Programación Galaxy 5-6 5º-6º Prim. English Destacados... · Web viewTIME Monday Tuesday Wed. Thursday Friday Teacher’s name and position: TIME Monday Tuesday Wed. Thursday Friday

GALAXY 5-6

AREA OF FOREIGN LANGUAGES

ENGLISH

THIRD CYCLE

COMPULSORY PRIMARY EDUCATION

TABLE OF CONTENTS

Oxford University Press – Galaxy 5-6 2

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT..................3OBJECTIVES............................................................................................................................................10CONTENTS...............................................................................................................................................14ASSESSMENT CRITERIA......................................................................................................................15KEY COMPETENCES.............................................................................................................................16TREATMENT OF DIVERSITY..............................................................................................................29PROGRAMME OF UNITS: 5TH YEAR - COMPULSORY PRIMARY EDUCATION..................31PROGRAMME OF UNITS: 6TH YEAR - COMPULSORY PRIMARY EDUCATION..................63CLASSROOM PROGRAMME - GALAXY 5: YEAR 2010/2011*..................................................99CLASSROOM PROGRAMME - GALAXY 6: YEAR 2010/2011*................................................164

DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT

3th cycle primary

School

Address

Town Province Post Code

I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT

1

2

3

4

5

II. DISTRIBUTION OF PUPILS

Level Number of pupils Number of groups

III. STUDENT CHARACTERISICS

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

– General characteristics

– Characteristics of different groups

– Characteristics of one particular group(Give details of basic objectives for dealing with these groups, prioritising the groups’ needs and

outlining strategies to be used and their timing.)

IV. PROFILE OF SCHOOL

(OMIT THOSE WHICH ARE NOT RELEVANT)

Social level High Medium Low Mixed

Geographicalarea

City Centre Suburb Small town Rural

Nº of students with

Special needs:

Observations:

Oxford University Press – Galaxy 5-6 - 4

V. LEARNING CHARACTERISTICS OF THE DIFFERENT GROUPS

(omit those which are not relevant)

General

Group A Pupils like learning through play.

Pupils show a lot of/little creativity and imagination.

The curiosity of pupils is easily/not easily engaged.

Pupils like/don’t like expressing their emotions.

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

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

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

own language.

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

Pupils like/don’t like reading at home.

Others.

Group B Pupils like learning through play.







own language.



Others.

Group C Pupils like learning through play.








own language.



Others.

Group D Pupils like learning through play.







own language.



Others.

VI. PRIORITISATION OF NEEDS

(To be completed by teachers)

General needs

Specific needs of different groups

Group AGroup BGroup CGroup D

Specific individual needs

Group A Pupil

Group B Pupil


Group C Pupil

Group D Pupil

VII. STRATEGIES

(To be completed by teachers)

a) With pupils

b) With teachers

c) With parents and tutors

VIII. CRITERIA FOR GROUPING PUPILS

(omit those which are not relevant)

Human resourcesSupport teachers

Psychologist

CriteriaAlphabetical order

Flexible grouping (specify what type and give reasons)

Small support groups within/outside the mainstream class

Pupils with special sensory needs in different groups/classes

IX. ORGANISATION OF SPACE AND TIME

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

Video - DVD

TV

Radio cassette/ CD player

Video camera

Computers

Pizarra Digital Interactiva

Internet connection(WiFi, others…)

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

English classes.)


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

Multi-use areas

Language laboratory

Computer room

playground

Gymnasium

Teatro

Library

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

English classes.)

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

Pupils’ desks arranged in rows

Pupils’ desks arranged in “U”

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

Others

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

GROUPS

(Note here any educational or other outings planned.)

Group/s Profesores Term/

Dates

Outing and

activity

descriptions

Observations


XI. CLASS TIMETABLES

Teacher’s name and position:

TIME Monday Tuesday Wed. Thursday Friday

Teacher’s name and position:


Teacher’s name and position::



THEORETICAL JUSTIFICATION FOR THE PROJECT

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

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

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

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

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

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

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

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

key reference in the elaboration of the curriculum.

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

develop in children the skills that will enable them to:

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

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

society.

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

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

interest in learning

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

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

which they will relate.

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

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

people.

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

official language of the Autonomous Community and develop reading habits

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

understand simple messages and function in everyday situations.


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

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

to situations in everyday life.

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

as the possibilities for action and care of it.

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

mind to the messages they receive and produce.

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

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

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

both personal and social development.

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

contribute to their preservation and care.

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

attitude opposed to violence, prejudice and gender stereotype.

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

accidents.

OBJECTIVES

Objectives of the area of foreign language

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

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

circumstance demands the inclusion of diverse contents removed from the academic

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

adapted)


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

achievement of an effective oral and written communicative competence in meaningful

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

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

of communication strategies both verbal and non verbal.

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

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

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

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

students’ experience.

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

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

and adopting a rspectful and co-operative attitude.

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

the aid of patterns.

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

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

purpose.

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

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

language.

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

communication and understanding between people of diverse origins and

cultures and as a tool for learning different contents.

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

and use the foreign language.

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

efficient and independent acquisition of the target language.


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

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

basic elements of communication.

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

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

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

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

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

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

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

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

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

of communication.

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

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

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

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

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

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

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

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

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

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

themselves.

Methodological bases that inspire our work are as follows

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

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

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

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

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

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

socialization.


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

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

sound effects

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

activities and render meaningful answers with a view to promoting communication

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

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

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

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

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

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

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

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

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

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

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


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

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

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

specific needs

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

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

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

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

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

Education, Mathematics, Physical Education, etc.

CONTENTS

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

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

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

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

and cultural dimension of the foreign language.

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

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

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

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

both the curriculum and our Project have provided for the learning elements as well as

the capacity to use them in communicative tasks.

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

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

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

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

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

composition patterns and practice for the acquisition of linguistic elements.. The


progressive use of written language will depend on the degree of knowledge of the code,

which is directly related to the degree of security that the code provides in the graphic

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

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

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

and composition of all kinds of texts.

CONTENT BLOCK 3- Reflection on the language and learning through useContact with the foreign language and its use enables those who are learning it work out

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

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

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

CONTENT BLOCK 4- Socio-cultural features and intercultural awarenessThis block helps the students learn customs, forms of social relationships, and specific

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

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

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

communication.

ASSESSMENT CRITERIA

The Royal Decree of Minimun Education establishes the following assessment criteria for

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

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

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

looking at the speaker.

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

communicative situations.

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

texts on various topics of interest.

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

paper and digital formats.


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

ritmo, acentuación y entonación en diferentes contextos comunicativos de forma

significativa.

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

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

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

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

some aspects to improve efficiency.

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

its speakers.

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

spoken and compare them with the students’ own.

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

programme section at end of document)

KEY COMPETENCES

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

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

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

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

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

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

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

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

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

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

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

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

assessment.


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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

of learning to learn.

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

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

demands of their personal and working lives are as follows:

Competence in linguistic communication

Mathematical competence.


Competence in knowledge of and interaction with the physical world.

Data processing and digital competence.

Social and civic competence.

Cultural and artistic competence.

Learning-to-learn.

Autonomy and personal initiative.

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

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

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

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

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

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

encourages constructive relationships with others and with the environment. Learning

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

fundamental in resolving conflict and for peaceful coexistence. Acquiring this

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

and the functional use of at least one foreign language.

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

mathematical operations, symbols and mathematical reasoning to produce and

express information. Students learn about quantitative and spatial features and

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

and attitudes which allow for mathematical reasoning, understanding of mathematical

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

language integrating mathematical concepts with other types of knowledge.

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD

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

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

consequences of different activities designed to improve and preserve conditions for

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


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

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

personal and social decisions.

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

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

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

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

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

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

information available.

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

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

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

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

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

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

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

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

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

and responsibility.

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

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

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

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

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

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

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

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

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


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

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

intellectual processes.

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

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

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

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

critical approach to the development of individual or group projects.

How is each key competence attained by using this material?

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

denands of daily teaching practice at any given time.:

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

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

preparation:

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

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

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

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

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

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

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

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

language.

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

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

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

University Press offer a wide range of activities which encourage authentic


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

and opportunities for personalisation

Lesson 8 of each unit contains a song and a communicative game which features diverse

communication activities. For example: Galaxy 5 CB p.13, 21, 31.

DATA PROCESSING AND DIGITAL COMPETENCE

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

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

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

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

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

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

information available.

Information and communication technology offers the possibility to comunícate in

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

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

language offers the possibility to communicate using new technology real,

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

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

The Galaxy Series has its own website where students will be able to communicate, via

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

offer the opportunity for processing information and reinforcing knowledge. The

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

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

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

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

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

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

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

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

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


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

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

citizens, showing solidarity and responsibility.

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

communication and transmission. Learning a foreign language involves an understanding

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

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

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

features of, and differences in, cultural identity.

At the end of the CB, the cultural section looks at festivities and cultural themes involving

children in English-speaking countries. For example: Galaxy 5 CB p. 60-63.

Some of the lessons 5 include texts with cultural themes in which British children

participate. For example: Galaxy 5 CB p.10, 36, etc.

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

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

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

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

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

legacy and encourages the student’s own creative capacity.

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

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

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

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

Artistic competence involves a basic understanding of techniques, resources and

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

or different aspects of so-called popular culture.

Throughout the course, children use musical language (songs in lessons 8 and chants in

lessons 3) and art (drawings etc) etc. They also do craftwork via the cut-out activities at

the end of the AB and also when completing the 3 projects included in the course. For

example: Galaxy 5 AB p.81-93. GD. p. 128-130.

LEARNING-TO-LEARN


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

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

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

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

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

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

reflection upon one’s own learning, so that each child identifies how to learn better and

which strategies to use to improve.

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

attention, concentration, memory, comprehension, linguistic expression and motivation,

for example.

Galaxy 5 & 6 includes a teaching guide with a photocopiable section called “My English

Grammar Book” for students to prepare their own grammar notebook. In the AB there is a

picture dictionary to complete and an “Extra Activities” section. For example Galaxy 6 AB

p. 60-74. The Assessment Notebook in each level has photocopiable Portfolio material

(self-assessment) modelled on the European Language Portfolio.

B. KEY COMPETENCES NOT DIRECTLY RELATED TO FOREIGN LANGUAGE LEARNING

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

mathematical operations, symbols and mathematical reasoning to produce and express

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

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

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

ability to express oneself and communicate in mathematical language integrating

mathematical concepts with other types of knowledge.

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

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

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

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

data and arguments.


Throughout the course there are activities which provide the opportunity to develop

mathematical competence with sequencing, ordering and reasoning activities to interpret

information and deal with figures. For example: Galaxy 6 AB. Page. 9.

COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD

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

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

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

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

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

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

social decisions.

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

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

consequences and activity directed towards the improvement and preservation of the

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

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

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

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

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

resources, environmental conservation, and preservation of individual and collective

health are recognised as key to quality of life.

Some inter-curricular lessons cover Science as a subject. For example: Galaxy 6 CB

p.14, 27, and 34.

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

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

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

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

critical approach to the development of individual or group projects.


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

autonomy and personal initiative often involve others, this competence necessitates

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

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

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

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

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

ones.

In the Guide, numerous activities are suggested to perform in pairs or groups with

particular attention to diversity and via projects, games, etc, which promote confidence

and self-esteem. In lessons 8 of each unit there is a final game to revise the contents of

the unit. For example: Galaxy 6 CB p.13, 21, 31, etc. There is also an additional”

Databank’’ in the Teaching Guide, For example: Galaxy 6. Page. 152.

Continuous learning

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

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

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

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

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

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

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

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

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

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

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

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

future).

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

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

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

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

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

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

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


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

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

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

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

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

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

with key competences.

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

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

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

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

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

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

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

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

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

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

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

pedagogical actions and to really demonstrate the competences acquired by the

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

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

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

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

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

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

English, though not in this grade):

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

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

verbal features and respecting norms of communicative exchanges.

Understand social and cultural conventions when producing texts


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

the communicative intention and formal features.

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

cultures.

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

Understand principles of word formation as a means of extending vocabulary

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

in specific situations.

Compose texts typical of the academic environment, appropriate to the

communicative objective.

Write texts to express ideas, feelings and experiences

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

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

Analyse critically the information obtained

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

conflict.

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

participation, citizenship, tolerance.

Value linguistic diversity as a cultural advantage.

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

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

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

Use a variety of sources for finding and processing information

Autonomy and personal initiative Show initiative and personal creativity

Develop social skills.

Mathematical competence


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

Competence in knowledge of and interaction with the physical world

Recognise geographical spaces and conditions where other cultures are located or

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

cultures.

Identify questions or problems and obtain conclusions based on evidence.

All these competentes and subcompetences bring into play different strategies and

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

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

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

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

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

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

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

based on interraction or mediation.

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

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

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

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

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

adaptation and diversity.

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

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

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

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

individual

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

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

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

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

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


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

Religion.

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

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

with more interrelation and in others with less:

ÁREAKEY COMPETENCES*

1 2 3 4 5 6 7 8

Science X X X X X X X X

Art X X X X X X

P.E. X X X X X X

Spanish Language X X X X X X

Foreign Language X X X X X X

Mathematics X X X X X X X X

*n.b.:

1. Linguistic communication.

2. Mathematics.

3. Knowledge of and interaction with the physical world.

4. Data processing and digital competence.

5. Social and civic..

6. Cultural and artistic.

7. Learning-to-learn.

8. Autonomy and personal initiative.

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

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

collective treatment.

TREATMENT OF DIVERSITY

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

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

students has differing results depending on each pupil’s knowledge and previous


experience, their intellectual capacity and their interests and motivation with regard to

teaching.

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

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

extension activities for more able or receptive students. TREATMENT OF DIVERSITy

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

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

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

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

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

and planning the process of teaching-learning.

Galaxy includes reinforcement and extension activities which allow for individualised

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

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

the classroom

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

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

student.

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

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

unit.

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

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

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

Adaptations will focus on:

1- The time and rhythm of learning

2- A more personalised methodology

3- A reinforcement of study skills


4- The improvement of procedures, habits and attitudes

5- Ways of increasing amount of counselling

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

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

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

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

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

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

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

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

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

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

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

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

contents and activities.

PROGRAMME OF UNITS: 5th YEAR - COMPULSORY PRIMARY EDUCATION

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

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

simultaneously with students who struggle to learn languages as well as with those who have

slightly superior knowledge. It may also be adapted to the teacher’s and students’ own tastes and

initiatives and the evolution of the course.

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

Teacher’s Guide and the Photocopy Masters Book. The teacher may introduce these activities at

the appropriate moment, according to students’ needs and attitudes, bearing in mind learning

speed – individual and collective – and teaching hours available.


STARTER UNIT

1.- TEACHING OBJECTIVES Meet the characters in this book. Listen to, read and sing a song. Identify objects. Revise familiar English words. Revise questions and answers.

2.- CONTENTSBLOCK 1- Listening, speaking and conversing Introduce the characters in the book and the laboratory for the first time, practising oral ex-

pression. Listen to and sing a song. Familiarise oneself with the Questions poster. Play a game to revise vocabulary and language in general in which pupils have to ask and

answer questions related to the previous poster. Obtain specific information from an oral text.

BLOCK 2- Reading and writing Match words with their corresponding pictures, guided by an illustration. Revise vocabulary reading the words of a song. Do a crossword. Answer questions about the Questions poster, about themselves and their friends. Make a little bag to store the Sentence Strips.

BLOCK 3- Reflection upon and knowledge of language through use

VocabularyActive: Aunt Ellie, Gracko, fish, mouse, crocodile, cake, milk, biscuits, cupboard, chair, hat, flower, leg, talk, fly, walk, granny, trousers, bear, sandwiches, boat, sunny, star, circle, triangle, square, rectangle, snake, rocket, plane, tree, ice, bush, dolphin, cat, frog, bird, skateboard, numbers, colours.Passive: computer, printer, time, machine, jukebox, bright, new, flashing, shout, squawk.

Communicative structuresActive: What’s your name? How old are you? I’m (42), where do you live? In (Manchester), what’s your telephone number? It’s (91 657 91 31), what’s your favourite colour? It’s (red).

Theme and centres of interest

THEME CENTRES OF INTEREST Introduction The characters in the book

The songs help children to learn correct intonation and pronunciation in English. Song I’m a jukebox.

BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to their own reality via knowledge of the characters in the book and the vocabulary of different objects, thus leading to greater knowledge of different activities in English-speaking countries and other areas of the world.

3. - 3. - CONTRIBUTION TO THE DEVELOPMENT OF BASIC COMPETENCES IN THIS UNITSee in the introduction the general features of the contribution of learning the target language to the basic competences and in particular how they are reflected in this unit:


Competence in linguistic communication, using the language as an instrument of oral and written communication which will be developed via activities of oral comprehension, vocabulary building and basic knowledge of phoneticse.g. Sing the song I’m a jukebox. CB. Page. 2.

Data processing and digital competence, Pupils practise and familiarise themselves with the functioning of various digital and IT competences such as using the course CD to revise the oral contents of the unit, as well as the course web page: www.oup.com/elt/galaxyIn this unit pupils also learn vocabulary related to computers. CB. Page. 3. AB. Page. 2.

Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unitMulticultural education: Respect for people of other cultures.

Cultural and artistic competence.Songs may be regarded as art forms. CB. Pág.2.AB page. 81 perform a simple artistic activity like cutting out the spaceship.

.Learning-to-learnPupils reflect and reinforce personal initiative by living their opinion about different issues and learn to manage their resources via different study techniques; doing the AB exercises (pages 2-3), the “My English Grammar Book” section in the TG or preparing the “Portfolio” in the assessment notebook.

Autonomy and personal initiative.Pupils play a game in groups of three or four, which enables them to revise vocabulary and demonstrate initiative whilst participating. CB, pages. 2 and 3.

4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM

Art: AB page. 81 cut out the spaceship.

5. - TREATMENT OF DIVERSITY (TG. Page. 131)

Additional reinforcement activities CB, pages. 2 and 3

Game of I Spy to revise vocabulary. Extra practice of questions from Questions poster.

Additional extension activities

Comprehension practice and written expression of vocabulary, using pages, 2 and 3 of CB.

Encourage pupils to remember typical classroom expressions. Divide class into groups to make posters with typical classroom expressions. Games bank. GD pages. 150-158

6. - ASSESSMENT

Assessment toolsComplete and correct AB exercises

Assessment criteria (AB. Págs. 2, 3)At the end of this unit pupils are able to:

- Differentiate between She and He.- Write sentences using the vocabulary learnt in the unit.- Draw words related to the vocabulary from the unit


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

- Correct information via a listening- Answer questions about themselves.- Find the secret word in a crossword.

POP STAR EPISODE 1

1. - TEACHING OBJECTIVES Understand a simple story when reading and listening to the text Revise vocabulary and structures Enjoy reading a comic in English

2. - CONTENTSBLOCK 1- Listening, speaking and conversing Talk about tastes in pop music Listen to a story and answer oral questions

BLOCK 2- Reading and writing Read a comic story Read sentences about the text and answer yes or no Match some pictures with the corresponding speech bubbles Make sentences using the information in the story frames Complete the words of a song

BLOCK 3- Reflection upon and knowledge of language through useVocabularyMorning, pop star, video, American, new, glasses, shirt, hat, coat, T-shirt, nose, hair, eyes, ears, mouth, teeth, little, colours.

Communicative structuresTurn it off, please! I like (this song). I don’t like (pop music). Hyde Park isn’t far. Let’s go and see him. It’s raining! We’re silly! We’re safe! This is terrible.Without my glasses. I look like Ricky Partridge. It’s true! Where are you going?We’ve got you! Is Ricky Partridge from London? Does Eric like pop music?Has Eric got glasses? Is it raining? Does Jen look like Ricky Partridge? This morning.This is (Ricky). He’s/She’s wearing... I like your (face). Give me a kiss!

Phonetics (rhythm, stress, intonation)The children can act out the store from the unit, in groups of four, after listening to the corresponding recording, thus practising intonation and rhythm.

BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to their own reality via knowledge of the vocabulary of parts of the face, thus leading to greater knowledge of different activities in English-speaking countries and other areas of the world.

3. - 3. - CONTRIBUTION TO THE DEVELOPMENT OF BASIC COMPETENCES IN THIS UNITSee in the introduction the general features of the contribution of learning the target language to the basic competences and in particular how they are reflected in this unit::

Competence in linguistic communication, using the language as an instrument of oral and written communication which will be developed via activities of oral comprehension, vocabulary building and basic knowledge of phonetics.e.g. Listen to the unit recording. CB. Pages. 4 and 5.

Data processing and digital competence, Pupils practise and familiarise themselves with the functioning of various digital and IT competences such as using the course CD to revise the oral contents of the unit, as well as the course web page: www.oup.com/elt/galaxy



This unit also refers to the following web page, to extend pupils’ knowledge of London: www.royalparks.gov.uk

Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unit Education for peace: Respect for the physical appearance of others.

Cultural and artistic competence.The teacher may take advantage of the store to talk to students about Hyde Patk, one of the most important parks in London, and thus increase their cultural knowledge. GD. Page. 20

Learning-to-learn.Pupils reflect and reinforce personal initiative by living their opinion about different issues and learn to manage their resources via different study techniques; doing the AB exercises (pages 4-5), the “My English Grammar Book” section in the TG or preparing the “Portfolio” in the assessment notebook.

Autonomy and personal initiative.Pupils act out the unit story, in groups of four, which enables them to revise vocabulary and demonstrate initiative during the performance. GD, pág. 21.

4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMScience: pupils learn things about London, and one of its most important parks. GD. Pág. 20

5. - TREATMENT OF DIVERSITY (GD. Page. 131)

Additional reinforcement activities- Play Bingo with the vocabulary from the unit- Use the vocabulary learnt to make sentences

Additional extension activities- Talk about famous singers and actors, and distinguish between I love and I like.- Practise the structures look like, have/haven’t got and his/her.

6. - ASSESSMENTAssessment tools

Complete and correct AB.


- Understand a story and answer comprehension questions- Write sentences using the vocabulary of items of clothing and distinguishing

between She/He.- Complete sentences with the right word.

UNIT 1 – PEOPLE AND PETS1. - TEACHING OBJECTIVES Know and use the vocabulary of physical descriptions. Identify and use the vocabulary of pets and the family. Listen to and act out a story. Say what they have or don’t have. Use the vocabulary and structures from the unit together. Read and describe the language of the unit. Practise questions and answers. Write sentences from the story. Say and learn a song to practise language. Listen to a dialogue to obtain specific information.


http://www.royalparks.gov.uk/

Play in pairs to ask and answer whether one has something. Play with cut-outs to consolidate key language from unit. Demonstrate comprehension of texts about British children. Write a text about oneself. Practise oral comprehension trying to obtain specific information. Complete the section of the picture dictionary. Self-assess work done during the unit. Learn/distinguish words which have a particular phonetic feature: /s/

2. - CONTENTSBLOCK 1- Listening, speaking and conversing Decide what the unit is going to be about by observing the title and the theme. Identify certain words related to a picture, practising their oral expression. Listen to a story and use the language. Focus on certain structures. Play a game to revise the parts of the face. Learn three new questions using the Questions poster. Identify pets and members of the family practising the oral expression of the corresponding

vocabulary. Listen to and recite a song and use it to practise certain structures. Count and say the number of syllables in a word. Obtain specific information from an oral text. Play a game to practise physical descriptions, as well as related structures. Learn a tongue twister with the Tongue twister poster. Listen to and act out a conversation between a group of children. Interview a friend to describe his/her profile using the language learnt in the unit. Listen to, read and sing a song. Participate in a contest to their level of learning in the unit.

BLOCK 2- Reading and writing Practise the written expression of new vocabulary and of the structures in the unit. Use a substitution table to practise certain structures. Read and write sentences about the unit story using the story frames. Read a song and complete missing words and add new verses. Read and write sentences about a game, revising vocabulary and structures. Cut out and prepare the Sentence Strips and play a game with them. Improve reading comprehension by practising and then working on some texts. Complete some tables based on previous texts. Write a text modelled on the previous one. Complete the Picture Dictionary section of the unit. Complete simple dialogues with their own sentences. Correct a text and write a similar one with the profile of a friend who has previously been inter-

viewed Complete a series of written activities to assess the degree of learning in the unit.

BLOCK 3- Reflection upon and knowledge of language through useVocabularyActive: big/small/blue/green/brown eyes, glasses, freckles, fair/dark skin, long/short/straight/curly/red/fair hair, family, mum, dad, granny, granddad, brother, sister, aunt, uncle, cousin, pets, dog, cat, fish, mouse, hamster, rabbit, snake, parrot, canary, budgie, tortoise, horse, colours.Passive: thin, legs, wings, bird, hello, hi, welcome, wow!

Communicative structuresActive: I’ve got…, I haven’t got…, Have you got a…?. Yes, I have. No I haven’t. He’s/She’s got…, He/She hasn’t got…, Has he/she got…?. Yes, he/she has. No, he/she hasn’t. My dad’s got a…, How are you? I’m fine, thanks. I’m OK. What’s the weather like? What’s marrón in English?. It’s number six. That’s right.Passive: Let’s (give them a surprise). You’ve got (curly hair now)! Its sleeps all day. It talks all night.



THEME CENTRES OF INTEREST People and pets Pets, the family, physical descriptions

Phonetics (rhythm, stress, intonation)The stress on wordsThe sound /s /

BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to their own reality via knowledge of the vocabulary of pets and family members, and by talking about pen friends, thus leading to greater knowledge of different activities in English-speaking countries and other areas of the world.

3. - - CONTRIBUTION TO THE DEVELOPMENT OF BASIC COMPETENCES IN THIS UNITSee in the introduction the general features of the contribution of learning the target language to the basic competences and in particular how they are reflected in this unit:

Competence in linguistic communication, using the language as an instrument of oral and written communication which will be developed via activities of oral comprehension, vocabulary building and basic knowledge of phonetics.e.g. Sing the song Have you got a hero? CB. Pág. 13.

Competence in Knowledge of and Interaction with the Physical World .

In this unit pupils learn about pets. CB. Págs. 8 and 10. AB, págs. 8 and 9.


Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unitMoral and civic education: Importance of respecting other people’s belongings.

Cultural and artistic competence.Songs may be regarded as art forms. CB. Pág.13.AB pág.83, perform a simple artistic activity like cutting out the page with the final task of a table to interview a friend

Learning-to-learn.Pupils reflect and reinforce personal initiative by giving their opinion about different issues and learn to manage their resources via different study techniques; doing the AB exercises (pages. 6-13), using the Picture Dictionary (AB. Pages. 60, 61, 62) or doing the Extra Activities (AB, page. 69) the “My English Grammar Book” section in the TG or preparing the “Portfolio” in the assessment notebook.

Autonomy and personal initiative.Pupils participate in a competition, which enables them to assess how well they have learnt the new language in the unit, whilst demonstrating initiative as they participate. CB, pág. 13.

4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMCivic Education:Pupils talk about pen friends, and are encouraged to write to children from other countries in English, using the following website: www.studentsoftheworld.info, where they can get in touch with children from all over the world, thus broadening their cultural and social horizons.

5.- TREATMENT OF DIVERSITY (GD. Págs. 132 and 133)


http://www.studentsoftheworld.info/


Additional reinforcement activities

- Practise vocabulary of parts of the face, the family and pets.- Practise the structures He’s/She’s, in combination with the vocabulary of the parts

of the face and with answers- Additional practice of the reading texts- Ask the questions in a questionnaire- Play a game of Noughts and crosses, using the vocabulary from the unit.

Additional extension activities- New revision of the vocabulary of the parts of the face via drawings on the board.- Pupils in class read and perform the dialogues.- Make sentences about themselves using structures provided.- Play in groups to practise new vocabulary of classroom materials.- Invented composition about photographs of people in magazines.- Dialogues race, practising the questions and answers in the Questions poster.- Read descriptions of people- Ask pupils questions to discover who their hero is.

6.- ASSESSMENT

Assessment tools Formative assessment: Self-assessment Unit 1 (Activity Book p. 12/13 Teaching guide p. 37)

Assessment criteria (Assessment notebook. Págs. 18-21. Test units 1-2)At the end of this unit pupils are able to:

- Ask and answer questions orally- Listen to a recording and mark the correct answers.- Read a text and answer comprehension questions.- Write vocabulary related to the unit with the aid of pictures.- Complete sentences and write a short text.

UNIT 2 – ROBOT OLYMPICS

1.- TEACHING OBJECTIVES Identify and use the vocabulary of sports. Identify and use the vocabulary of items of clothing and free-time activities. Talk about what is being played. Learn to ask if something is being played. Practise questions and answers. Talk about their favourite sports. Say and learn a song to practise language. Play in pairs to ask and answer orally if something is being done. Read and write the language from the unit. Listen to two stories and practise the language. Practise oral comprehension trying to obtain specific information. Read various riddles in English. Listen to a dialogue to obtain specific information. Play a board game to revise units 1 and 2. Complete exercises to consolidate grammar from the unit. Complete the picture dictionary section. Self-assess work done during the unit. Know/distinguish words with a particular phonetic feature: ‘sh’ / ʃ/.

2. - CONTENTSBLOCK 1- Listening, speaking and conversing Decide what the unit is going to be about by observing the title and the theme. Identify certain words related to a picture, practising their oral expression. Listen to a story and use the language. Focus on certain structures.


Talk about favourite sports. Practise the language and structures from the story using substitution tables. Learn three new questions using the Questions poster. Identify vocabulary and practise its oral expression. Listen to and recite a song, practising certain expressions. Count and say the number of syllables in a word. Observe specific information from certain texts, practising oral comprehension. Play a game of elimination to practise certain structures. Learn a tongue twister with the Tongue twister poster. Revise and learn new questions from the Questions poster. Listen to and act out a conversation. Use the language learnt, following the model on a recording, playing a game with some cards

about free time, prepared earlier. Listen to, read and sing a song. Assess level of learning of new language in unit.

BLOCK 2- Reading and writing Practise the written expression of new vocabulary and of the structures in the unit. Read and write sentences about the unit story using the story frames and pictures. Read a song and complete missing words and add new verses. Read and write sentences about the characters in a game of elimination. Cut out and prepare the Sentence Strips and play a game with them. Read a magazine page containing several riddles to improve reading comprehension. Write

sentences using the vocabulary learnt. Complete the Picture Dictionary section of the unit. Complete a dialogue like the one in the photo story with their own sentences. Fill in some sentences with questions, using vocabulary provided and match them with the

corresponding answers Cut out and complete some cards about free time to play with. Assess level of written learning completing the suggested exercises.

BLOCK 3- Reflection upon and knowledge of language through useVocabularyActive: basketball, football, volleyball, tennis, hockey, gymnastics, judo, swimming, running, cycling, free time, reading, playing, the piano, listening to music, dancing, playing computer games, clothes, trousers, skirt, shoes, socks, hat, shorts, T-shirt, tracksuit, sweatshirt, trainers, swimsuit, coat, boots, scarf, gloves, colours.Passive: gold metal, button, sneezing, pair (of socks), absolutely, referee, whistle, elephant, chair, princess, saxophone, woman, team, legs, neck, face, people, man, old, tall, giraffe, musical instrument, clue, newspaper, out of control, wall, dark, box, dream, goal, kicks, shouts.

Communicative structuresActive: I’m playing/wearing… He’s/She’s playing/doing/wearing/reading/running… Are you playing (tennis)/wearing…? Yes, I am. No I’m not. Is he/she playing/doing/wearing/reading/swimming? Yes, he/she is. No he/she isn’t. What are you doing? Who are you sitting next to? What’s your favourite group? Has he/she got brown eyes? Passive: There it is. Let’s (win a gold medal). Can he play volleyball? Yes, he can. No he can’t. Can you come here? Not at the moment. I’ve got an idea. Here you are. Off you got! Well done! Is it a boy or a girl? It’s number six. There is a (giraffe). There are two people. This is a (giraffe). How many people can you see? Oh well! (It’s) my/your go. Pass me the cake. He scores a goal!.


THEME CENTRES OF INTEREST The robot olympic games Sports

Leisure and hobbies

Phonetics (rhythm, stress, intonation)The stress on words


The sound s /ʃ/

BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to their own reality via knowledge of sports and hobbies, thus leading to greater knowledge of different activities in English-speaking countries and other areas of the world.

