diagnostic Test in the Unit 0 to evaluate the initial level of the student at the beginning of the academic year (Mission 2 TRB).- Completing the Unit Test at the end of each unit (Mission 8 TRB).- Completing the Term Test in the Review 1, Review 2 (Mission 2 TRB) and the Review 3 (Mission 1 TRB) at the end of each semester.- Completing the End-of-Year-Test in the Review 3 in which all the vocabulary and structures of


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the book are evaluated (Mission 2 TRB).


- Reading the vocabulary of the units.

- Reading the key words of the unit.

Perseverance.


- Reading the key expressions of the unit.-Reading the Grammar appendix to assimilate the grammar.



- Reading activity in the Term test.- Completing the Diagnostic Test in the Unit 0 to evaluate the initial level of the student at the beginning of the academic year (Mission 2 TRB).- Completing the Unit Test at the end of each unit (Mission 8 TRB).- Completing the Term Test in the Review 1, Review 2 (Mission 2 TRB) and the Review 3 (Mission 1 TRB) at the end of each semester.- Completing the End-of-Year-Test in the Review 3 in which all the vocabulary and structures of the book are evaluated (Mission 2 TRB).


WritingWrite words. - Writing the vocabulary and the

expressions of the unit.Perseverance, responsibility and punctuality.

Write short and simple texts.

-Writing simple and short texts using the unit vocabulary and expressions.

Responsibility, perseverance, respect, empathy, tolerance and gratefulness.


- Writing activity in the Unit test.- Completing the Diagnostic Test in the Unit 0 to evaluate the initial level of the student at the beginning of the academic year (Mission 2 TRB).- Completing the Unit Test at the end of each unit (Mission 8 TRB).- Completing the Term Test in the Review 1, Review 2 (Mission 2 TRB) and the Review 3 (Mission 1 TRB) at the end of each semester.- Completing the End-of-Year-


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Test in the Review 3 in which all the vocabulary and structures of the book are evaluated (Mission 2 TRB).



Read the page number.

-Reading the page number (Missions 1 and 2).

Responsibility.


-Listening to the numbers (Missions 1 and 2).


Listen to, read and say the comparatives and quantifiers.

-Listening to, reading and saying sentences which contains the comparative and quantifiers (Missions 1 and 2).

Responsibility



Use digital media in class to learn (IA).

- Carrying out the activities proposed in the digital book.

Participation, respect, punctuality and responsibility.




- Participation in the drills proposed in the TG.


Use basic strategies for learning to learn English using a visual dictionary, a grammar appendix and a pronunciation appendix at the end of the book.

- Using the Picture Dictionary.- Using the Grammar Appendix.- Using the pronunciation

appendix.


Use basic understanding strategies with the help of linguistic and non-linguistic elements.

- Identifying the meaning of words using flashcards, etc.


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Value the English language as a tool to learn about other subjects.

-Learning about other subjects in English.

Responsibility, perseverance and gratefulness.

Use the vocabulary videos to internalise the correct pronunciation of the words.

-Listening to the video in the Review (Language Assistant, Pronunciation and Pupil´s Book Video).






-Listening to the video in the Review (Mission 2).



-Listening to the video in the Review (Language Assistant video, Mission 1).



- Interacting student-student, working in teams and in pairs (Mission 1 Act. 1).



- Completing the Diagnostic Test in the Unit 0 to evaluate the initial level of the student at the beginning of the academic year (Mission 2 TRB).- Completing the Unit Test at the end of each unit (Mission 8 TRB).- Completing the Term Test in the Review 1, Review 2 (Mission 2 TRB) and the Review 3 (Mission 1 TRB) at the end of each semester.- Completing the End-of-Year-


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Test in the Review 3 in which all the vocabulary and structures of the book are evaluated (Mission 2 TRB).

• Social and civic competence


Participate and enjoys playing games and acting out in class



Pay attention to correctly understand and answer the drills.

- Saying and learning the drills. Responsibility, respect and perseverance.


- Reusing the vocabulary studied in previous years and using the new learnt vocabulary to talk in real-life or simulated interactions.

- Managing well in simple situations using the structures studied.

Responsibility, respect, perseverance and gratefulness.



Participate in games and act out.


- Acting out dialogues.

Patience, tolerance, self-esteem, empathy, respect and perseverance.




- Through oral activitiesrecognises objects from his/hersurrounding.

Patience, responsibility perseverance.

Show confidence and self-esteem to create dialogues.

-Creating dialogues in real situations.


Show confidence in writing sentences and ordering words to make sentences.

- Ordering words to make sentences.

- Answering questions after reading some texts.