3. - CONTRIBUTION TO THE DEVELOPMENT OF BASIC COMPETENCES IN THIS UNITSee in the introduction the general features of the contribution of learning the target language to the basic competences and in particular how they are reflected in this unit:

Competence in linguistic communication, using the language as an instrument of oral and written communication which will be developed via activities of oral comprehension, vocabulary building and basic knowledge of phonetics.e.g... Sing the song Football crazy. CB. Page. 21.

Data processing and digital competence, , Pupils practise and familiarise themselves with the functioning of various digital and IT competences such as using the course CD to revise the oral contents of the unit, as well as the course web page: www.oup.com/elt/galaxy

This unit also recommends websites for an activity about riddles: www.kidsjokes.co.uk/jokes/riddles/index.html

Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unit Moral and civic education. Learn to react appropriately when ignored by somebody

Cultural and artistic competence.Songs may be regarded as art forms. CB. Pág.21.AB page. 85, perform a simple artistic activity like cutting out and completing the free-time cards.

Learning-to-learn.Pupils reflect and reinforce personal initiative by living their opinion about different issues and learn to manage their resources via different study techniques; doing the AB exercises (pages 14-21), using the Picture Dictionary (AB. Pages. 62-64), or doing the Extra Activities in the AB (page. 70), the “My English Grammar Book” section in the TG or preparing the “Portfolio” in the assessment notebook.

Autonomy and personal initiative.Pupils play a game in groups of four, which enables them to revise vocabulary and demonstrate initiative whilst playing. CB, pág. 21.

4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMPhysical education: Pupils learn information about different sports, taking the opportunity to discuss their own experiences. CB pág. 14

Art: PROJECTProject 1 –A book about my family and me (Teaching guide page. 128)The idea is to make a book in which the children talk about themselves using the vocabulary learnt in units 1 and 2.

5.- TREATMENT OF DIVERSITY (GD. Págs. 134-135)


- Additional practice of sports vocabulary.- Additional practice of the structures is he/is she…-ing?- Additional practice of the vocabulary of items of clothing and free-time activities.


http://www.kidsjokes.co.uk/jokes/riddles/index.html


- Additional practice in describing what people are wearing with a fashion show in class.

- Additional practice of the reading texts.- Additional practice of the language of the game Pelmanism.- Additional practice of vocabulary via a game of Noughts and crosses.


- Via a game on the board, Additional practice de vocabulary- Pupils read and act out the story- Practise the expression I’m/He’s/She’s wearing.- Practise the language from the unit writing riddles.- Practise the questions from the Questions poster.- Practise the language from the song

6. - ASSESSMENT

Assessment tools

Formative assessment: Self-assessment Unit 2 (Activity Book page. 20/21 Teaching guide page. 53)Summative assessment: Test 1 Assessment notebook page. 18 - 21.


- Ask and answer questions orally- Listen to a recording and mark the correct answers.- Read a text and answer comprehension questions.- Write vocabulary related to the unit with the aid of pictures.- Complete sentences and write a short text

POP STAR EPISODE 2

1. - TEACHING OBJECTIVES Understand a simple story when reading and listening to the text Repasar vocabulary and estructuras Enjoy reading a comic in English

2. - CONTENTSBLOCK 1- Listening, speaking and conversing Practicar la expresión oral repasando el episodio 1 de la historia. Listen to a story and answer oral questions

BLOCK 2- Reading and writing Read a comic story Read sentences and note the number of the corresponding story frame. Complete sentences using expressions provided and with the help of pictures. Complete some sentences after revising some expressions. Put some words in the corresponding category.

BLOCK 3- Reflection upon and knowledge of language through useVocabularyBoss, manager, friend, real, tall, thin, short, fat, moustache, disco, travel programme, hobby, free-time activities, pets the family, items of clothing,

Communicative structuresHere’s (the pop star). Who’s (the girl)? I don’t know. Who are you? My name’s (Jen)He isn’t (a pop star). He’s (my brother)! (Ricky Partridge) hasn’t got (glasses). Be quiet!I’m taking on the telephone. Listen and don’t talk! Bring a million pounds! What’s wrong?


I’m calling the police. We’re going to a café. You watch them first. You’re on TV!That’s easy! I can do that! Look at me! Am I a good pop star? I can’t sing or dance.She’s talking off Eric’s glasses. He’s dancing. They’re watching TV. Wait!

Phonetics (rhythm, stress, intonation)The listenings and subsequent dramatisation of the story help the children to learn and practise correct intonation and pronunciation in English. CB págs. 22 and 23.

BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to their own reality via knowledge of the short story, comparing their own experience with English-speaking countries and other areas of the world.


Competence in linguistic communication, using the language as an instrument of oral and written communication which will be developed via activities of oral comprehension, vocabulary building and basic knowledge of phonetics.e.g. Act out the short story. CB. Págs. 22 and 23.

Competence in knowledge of and interaction with the physical world.Pupils learn that the square mentioned in the story, (Trafalgar Square) is in London and named after a battle in 1805. GD. Page. 54.


Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unit

Education for peace: Learn the importance of respecting others. CB. Págs 22 and 23.

Learning-to-learn.Pupils reflect and reinforce personal initiative by giving their opinion about different issues and learn to manage their resources via different study techniques; doing the AB exercises (pages 22-23), the “My English Grammar Book” section in the TG or preparing the “Portfolio” in the assessment notebook..

Autonomy and personal initiative.Pupils act out the unit story, which enables them to revise vocabulary and demonstrate initiative whilst performing. GD, page. 55.

4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMScience: Pupils acquire knowledge about the square mentioned in the short story, (Trafalgar Square) and the battle after which it is named. GD. Pág. 54.

5. - TREATMENT OF DIVERSITY GD. Page. 135


- Additional practice in describing people via group presentations. - Additional practice of vocabulary from the story playing Bingo.




- Read the conversation in groups to practise the language from the story more spontaneously.- Practise an imaginary continuation of the story.

6.- ASSESSMENT

Instrumentos de evaluaciónComplete and correct AB.

Assessment criteria (AB. Págs. 22 and 23)At the end of this unit pupils are able to:

- Use correctly the structure She/He + ing.- Complete sentences with vocabulary related to items of clothing and physical

appearance.- Classify vocabulary related to pets, items of clothing and the family.

UNIT 3 – IN THE JUNGLE

1. - TEACHING OBJECTIVES Identify and use the vocabulary of wild animals. Identify and use the vocabulary of animals’ food and habits. Learn to say what one eats and where one lives. Practise questions and answers. Say and learn a song to practise language the vocabulary of animals. Play in pairs to ask and answer orally where an animal lives and what it eats. Read and write the language from the unit. Listen and act out a story. Listen to the descriptions of four animals to obtain specific information. Show comprehension of a text about four wild animals. Practise oral comprehension trying to obtain specific information. Play with cut-outs to consolidate the language from the unit. Complete the picture dictionary section. Self-assess work done during the unit. Know/distinguish words with a particular phonetic feature: ‘j’ /ʤ/2. - CONTENTSBLOCK 1- Listening, speaking and conversing Decide what the unit is going to be about by observing the title and the theme. Identify certain words related to a picture, practising their oral expression. Listen to a story and use the language. Focus on certain structures. Play a game, Remember the animals, and revise vocabulary of animals. Practise the language and structures from the story using substitution tables. Learn three new questions using the Questions poster. Identify vocabulary of animals and habitats practising their oral expression. Listen to and recite a song, practising certain expressions and vocabulary. Learn three new questions using the Questions poster. Observe specific information from certain texts, practising oral comprehension. Play a game of elimination to practise certain structures. Learn a tongue twister with the Tongue twister poster. Listen to and act out a conversation. Use the language learnt using the cards from a quiz about animals. Play a game with the animals cards following the model on a recording. Listen to, read and sing a song. Assess level of learning of new language in unit, participating in a competition.

BLOCK 2- Reading and writing Practise the written expression of new vocabulary and of the structures in the unit. Read and write sentences about the unit story using the story frames and pictures. Fill in the gaps in a song and complete one’s own verse based on the picture.


Read and write sentences about the characters in a game, practising written expression and revising vocabulary

Cut out and prepare the Sentence Strips and play a game with them. Read a magazine page about four wild animals to improve reading comprehension Write a text modelled on one in the text book. Complete the Picture Dictionary section of the unit. Complete a simple dialogue like the one in the photo story with invented sentences. Complete sentences with questions, using vocabulary provided and matching them with their

corresponding answers Cut out and complete the animal quiz cards. Assess level of written learning with a series of written activities.

BLOCK 3- Reflection upon and knowledge of language through useVocabularyActive: tiger, whale, shark, frog, butterfly, spider, zebra, hippo, fox, monkey, animals, bear, dolphin, crocodile, elephant, penguin, squirrel, lion, giraffe, animal food, fish, fruit, insects, leaves, meat, ocean, wood, jungle, savannah, bird, humpback whale, swim, fly, walk, run, numbers, colours.Passive: bracelet, house, flat, sleeps, comes out, sings, does acrobatics, colugo, see, drink, Asia, Africa, China, south, day, night, minutes, years, water, toes, tree, summer, hungry, the washing!, coconut, open air, sounds, around.

Communicative structuresActive: I play/like/live/eat…, I don’t play/like/live/eat…, He/She plays/likes/lives/eats…; He/She doesn’t live… It eats/lives…, It doesn’t eat/live…, What are you doing? Is he/she wearing black shoes? How do you spell “tiger”?What’s your favourite animal? Do you like sharks?, Let’s play football, It’s grey, It can/can’t swim.Passive: Are you ready?, Wait a minute, Come on!, This is fun!, I’m not hungry, It’s another tiger, What can you see?, They’re all looking at me!, Is it a (bird)?, It’s a (colugo), It’s great!, Come and play, It’s raining!, Oh no!


THEME CENTRES OF INTEREST The jungle Wild animals (their habitat)

Places of residence

Phonetics (rhythm, stress, intonation)The stress on wordsThe sound ‘j’ /ʣ/

BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to their own reality via knowledge of wild animals, thus leading to greater knowledge of different activities in English-speaking countries and other areas of the world


Competence in linguistic communication, using the language as an instrument of oral and written communication which will be developed via activities of oral comprehension, vocabulary building and basic knowledge of phonetics.E.g. Sing the song Living in the jungle. CB. Pág. 31.

Competence in Knowledge of and Interaction with the Physical World. Pupils learn about wild animals and their habitat, (CB. Page 28), and about organisations which encourage people to adopt and look after animals. GD page. 65.



In this unit pupils are also given information about websites related to animals: www.wspa.org.uk/rangers/index.html and www.wwf.org.uk/gowild/index.html


Health education: importance of understanding how beneficial it is to play outdoors, play sport, etc.

Cultural and artistic competence.Songs may be regarded as art forms. CB. Pág.31.AB page. 87 perform a simple artistic activity like cutting out the animal quiz cards.

Learning-to-learn.Pupils reflect and reinforce personal initiative by giving their opinion about different issues and learn to manage their resources via different study techniques; doing the AB exercises (pages 24-31), using the Picture Dictionary (AB. Pages. 63-64), or doing the Extra Activities in the AB (page. 71), the “My English Grammar Book” section in the TG or preparing the “Portfolio” in the assessment notebook.

Autonomy and personal initiative.Pupils play a game in groups of four, which enables them to revise vocabulary and demonstrate initiative whilst playing CB, page. 31.

4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMScience: Pupils learn about birds and animals and their habitats. CB. Págs. 24-31.

5.- TREATMENT OF DIVERSITY GD. Págs. 136-138.


- Additional practice of animal vocabulary in pairs and using a table.- Additional practice of the structures I (eat)…, I don’t (eat)…- Additional practice of the structures It lives… / It doesn’t live…- It eats… / It doesn’t eat…via the game Chinese Whispers.- Additional practice of the reading texts and dialogue.- Additional practice of the animal quiz.- Game of Noughts and crosses to practise vocabulary.


- Practise oral expression pairs using vocabulary of animals.- Pupils read and act out the story- Practise expressions learnt via the game Odd one out.- Picture dictation to practise what has been learnt so far.- Draw and write about an animal which is not in the book.- Practise the questions from the Questions poster.- In pairs or groups, practise describing animals more spontaneously- Practise the language of the song

6.- ASSESSMENT

Assessment tools

Formative assessment: Self-assessment Unit 3 (Activity Book p. 30/31 Teaching guide p. 71)


http://www.wwf.org.uk/gowild/index.html

http://www.wspa.org.uk/rangers/index.html



- Ask and answer questions orally about the time.- Listen to a recording and mark the correct answers using the vocabulary learnt.- Tell the time correctly in English.- Read a text about Tom’s life and answer comprehension questions.- Write vocabulary related to the unit with the aid of pictures.- Complete sentences and write a short text about frogs and sharks.

UNIT 4 - WHAT´S FOR LUNCH?

1.- TEACHING OBJECTIVES Identify and use the vocabulary of daily routine. Identify and use the vocabulary the time and food. Learn to talk about what they do every day and ask about the same. Learn and practise questions and answers. Say and learn a song to practise the vocabulary of the time. Play in pairs to ask and answer orally what time somebody gets up, eats, goes to bed etc. Read and write the language from the unit. Listen to two stories and practise the language. Play a board game to revise the language from units 3 and 4. Demonstrate comprehension of a text about two British girls. Practise oral comprehension of a dialogue trying to obtain specific information. Complete exercises to consolidate grammar from the unit. Listen to, read and sing a song. Complete the picture dictionary section. Self-assess work done during the unit. Know/distinguish words with a particular phonetic feature: “y”/j /

2. - CONTENTSBLOCK 1- Listening, speaking and conversing Decide what the unit is going to be about by observing the title and the theme. Identify certain words related to a picture, practising their oral expression. Listen to a story and use the language. Focus on certain structures. Play a game of mime to revise actions of daily routine. Practise the language and structures from the story using substitution tables. Learn three new questions using the Questions poster. Practise the oral expression of the time and food. Listen to and recite a song, practising certain expressions and vocabulary. Count and say the number of syllables in a word. Observe specific information from certain texts, practising oral comprehension. Play a memory game to practise certain structures. Learn a tongue twister with the Tongue twister poster. Ask and answer questions about the Questions poster. Listen to and act out a conversation. Use the vocabulary learnt in the unit to prepare a table with information about an imaginary

famous star and interview one another Listen to, read and sing a song. Assess level of learning of new language in unit participating in a quiz.

BLOCK 2- Reading and writing Practise the written expression of new vocabulary and of the structures in the unit. Read and write sentences about the unit story using the story frames and pictures. Read a song and complete missing words and add a new verse. Read and write sentences from a game practising written expression and revising vocabulary Read the page of a magazine in which two girls talk to improve reading comprehension. Complete sentences with the information from previous text about “a day in the life of some

young stars”. Write a text modelled on the previous ones.


Complete the Picture Dictionary section of the unit. Cut out and prepare the Sentence Strips and play a game with them. Completar un diálogo sencillo como el de la foto-historia with invented sentences. Complete sentences with questions, using vocabulary provided and matching them with their

corresponding answers Correct a text and write the profile of the star. Assess level of written learning with a series of written activities.

BLOCK 3- Reflection upon and knowledge of language through useVocabularyActive: Get up, have a shower, get dressed, have breakfast, go to school, have lunch, go home, have tea, have a bath, go to bed, (eight) o’clock, ten) past (three), (twenty) to (five), quarter to (two), quarter past (five), half past (one), milk, cereal, bread, yoghurt, fruit, salad, chicken, fish, pasta, biscuits, sandwiches, cake, bacon, eggs, toast.Passive: viking, run, children’s orchestra, basketball, table football, music classes, Monday, Wednesday, gym, playground, friends, team, everything, carrots, spinach, broccoli, olive, oil, greens, grow, see, energy, both, strong, healthy, teeth, bones, sunshine, outside.

Communicative structuresActive: I have/go/get… He/She has/goes/gets/lives/plays… I have (40 fish) for (lunch). I have (lunch) at… Does he/she (have lunch at 2 o’clock)? Yes, he does. No, he doesn’t. Have you got a rubber? Can you swim? Does your dad cook? It’s (eight) o’clock. At (seven) o’clock. After tea. In the evening. Where’s your school bag? Do you get up at seven o’clock? What time does (it start)? What’s the time? What do you want to watch?Passive: I’m bored. Let’s have (some fun). Look at me! Who are you? You’re very strong. What’s the matter? I’m not hungry. What time do you (get up)? Switch it on. Oooh! This is frightening! Yes! It’s great! Oh no! What’s happening? Don’t worry. There’s a power cut.