Responsibility and autonomy.

Show autonomy and self-confidence to talk about familiar topics


203


using the grammar and the vocabulary previously studied.Show autonomy and self-confidence to create texts about topics studied in class.

-Writing short texts. Responsibility and autonomy.

Talk to the other students in games and speaking activities based on the Cooperative Learning, activities which involve them to help each other.



REVIEW 2



Playing a game to practise all the vocabulary and grammar structures studied in the previous units. Looking at some pictures, saying what it is and writing it.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units and internalise and consolidate them using the TG drills.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSLooking at some pictures and writing the correct word.Completing writing activities in the AB.


Looking at some pictures, listening to an audio and enumerating them according to the audio.Looking at two pictures of Francesca and Giles and comparing them describing what they are doing.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units and internalise and consolidate them using the TG drills.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSListening to and reading a text. Writing the missing words in the notebook.Take a TERM TEST to practice the different skills (Reading, Writing, Listening and Speaking) (TRB TEST).Completing writing activities in the AB.

CONTENTS

204




ASSESSMENT CRITERIA LEARNING STANDARDS(Listening)To identify and understand the main sense, the main information and the main points in oral texts which use simple structures and daily vocabulary.












- Understands the videos the teacher uses in class (Pupil’s book video, language assistant video and pronunciation video).
















205




To distinguish the communicative functions of the text.






- Understands the main information in short stories and identifies the main characters.









- Copies the sounds presented in the videos (Pupil’s book video, language assistant video and pronunciation video).

To show interest in learning frequently used expressions in English








ListeningIdentifies words and vocabulary studied in previous units.




Identifies simple - Listening to and identifying Responsibility,

206


sentences. simple sentences.- Listening to the drills. - Listening to and identifying


perseverance and patience.


- Listening to texts and identifying pictures.- Listening to a text.- Listening to the video in the Review.- Listening to the Pupil’s Book Video, Language Assistant Video y Pronunciation video. Mission 1 and 2.



-Listening to texts.- Listening to the Pupil’s Book Video, Language Assistant Video y Pronunciation video. Mission 1 and 2.



- Listening activity in the Term Test.- Completing the Diagnostic Test in the Unit 0 to evaluate the initial level of the student at the beginning of the academic year (Mission 2 TRB).- Completing the Unit Test at the end of each unit (Mission 8 TRB).- Completing the Term Test in the Review 1, Review 2 (Mission 2 TRB) and the Review 3 (Mission 1 TRB) at the end of each semester.- Completing the End-of-Year-Test in the Review 3 in which all the vocabulary and structures of the book are evaluated (Mission 2 TRB).










207





Participate in games and acts out.



- Speaking activity in the Term test.- Completing the Diagnostic Test in the Unit 0 to evaluate the initial level of the student at the beginning of the academic year (Mission 2 TRB).- Completing the Unit Test at the end of each unit (Mission 8 TRB).- Completing the Term Test in the Review 1, Review 2 (Mission 2 TRB) and the Review 3 (Mission 1 TRB) at the end of each semester.- Completing the End-of-Year-Test in the Review 3 in which all the vocabulary and structures of the book are evaluated (Mission 2 TRB).





Perseverance.





- Reading activity in the Term test.- Completing the Diagnostic Test in the Unit 0 to evaluate the initial level of the student at the beginning of the academic year (Mission 2 TRB).- Completing the Unit Test at the end of each unit (Mission 8 TRB).- Completing the Term Test in the Review 1, Review 2 (Mission 2 TRB) and the Review 3 (Mission 1 TRB) at the end of each semester.- Completing the End-of-Year-Test in the Review 3 in which all


208


the vocabulary and structures of the book are evaluated (Mission 2 TRB).

WritingWrite words. - Writing the vocabulary and the

grammar expressions of the unit.

Perseverance, responsibility and punctuality.


-Writing simple and short texts using the unit vocabulary and expressions.- Answering questions using the grammar structures studied in the previous units.



- Writing activity in the Term test.- Completing the Diagnostic Test in the Unit 0 to evaluate the initial level of the student at the beginning of the academic year (Mission 2 TRB).- Completing the Unit Test at the end of each unit (Mission 8 TRB).- Completing the Term Test in the Review 1, Review 2 (Mission 2 TRB) and the Review 3 (Mission 1 TRB) at the end of each semester.- Completing the End-of-Year-Test in the Review 3 in which all the vocabulary and structures of the book are evaluated (Mission 2 TRB).






Responsibility.




Listen to, read and understand sentences about inventions, technology and do-it-yourself.