THEME CENTRES OF INTEREST What’s for lunch? Meal-times

Daily routines

Phonetics (rhythm, stress, intonation)Final consonantsThe sound ‘y’ /j/

BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to one’s own reality via knowledge of daily routines and timetables in English-speaking countries and other areas of the world and compare them with one’s own.


Competence in linguistic communication, using the language as an instrument of oral and written communication which will be developed via activities of oral comprehension, vocabulary building and basic knowledge of phonetics.e.g... Sing the song Vitamin alphabet. CB. Page. 39.

Mathematical competence.Pupils learn the time in English. CB. pages. 34, 35 and 38.


This unit also includes a website where pupils can find information about extra-curricular activities: http://dfes.gov.uk/playing for success.


http://dfes.gov.uk/playing


Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unit Consumer education: importance of selective television viewing.

Cultural and artistic competence.Songs may be regarded as art forms. CB. Pág.39.AB page. 89 perform a simple artistic activity like cutting out the hour cards.


Autonomy and personal initiative.Pupils play a game in groups of four or five, which enables them to revise vocabulary and demonstrate initiative while playing. CB, pág. 39.

4. -RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUM

Civic Education: pupils learn the importance of following daily routines and eating well and engaging in extra-curricular activities to lead a healthy life.

Art: PROJECTProject 2 –A poster about ecosystems and the animals which inhabit them (Teaching guide page. 129)The aim is to make posters of different ecosystems using the vocabulary studied in units 3 and 4.

5.- TREATMENT OF DIVERSITY (CD. Págs. 138-140)


- Additional practice of vocabulary of daily routines by completing a list.- Additional practice of the structure Does he /she…via a game.- Additional practice of the time via a guessing game.- It eats… / It doesn’t eat…via the game Chinese Whispers.- Additional practice of the reading texts and dialogue.- Additional practice of questions and answers via a memory game.- Game of Noughts and crosses to practise.


- Practise oral expression in pairs using vocabulary of daily routines.- Pupils read and act out the short story- Practise expressions learnt and telling the time via a quiz.- Guessing game, using expressions learnt so far.- Write a paragraph about the pupil’s daily routines.- Dialogues race to practise expressions more spontaneously.- Practise the interview and the written expression of somebody’s profile.- Practise the words of a song via a poster.

6. - ASSESSMENT

Assessment tools:


Formative assessment: Self-assessment Unit 4 (Activity Book page 38/39- Teaching guide page. 87)Summative assessment: Test 2 Assessment notebook page. 22-25.


- Ask and answer questions orally about the time.- Listen to a recording and mark the correct answers using the vocabulary learnt.- Tell the time correctly in English.- Read a text about Tom’s life and answer comprehension questions.- Write vocabulary related to the unit with the aid of pictures.- Complete sentences and write a short text about frogs and sharks.

POP STAR EPISODE 3

1. - TEACHING OBJECTIVES Understand a simple story when reading and listening to the text Revise vocabulary and structures Enjoy reading a comic in English2. - CONTENTSBLOCK 1- Listening, speaking and conversing Revise vocabulary playing a TPR game. Listen to a story and answer oral questions

BLOCK 2- Reading and writing Read a comic story. Order sentences numbering them as they appear in the story. Underline the word which makes the sentence true, looking at some illustrations. Match the two halves of some sentences. Complete some sentences with the verbs from a table.


VocabularyPop music

Linguistic exponentsRicky can’t sing or dance now. He’s tired. I’m his dance teacher! I can teach you. Teach me. Put your hand on you head. Stand on one foot. This is easy! Go in the cupboard! Well done!Let me out! Maybe he doesn’t like pop music now. Listen to this. He’s outside, and the girl is with him. Quick! Where are we? We’re in the middle of London. We’re near the river.We need the police. Can you (see a telephone box)? I can (see the criminals). They’re coming this way! Run! In the street.

Phonetics (rhythm, stress, intonation)The listenings and the subsequent dramatisation of the story help children to learn and practise correct intonation and pronunciation in English. CB págs. 40 and 41

BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to their own reality via knowledge of pop music, thus leading to greater knowledge of different activities in English-speaking countries and other areas of the world.





Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unit Health education: The importance of following daily routines.

Cultural and artistic competence.Pupils learn that the river mentioned in the short story is the Thames and acquire knowledge about it GD. Page. 88

Learning-to-learn.Pupils reflect and reinforce personal initiative by living their opinion about different issues and learn to manage their resources via different study techniques; doing the AB exercises (pages 40-41), the “My English Grammar Book” section in the TG or preparing the “Portfolio” in the assessment notebook..

Autonomy and personal initiative.Pupils act out the unit story, which enables them to revise vocabulary and demonstrate initiative during the performance. GD, pág. 89.


Science: Pupils learn things about the river Thames and emblematic London sights which can be seen on a boat trip. GD. Pág. 88.

5. - TREATMENT OF DIVERSITY (GD. Page. 140)


- Additional practice of can and can’t- Additional practice of the language from the story playing Bingo.


- Additional practice of interrogative forms- Practice in imagining a continuation of the story.

6.- ASSESSMENT

Assessment toolsComplete and correct AB.

Assessment criteria(AB. Págs. 40 and 41)At the end of this unit pupils are able to:

- Order some sentences according to the short story.- Read some story frames and underline the correct word.- Order sentences to create a logical daily routine, guided by the pictures.



- Complete sentences with the appropriate picture.

UNIT 5 – THE DIAMOND THIEF

1. - TEACHING OBJECTIVES Identify and use the vocabulary of places in a city. Identify and use the vocabulary of the weather. Learn to say where one was or wasn’t at a given time in the past. Learn and practise questions and answers. Say and learn a song to practise the vocabulary of the weather and the days of the week. Play in pairs to ask and answer orally whether someone was in a particular place. Read and write the language from the unit. Listen to questions and answers about the weather, trying to obtain correct information. Demonstrate comprehension of a text about three children meeting famous people. Practise oral comprehension trying to obtain specific information. Play with cut-outs to consolidate the language from the unit. Complete the picture dictionary section. Self-assess work done during the unit. Know/distinguish words with a particular phonetic feature: “th” /ɵ/

2. - CONTENTSBLOCK 1- Listening, speaking and conversing Decide what the unit is going to be about by observing the title and the theme. Identify certain terms practising their oral expression. Listen to a story and use the language. Focus on certain structures. Play a game to revise the vocabulary of places in a city. Practise the language and structures from the story using substitution tables. Learn three new questions using the Questions poster. Identify different types of weather and days of the week and practise expressing them orally. Listen to and recite a song, practising certain expressions and vocabulary. Count and say the number of syllables in a word. Observe specific information from certain texts, practising oral comprehension. Play a game of elimination to practise certain structures. Learn a tongue twister with the Tongue twister poster. Ask and answer questions about the Questions poster. Write a conversation and act it out. Observe specific information completing some tables. Complete a simple dialogue with invented sentences. Use the language learnt in the unit to talk about alibis. Interrogate some ‘’ suspects” to make a diary and practise listening comprehension and oral

expression. Listen to, read and sing a song. Assess level of learning of new language in unit participating in a quiz.

BLOCK 2- Reading and writing Practise the written expression of new vocabulary and of the structures in the unit. Read and write sentences about the unit story using the story frames and pictures. Fill in the gaps in a song and write new verses guided by the drawings. Read and write sentences about a game, practising written expression and revising vocabu-

lary. Practise the written expression of the places in a city in combination with certain structures,

making sentences Cut out and prepare the Sentence Strips and play with them. Read a magazine page to improve reading comprehension, in which three children talk about

their encounters with famous people. Correct the contents of some sentences with the aid of some texts. Write a text modelled on a dice. Complete the Picture Dictionary section of the unit. Complete a simple dialogue like the one in the photo story with invented sentences. Write a police report about a suspect. Complete a series of written activities to assess the degree of learning in the unit.



VocabularyActive: cinema, theatre, supermarket, music shop, shopping centre, park, library, sport centre, museum, swimming pool, weather, hot, warm, cold, freezing, sunny, windy, cloudy, foggy, stormy, raining, snowing, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, T-shirt, shorts, swimsuit, jumper, coat, scarf, hat, gloves, morning, afternoon, evening.Passive: quick!, last night, twin brother, with me, thief, key, dinosaur, mummy, diamond, photo, works, ice cream, film start, golden, house, party, dog, beautiful, snap, Happy Birthday!, guilty, innocent, celebrity, greatest, singer, princess, artist, twentieth century, famous.

Communicative structures

Activas: He is… I was at the… I wasn’t at the… He/She was at the… He/She wasn’t at the… I was wearing… What time do you go to be? What time does school start? Are you wearing grey socks? Were you at the (cinema) j on (Saturday)? Yesterday it was (sunny). Today it’s (cloudy). Was it windy yesterday? Yes, It was. No it wasn’t. Who was your first friend? When was your birthday? It was on Thursday.Passive: Let’s (go to the museum). What’s happening? Get him! Where’s Gracko? I don’t know. It’s delicious. Come to the shops with us. What’s the matter, Sam? You all forgot my birthday. I want to go home. What a great birthday present! There cheers for Sam.


THEME CENTRES OF INTEREST The diamond thief Common places in the city

Time expressionsThe days of the week

Phonetics (rhythm, stress, intonation)The stress on wordsThe sound ‘th’ /ɵ/

BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to their own reality via knowledge of the places in a city in English-speaking countries and other areas of the world as compared with their own.


Competence in linguistic communication, using the language as an instrument of oral and written communication which will be developed via activities of oral comprehension, vocabulary building and basic knowledge of phonetics.e.g... Sing the song Wax Coliseum. CB. Page. 49.

Competence in knowledge of and interaction with the physical world.Pupils learn weather vocabulary in English. CB. Page. 44


This unit also provides pupils with information about a website where they can find information about stars and famous people: www.kidsseek.co.uk

Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unit Education for peace: the importance of valuing friendship.


http://www.kidsseek.co.uk/


Cultural and artistic competence.Songs may be regarded as art forms. CB. Pág.49.AB page. 81 perform a simple artistic task like cutting out the weekend cards and the postcard. AB. Pág. 91.


Autonomy and personal initiative.Pupils play a game in groups of four or five, which enables them to revise vocabulary and demonstrate initiative while playing. CB, pág. 49.

4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMScience: Pupils acquire knowledge of the weather. CB. Pág. 44

5. - TREATMENT OF DIVERSITY (GD. page. 140-142)


- Additional practice of vocabulary of places in the city, using a putty doll.- Additional practice of the structures I was…, I wasn’t…- Additional practice of the days of the week making lists of activities and comparing

them with their classmates’.- Play Find some friends to practise the structure were you at the…?- Additional practice of written texts via a picture dictation.- Additional practice of the dialogue and questions.- Game of Noughts and crosses to practise vocabulary.


- Practise vocabulary learnt in pairs, via a quiz.- Pupils read and act out the story.- Practise with greater spontaneity the days of the week, the weather and the

places in the city via simple drawings on the board.- Play Detectives in groups to revise vocabulary and new structures.- Practise the unit language with the aid of a picture.- Dialogue race to practise questions more spontaneously.- Children explain what they did at the weekend.- Practise the language of the song

6.- ASSESSMENT

Assessment toolsFormative assessment: Self-assessment Unit 5 (Activity Book p.48/49 Teaching guide. 105)


- Ask and answer questions orally related to places in the city- Listen to a recording and mark the correct answers.- Listen and complete a table with the information provided- Identify vocabulary related to places in the city, the weather, months, etc- Read a text and answer comprehension questions.- Write vocabulary related to the unit with the aid of pictures.- Complete sentences and write a short text

UNIT 6 - HOLIDAY FUN


1.- TEACHING OBJECTIVES Identify and use the vocabulary of things people take on holiday. Identify and use the vocabulary of means of transport. Learn to say and ask where one wants to go and what one wants to take on holiday. Learn and practise questions and answers. Say and learn a song to practise the days of the week. Play in pairs to ask and answer orally about dates, colours and means of transport. Read and write the language from the unit. Read two stories and practise the language. Play a board game to revise the language from units 5 and 6. Demonstrate comprehension of a text about holidays for children and their families. Practise oral comprehension of a dialogue trying to obtain specific information. Complete exercises to consolidate grammar from the unit. Listen to, read and sing a song. Complete the picture dictionary section. Self-assess work done during the unit. Know/distinguish words with a particular phonetic feature:’h’ /h/

2. - CONTENTSBLOCK 1- Listening, speaking and conversing Decide what the unit is going to be about by observing the title and the theme. Identify certain words, practising their oral expression. Listen to a story and use the language. Focus on certain structures. Revise the vocabulary of holidays. Practise the language and structures from the story using substitution tables. Learn three new questions using the Questions poster. Identify the means of transport and the dates, practising their oral expression. Listen to and sing a song t practise dates. Count and say the number of syllables in a word. Observe specific information from certain texts, practising oral comprehension. Play a game of elimination to revise vocabulary and structures. Learn a tongue twister with the Tongue twister poster. Read a magazine page advertising holidays for children and their families. Ask and answer questions about the Questions poster. Listen to and act out a conversation. Obtain specific information practising oral comprehension. Interview a friend, using the language learnt in the unit, about what he/she likes to do on holi-

day. Listen to, read and sing a song. Participate in a contest to assess their level of learning in the unit.

BLOCK 2- Reading and writing Practise the written expression of new vocabulary and structures from the unit. Read and write sentences about the unit story using the story frames. Fill in the gaps in a song with the missing words and write another verse based on the picture. Read and write sentences about a game. Write about dates and means of transport using certain structures. Cut out and prepare the Sentence Strips and play with them. Complete a table with information from the texts about holidays for children and their families. Write a text modelled on the previous ones. Complete the Picture Dictionary section of the unit. Complete simple dialogues with their own sentences. Complete a survey with the information obtained by interviewing a friend. Write about their holidays and those of a friend. Complete a series of written activities to assess the degree of learning in the unit.



VocabularyActive: kite, skateboard, sunglasses, camera, torch, map, surfboard, tennis, racket, canoe, tent, train, bus, plane, car, transport, boat, helicopter, date, first, second, third, fourth, fifth, January, February, March, April, May, June, July, August, September, October, November, December, every day, zoo, museums, shops, caravan, beach, windsurf, climb, mountains, go horse riding, swimming, volleyball, Summer Camp, a red double-decker bus, the London Eye, the River Thames, Big Ben, holidays, water park, competitions, Hurry up!, family, bike.Passive: blue sea, golden sand, holiday, Help! Jungle, orange, green, Christmas Day, April Fool’s Day, Halloween, witches presents, jokes, skiing, snow, sailing, sea, cruises, dull, water-skiing.

Communicative structuresActive: I want to go/take… Do you want to go to (the beach)? Yes, I do. No, I don’t. Do you want to take (a torch)? Do you want to go by plane? He/She wants to go by/on… Were you at the cinema last night? Yes, I was. No, I wasn’t. What fruit do you like? I like bananas. Does (Sam) play football? Yes he/she does. No he/she doesn’t. Is it a (plane ticket)? Yes it is. No it isn’t. You can (sleep in a caravan). There is/are… In July. How do you come to school? By (bus).

Passive: That’s a great idea! Wait a minute. Where are we? Let’s go by (canoe). That’s boring. I’m coming. Are you ok? Yes thanks. Ready? There’s no room Sally. Hurry up everyone. Have a nice trip.


THEME CENTRES OF INTEREST Fun on holiday Holidays

Means of transport

Phonetics (rhythm, stress, intonation)Final consonantsThe sound ‘h’ /h/

BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to their own reality via knowledge of holiday activities and means of transport, thus leading to greater knowledge of different activities in English-speaking countries and other areas of the world.


Competence in linguistic communication, using the language as an instrument of oral and written communication which will be developed via activities of oral comprehension, vocabulary building and basic knowledge of phonetics.

e.g. Sing the song Let’s go holiday. CB. Page. 57.

Competence In Knowledge Of And Interaction With The Physical World.Pupils learn the months of the year and means of transport in English. CB. Page. 52, 53.


This unit also provides pupils with a website where they can find information about summer camps: www.summerfun4kids.co.uk/index.asp



http://www.summerfun4kids.co.uk/index.asp


Moral and civic education: Recognise how difficult it is to take no for an answer.

Cultural and artistic competence.Songs may be regarded as art forms. CB. Pág.57.AB page. 93, perform a simple artistic activity like cutting out the holiday cards.


Autonomy and personal initiative.Pupils play a game in groups of four or five, to revise vocabulary and demonstrate initiative whilst playing. CB, page 57.


Art: PROJECTProject 3 – The holiday brochure: “Come to...!” (Teaching guide pag. 130)The idea is to make informative brochures about the area where pupils live, intended for English-speaking children of their own age, using the vocabulary studied in units 5 and 6.

5. - TREATMENT OF DIVERSITY (GD. page. 142-144)


- Additional practice of holiday vocabulary.- Additional practice of the structures Do you want to go…? Do you want to take…?- Additional practice of the unit language by making a bus/train/plane ticket.- Additional practice of the reading texts via drawings on the board.- Additional practice of the dialogue and questions.- Game of Noughts and crosses to practise vocabulary.


- More spontaneous practice of the structure Have you got …?.- Pupils read and act out the story- Additional practice of the question: Is it your (dad)’s birthday?- Quiz in pairs or teams to practise dates.- Listen to a holiday advert.- Practise the questions from the Questions poster.- Practise the language from the song

6. - ASSESSMENT

Assessment tools

Formative assessment: Self-assessment Unit 6 (Activity Book pages 56/57 Teaching guide page. 121)Summative assessment: Test 3 Assessment notebook pages. 26-29.


Assessment criteria

At the end of this unit pupils are able to:(Assessment notebook. Págs. 26-29. Test units 5-6)

- Ask and answer questions orally related to places in the city- Listen to a recording and mark the correct answers.- Listen to and complete a table with the information provided- Identify vocabulary related to places in the city, the weather, months, etc- Read a text and answer comprehension questions.- Write vocabulary related to the unit with the aid of pictures.- Complete sentences and write a short text

(Assessment notebook. Pages 30-33. Final Test)

- Ask and answer questions orally related to all the vocabulary seen during the course.

- Listen to a recording and mark the correct answers.- Listen to and complete a table with the information provided- Order sentences and differentiate between correct and incorrect information.- Read a text and answer comprehension questions.- Write a short composition using all the vocabulary learnt.

POP STAR EPISODE 41. - TEACHING OBJECTIVES Understand a simple story when reading and listening to the text Revise vocabulary and structures Enjoy reading a comic in English

2. - CONTENTSBLOCK 1- Listening, speaking and conversing Remember what happened in previous episodes of the story and predict the end. Listen to a story and answer oral questions

BLOCK 2- Reading and writing Read a comic story. Read sentences about the text and answer yes or no. Complete some sentences and write them in a sort of crossword. Discover the secret word. Answer some questions about the tour poster. Answer some questions about the weather using the answers in a table.

BLOCK 3- Reflection upon and knowledge of language through useVocabularyEverybody, too, crowd, arrest, meet, city, driver, weather.

Communicative structuresThis way! They’re following us. I’ve got an idea. He isn’t (Ricky Partridge).... is he?Take your (glasses) off. I can’t (sing). I love (your eyes). I like (your glasses). We can’t get him. I’ve got you. Do you want to (play a game)? I want to (meet him).Does (Eric Wiggins) live here? Was it...? Yes, it was. No, it wasn’t. Come in. The best singer in the world. Too big.This afternoon.

Phonetics (rhythm, stress, intonation)The listenings and the subsequent dramatisation of the story help children to learn and practise correct intonation and pronunciation in English. CB pages 58 and 59.


BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to their own reality via knowledge of history, thus leading to greater knowledge of different activities in English-speaking countries and other areas of the world.


Competence in linguistic communication, using the language as an instrument of oral and written communication which will be developed via activities of oral comprehension, vocabulary building and basic knowledge of phonetics.e.g. Act out the story. CB. Págs. 58 and 59.


Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unit Multicultural education: Respect for people of other cultures.

Cultural and artistic competence.Pupils remember the places in London they have seen in all the Pop Star episodes (Hyde Park, Trafalgar Square and the River Thames) and learn about new places. GD. Pág. 122.

Learning-to-learn.Pupils reflect and reinforce personal initiative by living their opinion about different issues and learn to manage their resources via different study techniques; doing the AB exercises (pages 58-59), the “My English Grammar Book” section in the TG or preparing the “Portfolio” in the assessment notebook..

Autonomy and personal initiative.Pupils act out the story, which enables them to revise vocabulary and demonstrate initiative while participating. CB, pages 58 and 59.


Science: pupils acquire knowledge of London. GD. Pág. 122.

5.- TREATMENT OF DIVERSITY (GD. Págs. 144, 145)


- Additional practice of the language from the story.- Additional practice of the vocabulary learnt playing Bingo.


- Practise writing an invented verse for a song.- Practise written expression inventing a dialogue for the story.

6.- ASSESSMENT




Assessment criteria (AB. Págs. 58 and 59)At the end of this unit pupils are able to:

- Decide whether sentences are true or false.- Complete sentences and discover the secret word.- Answer comprehension questions about the story.

FESTIVALS - CHRISTMAS

1.- TEACHING OBJECTIVES Learn and revise things about Christmas in Anglo-Saxon countries. Read and listen to a play. Rehearse a play and perform it in groups. Practise comprehension and written expression of the unit language.

2. - CONTENTSBLOCK 1- Listening, speaking and conversing

Learn and revise things about Christmas in Anglo-Saxon countries. Read and listen to a play, then rehearse and perform it.

BLOCK 2- Reading and writing Practise comprehension and written expression of the language from the Christmas play.

BLOCK 3- Reflection upon and knowledge of language through useVocabularyActive: lots of, presents, toys, clothes, books, computer games, chocolates, snow globe, stocking, turkey, Christmas pudding, chimney, Father Christmas, vegetables.Passive: play with toys, open presents, have Christmas dinner, watch TV, turkey, Christmas pudding, vegetables, happy, stocking, chimney.


THEME CENTRES OF INTEREST Christmas Christmas in Anglo-Saxon countries


BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to their own reality via knowledge of how Christmas is in English-speaking countries and other areas of the world compared with their own customs.





The lessons about British festivals will take place on the appropriate dates: Christmas at Christmas, y St Valentine’s Day the 14th of

February


Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unit Moral and civic education: importance of collaborating with classmates.Education for peace: Respect for and tolerance of other cultures.

Cultural and artistic competence.Plays may be regarded as art forms. CB. Pages. 60 and 61.

Learning-to-learn.Pupils reflect and reinforce personal initiative by living their opinion about different issues and learn to manage their resources via different study techniques; doing the “My English Grammar Book” section in the TG or preparing the “Portfolio” in the assessment notebook.

Autonomy and personal initiative.Pupils perform a play, which enables them to revise vocabulary and demonstrate initiative during the performance. CB, pages. 60 and 61.


Civic Education: Pupils learn that at this time of the year there are also celebrations particular to other religions: Chanukah (Jewish), Diwali (Hindu), Ramadan (Muslim).

5. - TREATMENT OF DIVERSITY (GD. page. 145)


- Practise memorising sentences from the play.


- Pupils make Christmas posters.

6.- ASSESSMENT

Assessment toolsObserve team work when preparing the playComplete Photocopy Master activities 31 and 32.

Assessment criteriaAt the end of this unit pupils are able to:

- Perform a Christmas play.- Compare Christmas in Anglo-Saxon countries with their own.- Match pictures with corresponding vocabulary- Read and order pictures.- Write a short text about Christmas- Complete a crossword

FESTIVALS - VALENTINE´S DAY

1.- TEACHING OBJECTIVES Learn and revise some aspects of Valentine’s Day in Anglo-Saxon countries. Read and listen to a play. Rehearse a play and perform it in groups. Practise comprehension and written expression of the unit language.

2. - CONTENTSBLOCK 1- Listening, speaking and conversing

Learn and revise some aspects of Valentine’s Day in English-speaking countries.


Read and listen to a play, then rehearse and perform it.

BLOCK 2- Reading and writing Practise comprehension and written expression of the language from the play about

Valentine’s Day

BLOCK 3- Reflection upon and knowledge of language through useVocabularyActive: Happy Valentine’s Day, love, card, parcel, shy, banana, fruit, fish, meat, terrible, biscuits.Passive: come back, flower, heart, chocolate, roll, salt, mix, butter, sugar, vanilla, flour, present, February.


THEME CENTRES OF INTEREST Valentine’s Day Valentine’s Day in Anglo-Saxon countries


BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to their own reality via knowledge of how Valentine’s Day is celebrated in English-speaking countries and other areas of the world and compare with their own customs.


Competence in linguistic communication, using the language as an instrument of oral and written communication which will be developed via activities of oral comprehension, vocabulary building and basic knowledge of phonetics.e.g. Act out the story. CB. Pages. 62 and 63.


Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unit Moral and civic education: importance of collaborating with classmates.Education for peace: Respect for and tolerance of other cultures.


Learning-to-learn.Pupils reflect and reinforce personal initiative by living their opinion about different issues and learn to manage their resources via different study techniques; doing the “My English Grammar Book” section in the TG or preparing the “Portfolio” in the assessment notebook.

Autonomy and personal initiative.Pupils perform a play, which enables them to revise vocabulary and demonstrate initiative during the performance CB, page. 62 and 63.


History: Pupils learn the store of St. Valentine, who was a bishop in the 3rd century.





- Revise structures learnt throughout the course.


- Pupils make Valentine cards.

6.- ASSESSMENTAssessment toolsObserve team work while preparing playComplete Photocopy Master activities 33 and 34.

Assessment criteriaAt the end of this unit pupils are able to:

- Perform a play about St. Valentine.- Compare how Valentine’s Day is celebrated in Anglo-Saxon countries and their

own.- Complete sentences with the appropriate vocabulary - Complete a crossword- Match pictures with corresponding words.


PROGRAMME OF UNITS: 6th YEAR - COMPULSORY PRIMARY EDUCATION

This programming and scheduling constitutes a model of timed learning for 6th year of Primary Education and taking into account the specific objectives of English as a subject.

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

simultaneously with students who struggle to learn languages as well as with those who have

slightly superior knowledge. It may also be adapted to the teacher’s and students’ own tastes and

initiatives and the evolution of the course.

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

Teacher’s Guide and the Photocopy Masters Book. The teacher may introduce these activities at

the appropriate moment, according to students’ needs and attitudes, bearing in mind learning

speed – individual and collective – and teaching hours available.

STARTER UNIT

1.- TEACHING OBJECTIVES Remember the characters in the book Listen to, read and sing a song Revise familiar language in English Play with a code to decipher questions and answer them Listen to obtain specific information Get to know the book

2.- CONTENTSBLOCK 1- Listening, speaking and conversing Introduce or remember the characters from the book and practise oral expression. Listen to and sing a song. Play a game to revise vocabulary and language in general Revise language using the paintings in an art gallery.Obtain specific information from an oral textBLOCK 2- Reading and writing Match sentences with the corresponding pictures guided by a song and accompanying illus-

tration. Revise vocabulary using the paintings in an art gallery. Crack a secret code to decipher some sentences. Answer sentences related to a secret code and write questions for a friend to answer

BLOCK 3- Reflection upon and knowledge of language through useVocabularyActiveAunt Ellie, bacon and eggs, banana, beach, blue, butterfly, calculator, canoe, castle, cereal and milk, Charlie, cheese, diamond, dolphin, eggs, fish, football, fruit, glasses, Gracko, green, , hippo, hockey, inventor, judo, Lisa, lunch, monkey, museum, orange, pasta, picture, pink, raining, red, sandwiches, speak , straight hair, supermarket, surfboard, swimming, weak.PassiveComputer, cool, Elliemobile, jukebox, printer, school subjects, spider, summer.


ActiveAunt Ellie is their aunt, Aunt Ellie was at the museum, Can you (play tennis)?


Do you like snakes? Have you got a dog?, He can (fly), He eats fish, He is readingHe likes computers, He’s a blue bird, He’s Aunt Ellie’s friend, He’s wearing a blue shirt, Her name is Lisa, I can (swim), It was windy yesterday, She’s got grey hair,She’s looking at some pictures, What time do you get up/go to bed? What’s your favourite colour/food/animal/sport?PassiveCome inside! Fly through time and space, Let’s rap!, Time to ride, We’re back!


THEME CENTRES OF INTERESTStarter Unit Characters and context of book

Phonetics (rhythm, stress, intonation)The songs help children learn correct intonation and pronunciation in English. Song Goodbye summer, hello school! CB. Pág. 2.

BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to their own reality via knowledge of the characters in the book, thus leading to greater knowledge of different activities in English-speaking countries and other areas of the world.


Competence in linguistic communication, using the language as an instrument of oral and written communication which will be developed via activities of oral comprehension, vocabulary building and basic knowledge of phonetics.e.g. Sing the song Goodbye summer, hello school. CB. Pág. 2.


Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unitEducation for peace: Respect for the tastes and preferences of others.

Cultural and artistic competence.Songs may be regarded as art forms. CB. Pág.2.AB page. 81, perform a simple artistic activity such as cutting out the spaceship page.


Autonomy and personal initiative.Pupils play a game in groups of four or five, which enables them to revise vocabulary and demonstrate initiative whilst participating. GD, page 17.

4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMArt: AB page. 81, cut out the spaceship page

5.- TREATMENT OF DIVERSITY. GD. page 131.




Additional practice of the song. Additional practice of the code.


Practise comprehension and written expression of the unit vocabulary and language Practise writing and typical classroom expressions and questions via posters.

6. - ASSESSMENT



- Remember vocabulary learnt previously.- Complete sentences with appropriate vocabulary.- Identify pictures according to a listening.- Decipher a code and answer related questions.- Write questions using the code and ask a classmate.

GHOST KNIGHT EPISODE 1


2. - CONTENTSBLOCK 1- Listening, speaking and conversing Talk about King Arthur and the knights of the Round Table Listen to a story and answer oral questions.

BLOCK 2- Reading and writing Read a comic story Match sentences with the corresponding character. Order words to make sentences. Write the names of some figures in the picture in the corresponding table. Answer questions about the previous picture. Complete sentences with the words from a table.

BLOCK 3- Reflection upon and knowledge of language through useVocabularyKnight, castle, sword, ghost, wood, hotel, museum, water, straight, big, curly, short, long,

Communicative structuresI work at the museum. What are you looking for? You can’t destroy this wood. I can’t see anything. I want to stay here and look. Mark and Cathy like cycling.Can we help? There was a castle here. Have you got anything...? No, I haven’t. Hundreds of years ago. Get out of my wood! He wants to (go home) Run!Yes, he/she/it has. No, he/she/it hasn’t. Has the ghost got (long hair)?What are you looking for? I want to stay here and look.

Phonetics (rhythm, stress, intonation)


Los niños pueden representar la historia de la unidad, en grupos de cuatro, tras haber realizado el listening correspondiente, practicando así la entonación and el ritmo.

BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to their own reality via the vocabulary in the unit and knowledge of the story of King Arthur, thus leading to greater knowledge of different activities in English-speaking countries and other areas of the world.


Competence in linguistic communication, using the language as an instrument of oral and written communication which will be developed via activities of oral comprehension, vocabulary building and basic knowledge of phonetics

.e.g. Act out the short story in groups. GD. Page. 21.

Data processing and digital competence Pupils practise and familiarise themselves with the functioning of various digital and IT competences such as using the course CD to revise the oral contents of the unit, as well as the course web page: www.oup.com/elt/galaxy

Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unit Environmental education: Awareness of the value of old buildings and archaeological remains.

Cultural and artistic competence.Learn the story of King Arthur, upon which the short story Ghost Knight is based. GD page. 20.


Autonomy and personal initiative.Pupils can act out the story, alter listening to and reading it, which enables them to revise vocabulary and demonstrate initiative whilst participating GD, page. 21.

4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMHistory: pupils learn the story of King Arthur, the legend of whom British children are very familiar with. GD. page 20.

5.- TREATMENT OF DIVERSITY. GD. page 131


- Additional practice of the language of history using the story frames.


- Practise the expressions learnt using the characters in the story.- Write about one of the characters in episode 1 of the story.