-Listening to, reading and writing sentences about inventions, technology and do-it-yourself (Missions 1 and 2).

Responsibility


209



Uses digital media in class to learn (IA).





Participates in the drills as an activity to learn and consolidate different structures in a natural way.



Uses basic strategies for learning to learn English using a visual dictionary, a grammar appendix and a pronunciation appendix at the end of the book.


appendix.


Uses basic understanding strategies with the help of linguistic and non-linguistic elements.













-Listening to the pronunciation video in the Review (Mission 2).


Use the language -Listening to the video in the Patience, fellowship,

210


assistant to consolidate the vocabulary and the grammar studied in the unit and to learn the correct pronunciation of the content learnt.

Review (Language Assistant video, Mission 1).

solidarity, tolerance,self-esteem, empathy,responsibility, respect and perseverance.





- Completing the Diagnostic Test in the Unit 0 to evaluate the initial level of the student at the beginning of the academic year (Mission 2 TRB).- Completing the Unit Test at the end of each unit (Mission 8 TRB).- Completing the Term Test in the Review 1, Review 2 (Mission 2 TRB) and the Review 3 (Mission 1 TRB) at the end of each semester.- Completing the End-of-Year-Test in the Review 3 in which all the vocabulary and structures of the book are evaluated (Mission 2 TRB).




Participates and enjoys playing games and acting out in class



Pays attention to correctly understand and answer the drills.


211








Participates in games and act out.















Show autonomy and self-confidence to talk about familiar topics using the grammar and the vocabulary previously studied.


Show autonomy and self-confidence to create texts about topics studied in class.





212


REVIEW 3



Playing a game to practise all the vocabulary and grammar structures studied in the previous units of the term. Completing different activities: complete sentences, choose the correct option, answer questions, find it, etc. Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading and understanding questions, orders, sentences and definitions.TERM TEST to practice the different skills (Reading, Writing, Listening and Speaking) (TRB TEST).Completing writing activities in the AB.


Checking answers using an audio. Then listen and check.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units and internalise and consolidate them using the TG drills.Completing a listening activity in the AB.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading some definitions of words studied in the previous units. Guessing the word and writing it in the notebook. Checking the answers using an audio.Looking at some pictures and writing sentences in the notebook using might (to express possibility) and shall (to make a suggestion).Looking at some pictures, reading sentences with grammar mistakes and correcting them in the notebook.Take an END-OF-YEAR TEST (TRB TEST).Completing writing activities in the AB.

CONTENTS



ASSESSMENT CRITERIA LEARNING STANDARDS(Listening) The student:

213


To identify and understand the main sense, the main information and the main points in oral texts which use simple structures and daily vocabulary.



- Understands the teacher's instructions regarding common classroom activities.








- Understands the videos the teacher uses in class (Pupil’s book video, language assistant video and pronunciation video).


















To distinguish the communicative





- Understands the main information in

214


functions of the text.


short stories and identifies the main characters.









- Copies the sounds presented in the videos (Pupil’s book video, language assistant video and pronunciation video).

To show interest in learning frequently used expressions in English








ListeningIdentifies words and vocabulary studied in previous units.




Identifies simple sentences.


- Listening to the drills. - Listening to and identifying



Get the general idea in spoken texts and

- Listening to texts and identifying pictures.


215


identify specific aspects with the help of linguistic and non-linguistic elements from the context.

- Listening to a text.- Listening to the video in the Review.- Listening to the Pupil’s Book Video, Language Assistant Video y Pronunciation video. Mission 1 and 2.


-Listening to texts.- Listening to the Pupil’s Book Video, Language Assistant Video y Pronunciation video. Mission 1 and 2.



- Listening activity in the Term Test.- Completing the Diagnostic Test in the Unit 0 to evaluate the initial level of the student at the beginning of the academic year (Mission 2 TRB).- Completing the Unit Test at the end of each unit (Mission 8 TRB).- Completing the Term Test in the Review 1, Review 2 (Mission 2 TRB) and the Review 3 (Mission 1 TRB) at the end of each semester.- Completing the End-of-Year-Test in the Review 3 in which all the vocabulary and structures of the book are evaluated (Mission 2 TRB).













Speak about familiar topics using the vocabulary and the grammar previously


216


studied.Participate in games and acts out.



- Speaking activity in the Term test.- Completing the Diagnostic Test in the Unit 0 to evaluate the initial level of the student at the beginning of the academic year (Mission 2 TRB).- Completing the Unit Test at the end of each unit (Mission 8 TRB).- Completing the Term Test in the Review 1, Review 2 (Mission 2 TRB) and the Review 3 (Mission 1 TRB) at the end of each semester.- Completing the End-of-Year-Test in the Review 3 in which all the vocabulary and structures of the book are evaluated (Mission 2 TRB).