6. - ASSESSMENT



- Match the characters in the story with some sentences.- Order sentences so they make sense.- Match pictures with vocabulary studied.- Answer questions about the story using the structures learnt.- Complete sentences with the vocabulary learnt

UNIT 1 SCHOOLS AND COMPUTERS

1. - TEACHING OBJECTIVES Identify and use the vocabulary of school subjects. Identify and say the language of what animals can or cannot do, have or do not have, etc. Identify and use the vocabulary school materials and activities. Listen to a short story and practise the language. . Read and write the language from the unit. Say and learn a song to practise the language of the theme. Play in pairs to ask and answer about activities they like. Write about what the class likes. Show comprehension of texts about British children. Write a text based on a model. Listen to and act out a conversation between a group of children. Listen to a dialogue to understand specific information. Practise questions and answers. Listen to, read and sing a song Complete the picture dictionary section. Self-assess work done during the unit. Complete exercises to consolidate grammar from the unit. Know/distinguish words with a particular phonetic feature: ‘ng’

2. - CONTENTS

BLOCK 1- Listening, speaking and conversing

Talk about the possible themes of the unit on the basis of the title and vocabulary Listen to, identify and repeat the vocabulary and basic expressions from the unit. Listen to a story and follow it in the book. Listen to a text and revise the structures via a substitution table. Learn how to ask questions using the Weekend poster. Learn and sing a song. Identify the number of syllables in words. Obtain specific information from an oral text. Play a game of elimination to practise structures and vocabulary from the unit. Learn a tongue twister and decipher its meaning. Act out a conversation after listening to it, concentrating on pronunciation. Interview a classmate using some tables provided and worked on in the unit. Listen to and sing a song about the internet and discuss the words. Participate in a contest to assess the level of learning of the language studied in the unitBLOCK 2- Reading and writing

Practise the written expression of new vocabulary and structures. Read and write sentences from a story. Complete the sentences from a song. Read and write sentences about a game of elimination.


Read and complete sentences using the verbal form like and the names of school activities. Cut out and prepare the Sentence Strips to play in class. Read the web page of a British school and obtain specific information. Complete some sentences based on a text. Write a text modelled on one provided. Complete the Picture Dictionary section of the unit. Invent simple sentences to complete a dialogue. Correct the errors in a text. Write a text about the profile of a friend, using a questionnaire completed earlier.Complete a series of written activities to assess the degree of learning in the unit


VocabularyACTIVE Art, book, calculator, dad, dancing, diary, dictionary, doing homework, doing tests, download pictures, drawing, DVD films, e-mail, English, English dictionary, folder, French, friend, geography, Help!, history, ICT, invitations, maths, music, paper, PE, Pen, pencil, playing the recorder, reading, rubber, ruler, school bag, school diary, science, sharpener, singing, videos, website, working on the computer, writing.PASSIVE Brave, carefully, easy, fins, football, fun, keyboard, machine, mouse, pop star, print, rock band, school, school activities, school objects, screen, small, tail, website, wonderfully, the days of the week.


ActiveCan you speak French? Do you like (maths)?, Do you like playing the recorder?Yes, I do. No, I don’t. Does he/she like reading? Yes, he/she does. No, he/she doesn’t. Follow the hippo onto the boat, Has she got a (calculator)? Yes, she has. No, she hasn’t. Have you got a (calculator)? Yes, I have/No, I haven’t.He also plays…/He plays…too, He does his homework, He likes …, He loves …He speaks … He’s got … /He hasn’t got … He’s/She’s got (art), Here it is!How are you? How do you spell science?, How old are you?, I can/can’t flyI’m looking! I’m waiting for Fiona and Alex. , I’ve got science, It can walkIt can’t fly, It doesn’t live in the ocean, It hasn’t got wings, It lives in the jungleIt’s got eight legs, Look in your bedroom. , She does her school work, She uses the Internet, They listen to music videos, We’ve got a maths exam today, What class are you in?, What’s the matter?, What’s the weather like?, What’s your favourite subject?, What’s your name?, Where is it?.PASSIVE Are you ready for school? Don’t worry, I can skate, I like surfing, I love searching the Internet, I’ve got a special interest, Look out!, Making waves, Off you go, Push the ‘big’ button, Quick! Let’s run! Ride a bike, Run!, That looks great!That’s right, That’s wrong; We’re going to miss the bus, Welcome to our class,Where’s Gracko? You put an animal in here, You’re Charlie.


THEME CENTRES OF INTERESTSchools and computers

School activities, likes and skills


The stress on wordsThe sound ng p. e.g. reading

BLOCK 4 -Socio-cultural aspects and intercultural awareness


Relate English to their own reality via knowledge of school activities and personal tastes and skills, thus leading to greater knowledge of different activities in English-speaking countries and other areas of the world..



.e.g. Sing the song The World Wide Web. CB. Page. 13.

Mathematical competence.Pupils learn to interpret some statistics about what class members like. AB. Pág. 9.


Also, in this unit pupils talk about how to use a computer, their habits at home, web pages, etc. GD. page 31, CB. Pág. 10.

Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unit Moral and civic education: The importance of having everything ready before doing something.

Cultural and artistic competence.Songs may be regarded as art forms. CB. Pág.13.AB page. 83, make a personal file about favourite activities and their school profile.

Learning-to-learn.Pupils reflect and reinforce personal initiative by living their opinion about different issues and learn to manage their resources via different study techniques; doing the AB exercises (pages 6-13), using the Picture Dictionary (AB. Pages. 60, 61), or doing the Extra Activities in the AB (page. 69), the “My English Grammar Book” section in the TG or preparing the “Portfolio” in the assessment notebook.

Autonomy and personal initiative.Pupils play a game in pairs, which enables them to revise vocabulary and demonstrate initiative whilst participating. CB, page 13.


IT: In this unit pupils learn more about computers, habits at home, web pages, etc. GD. page 31, CB. Pág. 10.

5. - TREATMENT OF DIVERSITY GD. pages. 131, 132, 133


- Additional practice of vocabulary of school subjects, via a list.- Additional practice of the structures It lives… / It doesn’t live…It can…/It can’t…

It’s got…/It hasn’t got… in combination with the vocabulary of animals.



- Additional practice of vocabulary of school materials and activities via the game Mime it!

- Additional practice of the structure Do you like…? In combination with the vocab-ulary of school activities

- Additional practice of comprehension and written expression of the texts.- Practise specific aspects of the photo story dialogue- Additional practice of the questions in a table.- Play Columns Game to practise vocabulary.


- Prepare a timetable to continue practising the structure I’ve got.- Pupils read and act out the story- Practise the oral expression of the structure I’ve got… in combination with school

materials.- Additional practice in pairs of the structure Do you like…? and I like/ I don’t like…

in combination with the vocabulary of school activities- Practise the language from the unit writing about other people.- Spontaneous practice of questions and answers.- Practise describing people in a group.- Draw and write about an animal that does not appear in the book.- Practise written expression using the profile sheets.

6. - ASSESSMENT

Formative assessment: Self-assessment Unit 1 (Activity Book, pages. 12/13 Teaching guide pag.38)


- Ask and answer questions orally- Listen to recordings and mark the correct answers.- Read a text and answer comprehension questions.- Write vocabulary related to the unit with the aid of pictures.- Complete sentences and write a short text

UNIT 2 AROUND THE WORLD

1. - TEACHING OBJECTIVES Identify and use the vocabulary of countries. Identify and use the vocabulary of free-time activities, feelings and fruit. Talk about where one was in certain months and what one did in certain years. Say and learn a song to practise language. Play in pairs to practise talking about the past. Read and write the language from the unit. Listen to a short story and practise the language. . Practise oral comprehension trying to obtain specific information. Read a web page in English. Listen to a dialogue to obtain specific information. Listen to and act out a conversation between a group of children. Practise questions and answers. Listen to, read and sing a song. Self-assess work done during the unit. Complete exercises to consolidate grammar from the unit. Know/distinguish words with a particular phonetic feature:’ed’ /t/ o /d/


2. - CONTENTS


Decide what the unit is going to be about by observing the title and the theme. Name the capital of different countries. Use the language of the story and focus on specific structures. Practise questions and answers using the Weekend poster. Learn a song to practise specific structures and vocabulary. Practise counting syllables in words via a recording. Practise oral comprehension trying to obtain specific information. Play a memory game to revise the vocabulary and structures from the unit. Learn a tongue twister. Participate in a quiz. Listen to and act out a conversation between a group of children. Obtain specific information from oral texts. Listen to, read and sing a song. Participate in a quiz to assess the level of learning of new language from the unit.

BLOCK 2- Reading and writing

Leer and write sentences from the unit story. Fill in the gaps in the song and complete new verses based on some pictures. Read and write sentences about a game played in the classroom. Write sentences about themselves using the pictures and information provided. Cut out and prepare the Sentence Strips to play in class. Read a web page to improve reading comprehension, and complete written exercises using

information provided. Complete the Picture Dictionary section of the unit. Complete a simple dialogue based on the photo story with invented sentences. Complete some answers and connect them to the corresponding questions. Prepare the real profile using information sheets. Complete a series of written activities to assess the degree of learning in the unit


Vocabulary

ActiveAngry, apples, Argentina, bananas, brave, Britain, cards, China, computer games, cousin, England, fat, football, France, Germany, good, guitar, happy, Ireland, Italy, kind, little, Morocco, oranges, peaches, pears, play basketball, play cards, play , computer games, play football ,play tennis, play the flute, play the guitar, play the piano, play the violin, rabbits, recorder, rich, sad, short, Spain, strawberries, strong, tall, tennis, The USA, tigers, trumpet, months, sports, animals.PassiveCage, fame, feelings, fruit, fun, glamorous, king, leisure time activities, magazine, ordinary world, picked, sailed, zoo.


ActiveHe loved eating, He robbed money from the rich, He was (tall). He wasn’t (short)He/She liked (cats), He/She lived in (Sherwood Forest), How do you spell guitar?How old are you? I liked inventions, I lived in Ireland, I was at the cinema, I was happy, I was with Tessie, I/He/She played the (trumpet), In 1965, Me? Scared? Of course I wasn’t scared, She likes …, She lives …, She plays …That’s right, That’s wrong, There’s a cat in a car with a hat and a scarf, They were (happy), Was it good? Yes, it was, Was your mum tired yesterday?We were really scared, Were you scared? , What was the film?


What’s goma in English? Where were you yesterday?, Who with?.PassiveBut that’s a horror film! Changed her life, Do you want to come to Ireland with me?Fiona’s telling us about the film, From nine to five, Gracko lived in China, Gracko was free, Here’s a story for you, I didn’t like, I don’t want to go to …I need a … card, I really liked it, I want to go to … I’ve got an ideaListen and copy me, Look, here’s a picture, Look, there’s Tessie, My invention was a success, She was a hit in France, She was a number one. What’s this? Where are the animals?


THEME CENTRES OF INTERESTAround the world Countries of the world

Free-time activities, feelings and fruit


The stress on wordsThe ending ed (/t/, /d/, /id/)

BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to their own reality via knowledge of the countries of the world, their flags and their customs, thus leading to greater knowledge of different activities in English-speaking countries and other areas of the world.


Competence in linguistic communication, using the language as an instrument of oral and written communication which will be developed via activities of oral comprehension, vocabulary building and basic knowledge of phonetics.e.g. Sing the song One hit wonder. CB. Page. 21.

Competence in knowledge of and interaction with the physical world.Pupils learn about different countries of the world and their flags, (CB. Page 14), are asked to find them on an atlas of the world and talk about the languages spoken in each. GD page. 38.


Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unitEducation for peace: Situations in life when pupils have pretended to be older than they actually were.

Cultural and artistic competence.Songs may be regarded as art forms. CB. Pág.21.AB page. 85, perform a simple artistic activity such as cutting out the sheets about different themes.Pupils learn about the legend of Robin Hood, and are encouraged to find more information on the internet. CB. Pág. 18. GD. page 46.





FINAL TASKPlay a card game, using the language learnt in the unit. Write the profile of a king or queen.


Art: PROJECT GD. page. 128Project 1 – A book about a famous personThe object of this project is to make a book in which pupils talk about a contemporary famous person using and extending the vocabulary and language studied in units 1 and 2.

5.- TREATMENT OF DIVERSITY. GD. pages 134-136.


- Additional practice of vocabulary of countries via a list.- Additional practice of the structures He liked…, He lived, He played…- Additional practice of vocabulary of fruit via the game Memory.- Additional practice of structures via the game Call my bluff.- Additional practice of the reading text.- Additional practice of the store dialogue.- Additional practice of the language of the card game- Play Columns Game to practise vocabulary.


- Additional practice of vocabulary of countries in combination with verb forms was and were.

- Read and act out store in groups of eight pupils.- Practise the structure I played… in combination with the vocabulary of free-time

activities.- Additional practice of structures via the game Invent a life.- Practise written expressions based on reading texts.- Practise spontaneous questions and answers.- Practise written expression using profile sheets.- Additional practice of the language from the song.

6. - ASSESSMENT

Assessment tools

Formative assessment: Self-assessment Unit 2 (Activity Book pages 20/21 Teaching guide page. 53)Summative assessment: Test 1 Assessment notebook pages. 18 - 21.



- Ask and answer questions orally- Listen to recordings and mark the correct answers.- Read a text and answer comprehension questions.- Write vocabulary related to the unit with the aid of pictures.- Complete sentences and write a short text




2. - CONTENTS


Talk about pictures which appear in episode 2 of the comic. Listen to the episode and follow the comic store frames.

BLOCK 2- Reading and writing Read a comic story. Read sentences about the text and answer yes or no. Order some words to make sentences. Circle the odd word. Match sentences with the corresponding pictures. Complete the speech bubbles with words from the table.


Vocabulary

Knight, ghost, sword, horse, rider, dragon, die, strong, sad, amour, museum, danger, castle, ride.


Don’t run away! I wanted to be a knight. I lived here hundreds of years ago. He always falls off his horse. Let’s ride to the castle. I think the castle is in danger. I want to be your friend. I lived here. Were you a knight of the Square Table?I was tall. I don’t like riding. Did you die? I’m sorry. The dragon was big and green. Its eyes were bright yellow. Turn left. Turn right. Go straight on.Go to the...


The listenings and the subsequent dramatisation of the story help children to learn and practise correct intonation and pronunciation in English. CB pages 22 and 23.

BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to their own reality via knowledge of the short store and its connection with the legend of King Arthur, thus leading to greater knowledge of different activities in English-speaking countries and other areas of the world



.e.g. Act out the short story. GD. Page. 55.



Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unitEducation for peace: The importance of friendship and helping one another.

Cultural and artistic competence.Plays may be considered art forms. GD. Page. 55.

Learning-to-learn. Pupils reflect and reinforce personal initiative by living their opinion about different issues and learn to manage their resources via different study techniques; doing the AB exercises (pages 22-23), the “My English Grammar Book” section in the TG or preparing the “Portfolio” in the assessment notebook..

Autonomy and personal initiative.Pupils act out the store alter reading and listening to it, which enables them to revise vocabulary and demonstrate initiative whilst participating. CB, pages. 22, 23.

4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMHistory: Remind pupils that the most famous knight in the legend of King Arthur was called Lancelot. GD. page 54.



- Additional practice of the language from the store playing Bingo.


- Additional practice of language in a more spontaneous manner.- Practise the expressions I want…/I wanted….

6. - ASSESSMENT


Assessment criteria (AB. Pages. 22, 23)At the end of this unit pupils are able to:

- Decide whether statements about the story are true or false, as a comprehension tool.

- Order sentences to make sense.- Find the odd word in a group.- Match sentences with corresponding story frames.- Complete sentences with the expressions studied.



UNIT 3 THE SPACE PIRATES

1. - TEACHING OBJECTIVES Identify and use the vocabulary of objects in a city. Identify and use the vocabulary of places in a city and prepositions. Learn to give directions. Say and learn a song to practise the language from the unit. Play in pairs to ask and answer orally where something is in the city. Read and write the language from the unit. Listen to a story and practise the language. . Listen to a dialogue about the city to obtain specific information. Show reading comprehension of a website about places of legend. Complete the picture dictionary section. Listen to and act out a conversation between a group of children. Practise questions and answers Listen to, read and sing a song Self-assess work done during the unit. Complete exercises to consolidate grammar from the unit. Know/distinguish words with a particular phonetic feature: ‘h’ /h/

2. - CONTENTS


Decide what the unit is going to be about by observing the title and the theme. Identify a series of terms from the unit and practise their oral expression. Listen to and comment on a story. Focus on and practise the structures in the unit. Play a game to revise vocabulary. Revise vocabulary and expressions practising the language from a story. Practise structures from the unit using substitution tables. Read and write sentences from a story. Practise questions and answers using a poster. Identify the places in a city and practise the oral expression of vocabulary and corresponding

prepositions Learn and recite a song and practise certain structures. Practise counting the number of syllables in words. Practise oral comprehension trying to obtain specific information. Play a memory game using certain structures. Learn a tongue twister using a poster. Participate in a quiz. Listen to and act out a conversation. Recite a song. Play a game to practise vocabulary using a plan. Listen to, read and sing a song. Participate in a quiz to assess level of language learnt.


Practise the written expression of new vocabulary and the structures from the unit. Fill in the gaps in a song with the missing words and and complete new verses based on

some pictures. Read sentences about the memory game and practise written expression of vocabulary. Write sentences about a plan for a friend. Cut out and prepare the Sentence Strips and play with them. Read a web page to improve reading comprehension. Read and match some sentences. Complete sentences with the language from the unit.


Complete the Picture Dictionary section of the unit. Complete a simple dialogue based on the photo story with invented sentences. Match questions with corresponding answers Play a game with a plan, guessing and indicating to a classmate in writing how to get to a

specific place. Participate in a quiz to assess pupils’ level of learning of the new language in the unit.


Vocabulary

ActiveAngry, bank, between, bookshop, bridge, bus stop, café, castle, church, cinema, funfair, happy, hospital, library, museum, near, next to, opposite, park, police station, restaurant, river, shop, sports centre, swimming pool, theatre, town hall, traffic lights, train station, zebra crossing, zoo.PassiveAir, beautiful, clean, clouds, covered, disappeared, download, dropped, explorers, favourite food, gold dust, hundreds, Indian, island, lake, lifts, mobile phones, outside, parts of a town, Cs, prepositions, sea, simple lives, sky, space pirates, street, temple, travel far, treasure, types, wave.

GrammarActiveAtlantis was an island; Do you want to (go to the cinema)? Does Alex like reading?Go past the (bus stop), Go straight on, Go to the (zebra crossing), Is it (near the museum)? It’s (next to) the café, It’s on the left/right. Look at the cook and the moon in the pool, No, it isn’t, No. That’s wrong, Please don’t be late, See you later, The people were very happy, There’s the … They lived/were/wanted/listened, Turn left, Turn right, Where are Sam and Alex? Where are you going? Where are you? Where were you last night?, Where’s the bus stop? Opposite the park, Yes, it is, Yes. Let’s meet at the café. Yes. That’s right.

PassiveCan you help us? City of the future, Come with me, Do you know Zeron?, Don’t need cars, Don’t worry, Excuse me! Can you tell me where? Give me the map, How did you do it? I know the way, I’m scared, I’m thinking of a place, It’s my/your go, Just over there, Me too,Thank you very much for your help, They’re always late, Too late, We want to (go to …), We’ve got a map, What do they want? Where’s the town hall? Who are they?


THEME CENTROS DE INTERESThe space pirates Places and objects in a city


Songs help children to learn correct intonation and pronunciation in English. Song The city of the future. CB. Pág. 31.

BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to their own reality via knowledge of school activities and personal tastes and skills, thus leading to greater knowledge of different activities in English-speaking countries and other areas of the world.




.e.g. Sing the song The city of the future. CB. Page. 31.

Competence in knowledge of and interaction with the physical world.Pupils learn about typical places and objects in a city. CB. Page. 27


Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unit Consumer education: The advantages and disadvantages of having a mobile phone.

Cultural and artistic competence.Songs may be regarded as art forms. CB. Pág.31.AB page. 87, perform a simple artistic activity such as cutting out the page of the map of the city and places of interest

Learning-to-learn.Pupils reflect and reinforce personal initiative by living their opinion about different issues and learn to manage their resources via different study techniques; doing the AB exercises (pages 24-31), using the Picture Dictionary (AB. Pages. 64-65), or doing the Extra Activities in the AB (page. 71) the “My English Grammar Book” section in the TG or preparing the “Portfolio” in the assessment notebook.


FINAL TASKGame in pairs with a plan, where children give directions to a classmate. They also write the directions

4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMHistory: Pupils learn about the stories of Atlantis and El Dorado and talk about them. CB. Pág. 28.

5.- TREATMENT OF DIVERSITY


- Additional practice of vocabulary of the city.- Additional practice of directions to get somewhere.- Additional practice of vocabulary of the city via the game Time limit.- Additional practice of structures via the game Secret agents.- Additional practice of the reading texts.- Additional practice of the dialogue from the story.- Additional practice of language using the plan.- Play Columns Game to practise vocabulary.


- Additional practice of the structures There is…/There are… in combination with the vocabulary of the city



- Read and act out the story in groups of seven pupils.- More spontaneous practice of vocabulary of the city with corresponding preposi-

tions.- Additional practice of structures via a game.- Practise written expression based on texts about places of legend.- Practise spontaneous use of questions and answers.- Practise written expression of directions to get somewhere.- Additional practice of language from the song.

6. - ASSESSMENT

Assessment toolsFormative assessment: Self-assessment Unit 3 (Activity Book, pag.30/31 Teaching guide pag.71)



UNIT 4 A HELPING HAND

1. - TEACHING OBJECTIVES Identify and use the vocabulary of helping with housework. Identify and use the vocabulary of parts of and objects in the house. Learn to ask and answer about what someone has done in the past. Say and learn a song to say what is in a house. Play in pairs to ask and answer orally about whether or not the robot did the housework. Read and write the language from the unit. Listen to a short story and practise the language. . Listen to a description of a house to obtain specific information. Demonstrate comprehension of a text about some British children in Victorian times. Listen to and act out a conversation between a group of children. Complete the picture dictionary section. Practise oral comprehension of a dialogue trying to obtain specific information. Learn and practise questions and answers Listen to, read and sing a song Self-assess work done during the unit. Complete exercises to consolidate grammar from the unit. Know/distinguish words with a particular phonetic feature: ‘v’ /v/

2. - CONTENTS


Decide what the unit is going to be about by observing the title and the theme. Identify and practise certain expressions. Listen to a store and practise the language. Practise structures from the unit using substitution tables. Practise questions and answers using a poster. Say and learn a song to practise the language from the unit. Practise counting syllables in words. Practise oral comprehension trying to obtain specific information. Participate in a quiz to revise the theme’s vocabulary. Play a memory game using certain structures and vocabulary. Learn a tongue twister with the help of the Tongue twisters poster. Participate in a quiz.


Listen to and act out a conversation between a group of children. Prepare a questionnaire, interviewing one another then writing a summary to practise the lan-

guage learnt in the unit. Play a game with the questionnaire. Make bar charts with the results of the questionnaire. Listen to, read and sing a song. Participate in a contest to assess level of learning of language in unit.


Practise the written expression of new vocabulary and certain structures. Read and write sentences from a story. Fill in the gaps in a song with the missing words and write new verses based on some pic-

tures Complete, read and write sentences about a memory game they have played. Cut out and prepare the Sentence Strips and play with a friend. Read a web page about British children in Victorian times and complete corresponding exer-

cises. Choose the correct answer to some questions based on a written text. Read a text and complete a table with the information provided. Write a new text similar to the

model. Complete the picture dictionary section. Complete a simple dialogue, based on the photo store, with invented sentences. Connect questions to corresponding answers. Complete a series of written activities to assess the degree of learning in the unit.


Vocabulary

ActiveBathroom, bed, bedroom, behind, bin, CD player, computer, cooker, desk, dining room, dishwasher, fridge, garage, hall, Hi. , in, jacket, kitchen, lamp, living room, mobile , hone, on, picture, printer, shower, sofa, telephone/phone, television/TV, under, video, washing machine.Passive Celebrate, doll’s house, Dracula, factory, free time, old, parts of a house, party, Rockies, rocking horse, sandy beaches, seals, surprise, sushi, things in a house, toy train, travel, with.


ActiveCan you ring my number please? Clean/cleaned the (floor), Cook/cooked the dinner,Did he/she (wash the dishes)? Yes, he/she did. No, he/she didn’t. Did Robo help (wash the dishes)? Yes, he did. No, he didn’t. Do you (wash the dishes)? Yes, I do. No, I don’t. Eight wet pets came to stay, Empty/emptied the bin, He didn’t go to school, He lived in England/Manchester. He started when …, He was (cold), His/her family was (poor), Is there a computer in your house? It isn’t under your bed, People wash the dishes, People washed the dishes, She didn’t help at home, She played at home, Tidy/tidied the bedroom, Walk/walked the dog, Wash/washed the dishesWater/watered the plants, What’s Fiona doing? Where’s my pencil? Under the table.

PassiveAre you ready for the party? Can we help?, Close your book, Come on. Let’s go, Finished, He can wash the dishes, Hello. How are you? Terrible! I can’t find my ….I don’t know, I’ve got an idea; It’s in your pocket, Just a minute,Let’s all clean the house, Look at the pictures, Please take this robot away!See you tomorrow, She lived 200 years ago, She was poor, She worked in the house of a rich family, that was the problem, that’s right.


That’s wrong. There you are! There’s a …, What’s the matter? What’s this?Where’s Gracko? Work hard, You can play.


THEMES CENTROS DE INTERESLend a hand Housework and household objects

Phonetics (rhythm, stress, intonation)/t/ and /d/ in the past of regular verbsThe sound /v/, e.g. video




.e.g. Sing the song Welcome back! CB. Pág. 39.

Competence in knowledge of and interaction with the physical world.Pupils learn about the parts of a house. CB. Page. 34.


Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unitCivic education: the importance of participating in housework.Education for peace: how children help at home and what they receive in return.

Cultural and artistic competence.Songs may be regarded as art forms. CB. Pág.39.AB page. 89, perform a simple artistic activity such as cutting out the weekly housework cardsPupils learn how children lived in Victorian England and compare that situation with present-day life in different parts of the world. CB. Pág. 36. GD. page 80.





FINAL TASKPrepare a questionnaire, interview one another and write a summary.


Art: PROJECTProject 2 – A brochure about school.The aim of this project is to prepare brochures like those given to new pupils, with a description of the school, employing and extending the vocabulary y, in general, the language studied in units 3 and 4.



- Additional practice of vocabulary of housework.- Additional practice of the structures Did you…? / Yes, I did. / No, I didn’t.- Additional practice of vocabulary of parts of the house via a game of dice.- Preparation of a housework diary, to practise subjects.- Additional practice of reading comprehension.- Additional practice of the story dialogue.- Additional practice of the questions corresponding to the sentences in a table.- Game of Columns Game to practise vocabulary.


- Additional practice of vocabulary of housework in combination with the structure He can….

- Picture dictation to practise the parts of the house and corresponding prepositions.- Additional practice of structures via the game Hot seat.- Composition about a child in Victorian times.- Practise spontaneous questions and answers.- Survey about housework to continue practising structures.- Additional practice of language from the song.

6. - ASSESSMENT

Assessment tools

Formative assessment: Self-assessment Unit 4 (Activity Book pages 38/39- Teaching guide page. 87)Summative assessment: Test 2 Assessment notebook pages. 22-25.






2. - CONTENTS


Orally revise the language and structures from previous units. Listen to the episode and follow the comic store frames.


Read a comic story. Answer the written questions about Episode 3. Order the words to make corresponding sentences. Write the names of the numbered places which appear on the map. Read some directions and deduce the destination.


Vocabulary

Jump, water, ghost, police station, zebra crossing, cinema, river, back.


I’m going to the police station. Turn left at the zebra crossing. Then go straight on at the cinema. You sit on the back. The river’s in front of you!We were in the wood. Did you find something? It was me. They can’t. I’m going to the police station. I think I can ride a bike. What’s a (zebra crossing)?How do I stop this thing? Did (Cathy) jump off the bike? Yes, he/she did. No, he/she didn´t.


The listenings and the subsequent dramatisation of the story help children to learn and practise correct intonation and pronunciation in English. CB pages 40, 41.




Competence in knowledge of and interaction with the physical world.Pupils reinforce what they have learnt to give directions and to read a map. AB. page. 41.



Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unitMoral and civic education: the importance of living good directions.

Cultural and artistic competence.Plays may be regarded as art forms. CB. Pages. 40, 41.


Autonomy and personal initiative.Pupils act out the short story in groups, which enables them to revise vocabulary and demonstrate initiative whilst participating. GD. page. 89.

4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMScience: Pupils learn how to give directions.

5.- TREATMENT OF DIVERSITY. GD. pages 141-142


- Additional practice of vocabulary from the store in combination with the structure What’s a…?.

- Additional practice of language from the store playing Bingo.


- Additional practice of questions with the structure Did…?- Invent continuation of the story, to practise more spontaneous writing.

6. - ASSESSMENT



- Answer comprehension questions.- Order sentences so they make sense.- Write vocabulary related to places in a city.- Follow directions to get somewhere.- Complete sentences with the expressions studied.

UNIT 5 THE EGYPTIAN TREASURE

1. - TEACHING OBJECTIVES Identify and use vocabulary related to the past. Identify and use the vocabulary of items of clothing, food and drink and and holiday objects.



Say and learn a song to talk about last week. Play in pairs to relate orally what someone did in the past. Read and write the language from the unit. Listen to a short story and practise the language. . Listen to what a girl did last Saturday, to obtain specific information. Demonstrate comprehension of a text about extinct animals. Listen to and act out a conversation between a group of children. Complete the picture dictionary section. Practise oral comprehension of a dialogue, trying to obtain specific information. Learn and practise questions and answers Listen to, read and sing a song Self-assess work done during the unit. Complete exercises to consolidate grammar from the unit.

2. - CONTENTS


Decide what the unit is going to be about by observing the title, the vocabulary and the theme. Identify and practise certain structures with verbs in the past. Listen to a story and practise the language. Play a guessing game to revise the verbs in the past. Practise counting syllables in words. Obtener información concreta sirviéndose de un texto oral. Play a game of elimination to revise vocabulary and structures from the unit. Learn a tongue twister with the help of the Tongue twisters poster. Participate in a quiz. Listen to and act out a conversation between a group of children. Learn and recite a song. Read aloud a store written by each group using an earlier writing game. Revise the vocabulary of the unit Listen to, read and sing a song. Participate in a contest to evaluate learning of the unit language.


Practise the written expression of new vocabulary and certain structures. Revise structures learnt using substitution tables. Read and write sentences from a story. Fill in the gaps in a song with the missing words and write new verses based on some pictures. Read and write sentences about a game of elimination. Write about a journey in which the children are the explorers. Cut out and prepare the Sentence Strips and play with a friend. Read a web page and and complete corresponding reading comprehension activities. Write sentences using the language from the unit. Complete the picture dictionary section. Complete a simple dialogue, based on the photo story, with invented sentences. Connect questions to corresponding answers. Play a writing game. Complete a series of written activities to assess the degree of learning in the unit.


Vocabulary

ActiveAte, boots, Britain, brown/green boots, buy/ bought, eat/ate, drink/drank, camera, canoe, carrots, cheese, China, chocolate, drank, Egypt, go/went, ham, have got/had, hunted, ice-cream, jacket,


jeans, juice, jumper, killed, lived, looked, map, milkshake, monkey, peanuts, popcorn, read/read, see/saw/, shirt, snake, spider, tasted, tent, The USA, tomatoes, toothbrush, torch, was, wear/wore, went, whale.PassiveBats, clothes, Egypt, eye, famous explorer, food and drink, friend, holiday things, killed, last week, mammal, monster, pyramid, rats, Really!, said, sat down, secret, secret agent, skeletons, sorry. , statue, strange, teeth, tomb, toothbrush, treasure, wall, yesterday.