Perseverance.





- Reading activity in the Term test.- Completing the Diagnostic Test in the Unit 0 to evaluate the initial level of the student at the beginning of the academic year (Mission 2 TRB).- Completing the Unit Test at the end of each unit (Mission 8 TRB).- Completing the Term Test in the Review 1, Review 2 (Mission 2 TRB) and the Review 3 (Mission 1 TRB) at the end of each semester.- Completing the End-of-Year-Test in the Review 3 in which all the vocabulary and structures of the book are evaluated (Mission 2 TRB).


Writing

217


Write words. - Writing the vocabulary and the grammar expressions of the unit.

Perseverance, responsibility and punctuality.


-Writing simple and short texts using the unit vocabulary and expressions.



- Writing activity in the Term test.- Completing the Diagnostic Test in the Unit 0 to evaluate the initial level of the student at the beginning of the academic year (Mission 2 TRB).- Completing the Unit Test at the end of each unit (Mission 8 TRB).- Completing the Term Test in the Review 1, Review 2 (Mission 2 TRB) and the Review 3 (Mission 1 TRB) at the end of each semester.- Completing the End-of-Year-Test in the Review 3 in which all the vocabulary and structures of the book are evaluated (Mission 2 TRB).






Responsibility.






Uses digital media in class to learn (IA).





218


Participates in the drills as an activity to learn and consolidate different structures in a natural way.



Uses basic strategies for learning to learn English using a visual dictionary, a grammar appendix and a pronunciation appendix at the end of the book.


appendix.


Uses basic understanding strategies with the help of linguistic and non-linguistic elements.













-Listening to the pronunciation video in the Review (Mission 2).



-Listening to the video in the Review (Language Assistant video, Mission 1).


Talk to the other students in games and speaking activities based on


Patience, fellowship, solidarity, tolerance, self-esteem, empathy, responsibility, respect,

219


the Cooperative Learning, consolidating the grammar structures and the vocabulary of the unit.

punctuality, thankfulness and perseverance.


- Completing the Diagnostic Test in the Unit 0 to evaluate the initial level of the student at the beginning of the academic year (Mission 2 TRB).- Completing the Unit Test at the end of each unit (Mission 8 TRB).- Completing the Term Test in the Review 1, Review 2 (Mission 2 TRB) and the Review 3 (Mission 1 TRB) at the end of each semester.- Completing the End-of-Year-Test in the Review 3 in which all the vocabulary and structures of the book are evaluated (Mission 2 TRB).




Participates and enjoys playing games and acting out in class



Pays attention to correctly understand and answer the drills.








Participates in games and act out.


Patience, tolerance, self-esteem, empathy, respect

220


- Acting out dialogues. and perseverance.













Show autonomy and self-confidence to talk about familiar topics using the grammar and the vocabulary previously studied.


Show autonomy and self-confidence to create texts about topics studied in class.





END-OF-YEAR TEST

At the end of the book, the teacher has an END-OF-YEAR TEST (classroom material in the TRB) where all the vocabulary and the structures which the student has studied in the book can be evaluated. This EYT is divided in 6 parts or skills. First, listening activities. Second, the vocabulary which has been studied in all the units. The third one is focused on the grammar studied along the academic year. Fourth and fifth, the reading and writing skills are evaluated. And, the last one, it is prepared for the teacher to evaluate the speaking skill.

FESTIVAL 1. COLUMBUS DAY

221


The festival has just one Mission and three different activities.


Identifying vocabulary related to the Columbus Day: arrival, crew, wreath, native, to hope, to trade.Listening to and singing a song. Rap and clap.Listening to and reading a text about the Columbus Day and answering some questions in the notebook.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units and internalise and consolidate them using the TG drills.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading a text about the Columbus Day and answering some questions.Arts and Crafts activity. Let's make a treasure hunt!Completing writing activities in the AB.

CONTENT

Vocabulary• Main vocabulary: arrival, battle, crew, victory, to hope, to land, to trade

ASSESSMENT CRITERIA LEARNING STANDARDS(Listening)To use and understand the main grammar and vocabulary structures in short oral texts and to apply strategies to understand the main information of a text.

The student:- Understands the teacher's instructions related to common classroom activities.- Understands basic words and

structures studied orally using visual support (Picture Dictionary).

- Knows the alphabet, the numbers, the dates, the days of the week and the months.

- Identifies vocabulary about the festival Columbus Day: arrival, crew, wreath, native, to hope, to trade.

- Understands the basic information in oral texts.

- Understands the grammar and vocabulary videos and the language assistant’s explanations in the Review video.

- Understands the structures the teacher uses in the drills.- Listens actively.- Understands the main information of


structures that have been studied in

222


previous years.- Shows interest when participating in

language games.- Understands common expressions

used in games.- Understands songs.- Uses gestures to show the

understanding of the song.- Understands the main information of

short conversations.- Understands short texts and is able to

answer questions about the topic.- Understands instructions.- Understands oral texts and is able to

get the general sense and specific information.


(Speaking)To know and know how to use the vocabulary and the grammar structures to produce short and simple oral texts.




or dialogues.- Is able to express him/herself in



- Answers adequately in simple communication situations.

- Says hello and goodbye, please and thank you.- Makes sentences in present continuous.- Is able to communicate in simulated or

real situations.(Speaking)To internalise structures and acquire spoken fluency through repetition.

- Understands, copies and repeats fluently structures related to topics studied in previous years and units and new learnt structures in the drills.

- Repeats words and structures askedfor the auxiliary teacher in the videos.-Says and remembers structures or

vocabulary studied in previous years or units.



- Understands written texts and is able to get the general sense and specific information.


223


instructions connected to schoolwork (read, match, circle, repeat, describe, draw, listen, look, write the answers, say true or false) and learns new actions (Find out. Say the missing word, Fill in the blanks, Tell to ask).

(Writing)To produce very simple written texts copying the words and structures that have been studied in the unit or in previous units or years.

- Writes the vocabulary and the grammar structures.


- Shows interest in writing clearly.- Writes words in capital letters (the

months, festivities, the days of the week, the countries, the continents and the nationalities).

(Pronunciation)To copy the pronunciation, intonation, rhythm and stress to reproduce oral texts.

- Memorises songs.- Acts out stories.- Copies the expressions and sounds


- Knows the wide range of sounds existing in English compared to his/her language.

- Tries to pronounce correctly.


- Shows interest in writing and repeating familiar expressions in English related to the Columbus Day.


-Learns about the Columbus Day in the United States and in other Latin American countries.




ListeningIdentify words and vocabulary related to the Columbus Day.

- Listening to and identifying the vocabulary and expressions of the unit.



224




- Listening to and understanding the topic-related drills.

- Participating in Cooperative Learning activities to learn the vocabulary and the structures in group.

Responsibility.



Responsibility.


- Listening to and singing a song (PB Act. 1 Rap and clap).

- Listening to a text (PB Act.2).

Respect and perseverance.

SpeakingSing a song using linguistic and paralinguistic elements.

- Listening to and singing a song Rap and clap (PB Act. 1).

Responsibility.

Reproduce grammar structures through oral activities proposed in the Teacher's Guide, the drills, based on repetition and correction.





- Saying simple expressions in the games proposed in the TG.




- Reading the unit vocabulary in the Picture Dictionary.

- Reading the unit vocabulary and expressions.


Read texts in a comprehensive way.

-Reading texts (PB Act.2). Responsibility and perseverance.

WritingWrite words. -Writing the vocabulary and

grammar structures of the unit.Perseverance and responsibility.

Answer questions related to a text

- Answering questions related to a text (PB Act.2).


225




Read, listen to and say dates in a song, 1492.

- Reading, listening to and saying dates in the song, 1492 (PB Act.1).

Read and listen to cardinal and ordinal numbers, dates, in a song and in activities.

- Reading, listening to and writing cardinal and ordinal numbers, dates, in a text and in other activities (PB Act.2 and AB).



- Reading the page numbers. Responsibility and perseverance.










Use basic strategies for learning to learn English using a Grammar and pronunciation appendix at the end of the book.

- Using the Grammar Appendix to understand the grammar structures, p.87-90.

- Using the Pronunciation Appendix, p.91.






- Learning about the Columbus Day in the USA and in other Latin American countries.

Responsibility.

Talk to the other students in games

- Interacting in games and other activities

Patience, fellowship, solidarity, tolerance, self-

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and speaking activities based on the Cooperative Learning, consolidating the grammar structures and the vocabulary of the unit.

(PB Act. 3 Let’s make a treasure hunt.)

esteem, empathy, responsibility, respect, punctuality, thankfulness and perseverance.


DESCRIPTORS CONCRECIÓN EN ACTIVIDADES RELATED VALUES

Participate and enjoy playing games and acting out in class

- Participating in Game Time and in the games proposed in the TG.




Value English as a tool to communicate with other people and to speak about topics in other countries.

- Learning about a cultural topic in the USA (the Columbus Day).

Solidarity, tolerance and empathy.

Show interests in using English to communicate with people from other cultures and countries.

-Reading texts about the customs and culture in English speaking countries: the Columbus Day in the USA.

Solidarity, tolerance, empathy and self-esteem.



Sing songs. - Singing a song (PB Act. 1 Rap and clap).


Participate with interest in language games, in the Game Time and the ones proposed in the TG.



Make simple arts and crafts compositions

- Making a treasure map. Let’s make a treasure hunt!

Patience, solidarity, tolerance, empathy, self-esteem, respect, perseverance

Learn about the culture in English speaking countries.

- Learning about the Columbus Day in an English-speaking country.

Tolerance, empathy, self-esteem and respect.

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Identify elements which are typical from an English speaking country.

- Through oral activities recognises words related to the Columbus Day.


Talk to the other students in games and speaking activities based on the Cooperative Learning where the students help each other.

- Interacting in games and other activities(PB Act. 3 Let’s make a treasure hunt.)


Make an arts and crafts activity.

-Arts and crafts activity. Let’s make a treasure hunt!


FESTIVAL 2. MARTIN LUTHER KING DAY


Mission 1UNDERSTANDING AND PRODUCING ORAL TEXTS

Identifying vocabulary related to the Martin Luther King Day: activist, civil rights, law, spokesman, supporter, brave, inspiring, judged. Listening to and singing a song. Rap and clap.Listening to and reading a text about the Martin Luther King Day and answering some questions about it.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units and internalise and consolidate them using the TG drills.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading a text about the Martin Luther King Day and answering some questions.Writing a speech. Let’s write a speech!Completing writing activities in the AB.

CONTENT

Vocabulary• Main vocabulary: arrival, battle, crew, victory, to hope, to land, to trade

ASSESSMENT CRITERIA LEARNING STANDARDS

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(Listening)To use and understand the main grammar and vocabulary structures in short oral texts and to apply strategies to understand the main information of a text.




- Identifies vocabulary about the festival Martin Luther King Day: activist, civil rights, law, spokesman, supporter, brave, inspiring, judged.





structures that have been studied in previous years.



- Understands songs.- Uses gestures to show the












229







- Repeats words and structures askedfor the auxiliary teacher in the videos.- Says and remembers structures or

vocabulary studied in previous years or units.




- Understands simple written instructions connected to schoolwork (read, match, circle, repeat, describe, draw, listen, look, write the answers, say true or false) and learns new actions (Find out. Say the missing word, Fill in the blanks, Tell to ask).


- Writes the vocabulary and the grammar structures.










- Shows interest in writing and repeating familiar expressions in English related to the Martin Luther King Day.

230



-Learns about the Martin Luther King Day in the United States.




ListeningIdentify words and vocabulary related to the Martin Luther King Day.








Responsibility.



Responsibility.


- Listening to and singing a song (PB Act. 1 Rap and clap).




- Listening to and singing a song Rap and clap (PB Act. 1).

Responsibility.

231























Read, listen to and say dates in a song, 1492.

- Reading, listening to and saying dates in the song, 1492 (PB Act.1).

Read and listen to cardinal and ordinal numbers, dates and quantities, in a song and in other activities.

- Reading, listening to and writing cardinal and ordinal numbers, dates and quantities, in a text and in a song (PB Act. 1 Rap and clap.PB Act. 2).

- Writing dates in the questions about the text (PB Act.2).






Use digital media in - Carrying out the activities

232


class to learn (IA). proposed in the digital book.














- Learning about the Martin Luther King in the USA.

Responsibility.


- Interacting in games and other activities(PB Act. 3 Let’s write a speech.)


Use strategies to write a speech.

-Writing a speech (PB Act. 3 Let´s write a speech.)








233



- Learning about a cultural topic in the USA (the Martin Luther King Day).



-Reading texts about the customs and culture in English speaking countries: the Martin Luther King Day in the USA.




Sing songs. - Singing a song (PB Act. 1 Rap and clap).






- Learning about the Martin Luther King Day in the USA.





- Through oral activities recognises words related to the Martin Luther King Day.



- Interacting in games and other activities(PB Act. 3 Let´s write a speech.).


Show confidence and develop his/her imagination writing about a topic related to the unit.

-Writing a speech (PB Act. 3 Let´s write a speech.)


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FESTIVAL 3. DAY OF RECONCILIATION



Identifying vocabulary related to the Day of Reconciliation: apartheid, blood, deal, pass, race, proud, to fight, to forgive.Listening to and singing a song. Sing and clap.Listening to and reading a text about the Day of Reconciliation and answering some questions in the notebook.Orally reproducing the structures of the unit and internalise them using the TG drills.Revision of other grammar structures that have been studied in previous units and internalise and consolidate them using the TG drills.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading a text about the Day of Reconciliation and answering some questions.Arts and Crafts activity. Let´s make a Day of Reconciliation poster!Completing writing activities in the AB.

CONTENT

Vocabulary • Main vocabulary: apartheid, blood, deal, pass, race, proud, to fight, to forgive.

ASSESSMENT CRITERIA LEARNING STANDARDS(Listening)To use and understand the main grammar and vocabulary structures in short oral texts and to apply strategies to understand the main information of a text.




- Identifies vocabulary about the Day of Reconciliation: apartheid, blood, deal, pass, race, proud, to fight, to forgive.




orally reproduced texts.

235


- Understands the vocabulary and structures that have been studied in previous years.



- Understands songs.- Uses gestures to show the

















- Says and remembers structures or vocabulary studied in previous years or units.





236


instructions connected to schoolwork (read, match, circle, repeat, describe, draw, listen, look, write the answers, say true or false) and learns new actions (Find out. Say the missing word, Fill in the blanks, Tell to ask).


- Writes the vocabulary and the grammar structures studied orally.










- Shows interest in writing and repeating familiar expressions in English related to the Day of Reconciliation.


-Learns about the Day of Reconciliation in the South Africa.




ListeningIdentify words and vocabulary related to the Day of Reconciliation.




237






Responsibility.



Responsibility.


- Listening to and singing a song (PB Act. 1 Sing and clap).




- Listening to and singing a song Sing and clap (PB Act. 1).

Responsibility.




















238




Read, listen to and write dates in a text and in some questions.

- Reading, listening to and writing dates in a text (PB Act. 2).

- Writing dates in the questions about the text (PB Act.2).





















- Learning about the Day of Reconciliation in South Africa.

Responsibility.

Talk to the other students in games and speaking activities based on the Cooperative

- Interacting in games and other activities (PB Act. 3 Let’s make a Day of Reconciliation poster.)

Patience, fellowship, solidarity, tolerance, self-esteem, empathy, responsibility, respect, punctuality, thankfulness

239


Learning, consolidating the grammar structures and the vocabulary of the unit.

and perseverance.









- Learning about a cultural topic in the USA (Day of Reconciliation).



-Reading texts about the customs and culture in English speaking countries: the Day of Reconciliation in South Africa.




Sing songs. - Singing a song (PB Act. 1 Sing and clap).





Make arts and crafts activities.

-Making a poster Let’s make a Day of Reconciliation poster! (PB Act. 3).

Perseverance, responsibility, patience, tolerance, empathy and punctuality.


- Learning about the Day of Reconciliation in South Africa.



240




- Through oral activities recognises words related to the Day of Reconciliation.



- Interacting in games and other activities

(PB Act. 3 Let´s make a Day of Reconciliation poster).


Make and arts and craft activity.

-Making a poster. Let´s make a Day of Reconciliation poster!(PB Act. 3).


STORY

The story has four chapters. All the vocabulary and syntactical structures studied during the year are included in the story.

UNDERSTANDING AND PRODUCING ORAL TEXTSListening to the story.

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReading the story.

CONTENT

Includes the vocabulary and syntactical structures studied during the year• Vocabulary: verbs related to body reactions and feelings, travelling, nature and

environment, inventions, do-it-yourself, technology and the Internet, the fair and the circus, the cinema and going camping.

• Reusing vocabulary: adjectives, physical descriptions, the family and animals.• Grammar structures: still, anymore, already, yet, fewer/less…than, few, little,

reflexive pronouns, present continuous (near future), present perfect, future will (instant decisions and promises), the passive voice, the second conditional, so/neither/nor, both/all of/neither/none of + object pronouns, shall (suggestions), the modals may/might (possibility and uncertainty).

• Reusing verb structures: have got, to like, there´s /there´re, can, present continuous, present simple, past simple, past continuous.

ASSESSMENT CRITERIA LEARNING STANDARDS(Listening)To use and understand the main grammar and vocabulary structures in

The student:- Understands the teacher's instructions related to common classroom activities.

241


short oral texts and to apply strategies to understand the main information of a text.

- Understands basic words and structures studied orally using visual support (Picture Dictionary).



- Listens actively.- Understands the vocabulary and

structures that have been studied in previous years.

- Understands the main information of short conversations.

- Understands short texts and is able to answer questions about the topic.

- Understands oral texts and is able to get the general sense and specific information.










- Says hello and goodbye, please and thank you. - Is able to communicate in simulated or real situations.- Participates in Cooperative Learning activities.



- Says and remembers structures or vocabulary studied in previous years or units.




242












ListeningIdentify words and vocabulary studied during the academic year.







Responsibility.



Responsibility.


- Listening to a story. Respect and perseverance.

Speaking

243







- Reading the vocabulary and expressions studied during the year and in previous years.



-Reading a story. Responsibility and perseverance.




- Answering questions related to a text.




Read and listen to numbers.

- Reading and listening to numbers.



- Reading the page numbers. Responsibility.










Use basic strategies for learning to learn English using a

- Using the Picture Dictionary, to identify words, p. 96-104.

- Using the Grammar Appendix


244


Grammar and pronunciation appendix at the end of the book.

to understand the grammar structures, p. 87-90.

Value the English language as a learning tool for other topics.

- Reading a comic. Responsibility.


- Interacting in games and other activities.







Value English as a tool to communicate with other people.

- Reading and listening to a comic in which the characters help each other and take care of the nature and the environment.




Reproduce colloquial expressions.

-Listening to and saying colloquial expressions.

Perseverance.



Show confidence and autonomy in reading a story.

-Confidence and interest in reading a story.

Perseverance.

Understand the general sense of the story and more specific information.

-Showing confidence in understanding the general sense and more specific information of the story.

Perseverance.

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SCORING RUBRICS

Name: _______________________________________________________________

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FAIL

LINGUISTIC COMMUNICATION

ListeningIdentifies words related to the topic of the unit.Identifies simple sentences related to the topic of the unit.Gets the general idea in spoken texts and identifies specific aspects with the help of linguistic and non-linguistic elements from the context.Recognises the sound, rhythm and intonation of common expressions.Listens and checks.

SpeakingSings a song using linguistic and paralinguistic elements.Reproduces grammar structures through oral activities proposed in the Teacher's Guide, the drills, based on repetition and correction. Participates with interest in language games, in the Game Time and in the games proposed in the TG.Works with the interrogative sentence.

ReadingReads words previously introduced in an oral way.Reads expressions previously introduced in an oral way. Reads texts and stories.

WritingWrites words and sentences.Writes simple texts following a template.Makes and distinguishes affirmative, negative and interrogative sentences.

Summarises the main information of a text.

246


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FAIL

MATHEMATICAL COMPETENCE AND BASIC COMPETENCES IN SCIENCE AND TECHNOLOGY.Listens to the numbers while introducing the vocabulary.Reads the page numbers.Listens to the numbers when enumerating sentences in different activities.

Digital competence

Uses digital media in class to learn.

Learning to learn

Participates in the drills as an activity to learn and consolidate different structures in a natural way.Uses basic strategies for learning to learn English using a visual dictionary and the grammar appendix at the end of the book.Uses basic understanding strategies with the help of linguistic and non-linguistic elements.Uses the vocabulary videos to internalise the correct pronunciation and intonation of the words.Uses the grammar videos to internalise the correct use of the grammar structures in a context and paying attention to the pronunciation and intonation.Uses the pronunciation videos to internalise the correct pronunciation and intonation of the words.Uses the language assistant to consolidate the vocabulary and the grammar of the unit and learns the correct pronunciation of the words.Finds and corrects mistakes in sentences and words.Values the English language as a learning tool.Uses IT to find and prepare a presentation.Uses his/her knowledge about the story, his/her linguistic knowledge and his/her motivation and interest to understand the end of the story.Plays a linguistic game to consolidate the new vocabulary.Talks to other classmates in games and speaking activities based on Cooperative Learning in order to assimilate the grammar structures and the vocabulary of the unit.

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FAIL

Social and civic competence

Participates and enjoys games with his/her classmates following the basic rules of behaviour.Pays attention to correctly understand and answer the drills.Shows interests in using English to communicate with people from other cultures and countries.Shows interests in communicating with people from English speaking countries.Shows interest to compare Spanish culture with an English speaking country culture.

Cultural competence

Sings songs.Participates in games and role plays. Learns a colloquial expression in each Reading. Learns about the culture in English speaking countries and the countries‘ location in the map.Completes arts and crafts activities.

Sense of initiative and entrepreneurship

Identifies elements.Talks to other classmates in games and activities based on Cooperative Learning, activities in which they have to help each other.Shows independence and self-confidence to talk about real situations.Shows independence and develops his/her imagination by writing about him/herself or about any other topic related to the unit.Shows self-confidence in finding mistakes and in writing and choosing correct sentences or words.Shows self-confidence in talking about him/her.

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