ActiveAlbert didn‘t go, Bought/didn’t buy, Can you skateboard? Yes, I can. Did you (play with your new computer game)? No, I didn’t. , Do you walk the dog?He/She said …, He/She wore …, I (cleaned the windows), I didn’t watch TV,I/He went / didn’t go to a party, In the end they saw each other again / didn’t see each other again, They ate …They saw …, They went to …, Was it hot yesterday? No, it wasn’t. Went/didn’t go, What did you do at the weekend? What’s your favourite food? Pasta, Wore/didn’t wear.PassiveA football ticket, A head like a wolf, A pouch … like a kangaroo, A tiger, a spider and a bear on a chair, All weekend? Are you sure?, Busy street…don’t like …, Don’t worry, Help! Run!, I’m coming,In the end all the dodos died, It didn’t (fly), It lived on the ground, It tasted horrible, It was very big, It’s from mum, It’s really true! My face was red, My latest enemy, My mission was complete, Not really, Oh dear! People came from Europe, People hunted it, Please tell us about it, Quite handsome, Stripes on its back, That’s amazing! The size of a mini-bus,There was a reason, They brought pigs, They’re only (bats), To make shoes from its skin, Tomorrow’s match, What’s that? You followed me.


THEME CENTRES OF INTERESTThe Egyptian treasure The past

Items of clothing, food and drink, holiday objects


Verbs in the present and past e.g. see / saw Repetition of a sentence to express surprise.


3- CONTRIBUTION TO THE DEVELOPMENT OF BASIC COMPETENCES IN THIS UNITSee in the introduction the general features of the contribution of learning the target language to the basic competences and in particular how they are reflected in this unit:

Competence in linguistic communication, using the language as an instrument of oral and written communication which will be developed via activities of oral comprehension, vocabulary building and basic knowledge of phonetics.e.g. Sing the song Secret agent. CB. Page. 49.


Competence in knowledge of and interaction with the physical world.Pupils learn about extinct and endangered species. CB. Page. 46


Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unitEducation for peace: the importance of respecting and understanding other cultures when we travel and are on holidayEnvironmental education: care for and respect nature and animals threatened with extinction.

Cultural and artistic competence.Songs may be regarded as art forms. CB. Pág.49.AB page. 91, perform a simple artistic activity such as cutting out the page of a writing game.



FINAL TASKPlay Consequences: a British game which involves writing a story and reading it to the class.


Science: Pupils learn about extinct and endangered species, and try to find out about other endangered animals, appreciating the importance of protecting these species so that they do not disappear. CB. Pág. 46



- Additional practice of irregular simple past.- Additional practice of the structure didn’t…- Additional practice of vocabulary learnt via the game Odd one out.- Additional practice of structures I went… I saw…, etc.- Additional practice of comprehension and written expression of reading texts.- Additional practice of story dialogue.- Additional practice of language via the game Consequences.- Game of Columns Game to practise vocabulary.


- Additional practice of the verbs eat, drink, buy, go wear, read.- Read and act out story in groups of six pupils.- More spontaneous practice of all vocabulary learnt so far.- Additional practice of structures I went… I saw…, etc.



- Additional practice of structures via a game.- Composition about extinct animals.- Additional practice of questions and answers.- Writing practice via a magazine article.- Additional practice of the language from the song.

6. - ASSESSMENT

Assessment toolsFormative assessment: Self-assessment Unit 5 (Activity Book, pag.46/47 Teaching guide pag.105)



UNIDAD 6 FAME AND FORTUNE

1. - TEACHING OBJECTIVES Identify and use the vocabulary of professions. Identify and use adjectives referring to people, and future events. Learn to say what is going to happen. Say and learn a song to ask about the future. Play in pairs to compare people orally. Read and write the language from the unit. Listen to a short story and practise the language. . Listen to descriptions to obtain specific information. Demonstrate comprehension of a web page with information about the organism. Listen to and act out a conversation between a group of children. Complete the picture dictionary section. Practise oral comprehension of a dialogue trying to obtain specific information. Learn and practise questions and answers Listen to, read and sing a song Self-assess work done during the unit. Complete exercises to consolidate grammar from the unit. Know/distinguish words with a particular phonetic feature: /i:/ and /i/

2. - CONTENTS


Decide what the unit is going to be about by observing the title and vocabulary of the theme. Identify certain terms and structures and practise their oral expression. Listen to a story and practise the language. Play a game to revise the vocabulary and language from the story. Practise the structures from the unit using a substitution table. Practise counting syllables in words. Practise questions and answers using a poster. Identify what some adjectives are describing. Learn and recite a song and use it to practise certain structures. Obtain specific information from an oral text. Participate in a short quiz to revise adjectives. Learn a tongue twister with the help of the Tongue twisters poster. Participate in a quiz. Listen to and act out a conversation between a group of children.


Complete a simple dialogue based on the photo story with invented sentences. Predict a classmate’s future using the language learnt in the unit. Cut out and fill in a card from a game of guessing the future and play with a classmate. Listen to, read and sing a song. Participate in a contest to assess level of leaning of unit language.


Practise the written expression of new vocabulary and certain structures. Write the summary of a story. Fill in the gaps in a song with the missing words and write new verses based on some pic-

tures Read and write sentences related to a game. Write some sentences in which children compare themselves with certain animals. Cut out and prepare the Sentence Strips and play with a friend. Read a web page and complete some sentences using the language from the unit. Complete the Picture Dictionary section. Complete some questions and connect to corresponding answers. Complete a simple dialogue, based on the photo story, with invented sentences. Write a classmate’s future. Complete a series of written activities to assess the degree of learning in the unit.


Vocabulary

ActiveArtist, book, body, bones, braver, bus driver, cinema, detective, doctor, fast, faster, fastest, film star, footballer, funfair, grow, hairdresser, hairs, head, heart, loudest, noise, old, older, poor, restaurant, rich, scientist, shops, short, shorter, singer, skin, slow, slower, smell, strong, stronger, tall, taller, teacher, thickest, water, weak , weaker, win, with, young, younger, countries, the weather, the future, the family.PassiveAutumn, cyber galaxy, describing people, different, elephant, greatest, hare, help!, human, in the future, king, litre, minute, name, people, president, resident, rhino, scarier, spring, summer, superhero, times, tree, whale, winner, wiser.


ActiveAre you going to play tennis next weekend? At seven o’clock, Be famous,Buy a (car); Did you listen to music last night? Do you want to come (to the sports centre)? Does your dad like fast cars?,Get married, Have children, He/She’s going to live in the USA,He’s eating his cheese with chips! He’s going to be …, He’s/She’s got a pencil/a ball/glasses/scissors/a book/a dog/curly hair,He’s/She’s wearing a coat/a hat/a dress, I’m /You’re going to be a film starI’m going to fall in love; I’m (taller) than Lisa, In the future, Is your mum a scientist? It’s going to be/live/have, No, he doesn’t. No, thanks, She’s going to be (rich), That’s a good idea, This is going to be easy, We’re going to (play tennis), What are you going to do tonight? Yes, he is. Yes, I am, You’re going to be a …, You’re going to have …, You’re going to live in …; You’ve going to buy (a house). PassiveAre you sure …? Can we go?, Drivers were surprised by the singing of this bird, Er … No thanks, Girls against boys, Good shot, I bet we win, I don’t know,I’m really tired, Let me see …, Let’s go! Let’s have a game,


Look! We’re in Sydney, Please, can I go? Rosa was right, See you there are two o’clock, Stop asking questions! This is where Rosa lives, Today there was a terrible traffic jam in the city, What’s that noise?You like drawing, You played really well,


THEME CENTRES OF INTERESTFame and fortune Professions

PeopleThe future


The sounds /i:/ and /i/, e.g. weak and rich. Stress on the important words in the sentence, which are the ones in capital letters.

BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to their own reality via knowledge of professions, thus leading to greater knowledge of different activities in English-speaking countries and other areas of the world.


Competence in linguistic communication, using the language as an instrument of oral and written communication which will be developed via activities of oral comprehension, vocabulary building and basic knowledge of phonetics.e.g. Sing the song Superhero. CB. Page. 57.

Competence in knowledge of and interaction with the physical world.Pupils learn curious things about the human body via a test. CB. Page. 54


Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unitMoral and civic education: Sport and its importance. Education for peace: Respect for people’s physical appearance.

Cultural and artistic competence.Songs may be regarded as art forms. CB. Pág.57.AB page. 93, perform a simple artistic activity such as cutting out the dice of fortune.



FINAL TASKPlay with a cut-out to predict a classmate’s future, and then write about it.



4. - RELATIONSHIP WITH OTHER AREAS OF THE CURRICULUMArt: PROJECTProject 3 – The diary: a day in the life of...The aim of this Project is to make a diary in which pupils talk about what they do for several days, using and extending the vocabulary and, in general, the language they have studied in units 5 and 6.

5.- TREATMENT OF DIVERSITY


- Additional practice of vocabulary of professions.- Additional practice of the structure He’s /She’s going to…- Additional practice of vocabulary related to the future.- Additional practice of comparative adjectives.- Additional practice of reading text.- Additional practice of store dialogue.- Additional practice of the structure I’m going to.- Game of Columns Game to practise vocabulary.


- Additional practice of the structure going to in combination with the vocabulary of the weather.

- Read and act out the story in groups of eight pupils.- More spontaneous practice of adjectives used to describe people.- Write an advert to practise the language.- Practise questions and answers in groups.- Additional practice of structures via the game Predictions.- Additional practice of the language from the song.

6. - ASSESSMENT

Assessment tools

Formative assessment: Self-assessment Unit 6 (Activity Book pages 56/57 Teaching guide page. 121)Summative assessment: Test 3 Assessment notebook pages. 26-29.

Assessment criteria (Assessment notebook. Pages. 26-29. Test units 5-6. Test final. Págs. 30-33)

At the end of this unit pupils are able to:





2. - CONTENTS


Revise the story practising oral expression. Listen to the episode and follow the comic story frames.

BLOCK 2- Reading and writing Read a comic story. Read and order some sentences Order words to make corresponding sentences. Complete some sentences according to pictures. Complete a dialogue with some speech bubbles and write about a ghost in the past.


VocabularyJobs, bulldozer, dragon, hole.


You can’t destroy the wood! Something’s coming out of the water. It’s big and green. It’s got bright yellow eyes. Here’s part of the old castle.You saved the castle. Now you are Knight of the Square Table. We’re going to destroy it all. He can ride a bike! They’re coming out! This is going to be a famous monument. Run away!




Competence in linguistic communication, using the language as an instrument of oral and written communication which will be developed via activities of oral comprehension, vocabulary building and basic knowledge of phonetics.e.g. Act out the story. GD. page 123.


Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unitMoral and civic education: the importance of saying thank you.

Cultural and artistic competence.



Plays may also be regarded as art forms. CB. Pages. 58, 59.


Autonomy and personal initiative.Pupils act out the story and demonstrate initiative while participating. CB. Págs. 58, 59.


Science: Pupils revise different professions. AB. Pág. 59



- Additional practice of the language from the deciding whether certain sentences are true or false.

- Additional practice of the language from the store playing Bingo.


- Additional practice of interrogative sentences.- Summary of the story, to practise more spontaneous writing.

6. - ASSESSMENT



- Order sentences, following the plot of the story.- Order words within sentences so they make sense.- Write vocabulary related to professions.- Draw. A picture and complete sentences with the expressions studied.

CHRISTMAS

1.- TEACHING OBJECTIVES Remember and learn about how Christmas is celebrated in Anglo-Saxon coun-

tries, and about who Father Christmas is Read and listen to a play. Rehearse a play and perform it in groups. Practise comprehension and written expression of vocabulary of Christmas.


The lessons about British festivals Hill coincide with the appropriate dates: Christmas at Christmas, and St Patrick’s Day on March 17

2. - CONTENTS


Remember and learn about how Christmas is celebrated in English-speaking countries. Rehearse and perform a play.

BLOCK 2- Reading and writing Read a play. Practise reading comprehension of Christmas vocabulary.


VocabularyActiveChristmas party, Father Christmas, snow, beard, sleigh, jelly, ice-cream, games, play, real. Passivehead teacher, green clothes, elf, late, stuck, fantastic, helper.


ActiveMerry Christmas.PassiveCan I come too? I don’t want to be Father Christmas, You’re not Father Christmas, I’m not Father Christmas, The children love him, Is it an aeroplane? No, it’s a sleigh.


THEME CENTRES OF INTERESTChristmas Christmas in other countries


BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to their own reality via knowledge of the celebration of Christmas in English-speaking countries and other areas of the world and compare them with their own.



.e.g. Act out the story. CB. Págs. 60 and 61.




Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unitMoral and civic education: importance of collaborating with classmates.Education for peace: Respect for and tolerance of other cultures.


Learning-to-learn.Pupils reflect and reinforce personal initiative by living their opinion about different issues and learn to manage their resources via different study techniques; completing the “My English Grammar Book” section in the TG or preparing the “Portfolio” in the assessment notebook..

Autonomy and personal initiative.Pupils perform a play, which enables them to revise vocabulary and demonstrate initiative whilst participating CB, page. 60 and 61.


Civic Education: pupils recall that at this time of year there are other celebrations particular to different religions: Chanukah (Jewish), Diwali (Hindu), Ramadan (Muslim).



- Additional practice of the language from the play.


- Additional practice of vocabulary of Christmas presents.

6. - ASSESSMENT

Assessment toolsObserve team work during preparation of playComplete Photocopy Master activities 31 and 32.

Assessment criteria Photocopy Master 31 and 32At the end of this unit pupils are able to:

- Use vocabulary related to Christmas.- Perform a Christmas play.- Match some pictures- Complete a crossword- Write a short composition about Christmas- Do a word search with the vocabulary learnt

PATRICK´S DAY1.- TEACHING OBJECTIVES

Learn and revise things about how St. Patrick’s Day is celebrated in English-speaking countries.

Read and listen to a play. Rehearse a play and perform it in groups. Practise comprehension and written expression of vocabulary of St. Patrick’s Day.


2. - CONTENTS


Remember and revise things about how St. Patrick’s Day is celebrated in English-speaking countries.

Rehearse and perform a play.


Read a play. Practise reading comprehension of vocabulary of St. Patrick’s Day.


Vocabulary

ActiveSaint Patrick’s Day, pot of gold, granddad, tree, ribbon, leprechaun.PassiveThousands, word, grab, trick, parade, under.


Take me to your pot of gold, He tricked me! I haven’t got a spade He didn’t move the ribbon, Follow me! That’s my ribbon.


THEME CENTRES OF INTERSTSt. Patrick St. Patrick in other countries


BLOCK 4 -Socio-cultural aspects and intercultural awarenessRelate English to their own reality via knowledge of the celebration of St. Patrick’s Day in Ireland and Irish customs and compare them with their own






Social and civil competence, as learning a language involves knowledge of cultural features and facts related to speakers of the language which may be studied in parallel fashion in the unitMoral and civic education: importance of collaborating with colleagues.Education for peace: Respect for and tolerance of other cultures.


Learning-to-learn.Pupils reflect and reinforce personal initiative by living their opinion about different issues and learn to manage their resources via different study techniques, and completing the “My English Grammar Book” section in the TG or preparing the “Portfolio” in the assessment notebook..

Autonomy and personal initiative.Pupils perform a play, which enables them to revise vocabulary and demonstrate initiative whilst participating. CB, page. 62 and 63.


History: Pupils learn the store of St.Patrick, the patron saint of Ireland.



- Additional practice of negative sentences.


- Additional practice of written and oral expression.

6. - ASSESSMENT

Assessment toolsObserve team work during preparation of playComplete Photocopy Master activities 33 and 34.

Assessment criteria Photocopy Master 33 and 34At the end of this unit pupils are able to:

- Explain how St. Patrick’s Day is celebrated.- Perform a play about the story Leprechaun’s Gold.- Match pictures with corresponding sentences.- Complete a crossword- Find sentences in a maze- Complete a text with vocabulary studied


CLASSROOM PROGRAMME - GALAXY 5: YEAR 2010/2011*

This classroom programme is part of the curriculum for primary education and the curriculum project for the area which OUP has designed for the Galaxy method of teaching-learning the English language.

Designing a classroom programme is a very special task, as each centre, depending on its type and curricular project, each class, depending on its diversity, and each teacher, according to his/her teaching experience, runs a different classroom programme in terms of particular characteristics but a similar one in a more general sense

Within this general context, and on the basis of openness and flexibility as a useful and efficient tool for primary school teachers, the Galaxy editorial project has prepared this classroom programme.

The abbreviations and symbols employed are as follows:

In the activities section:SB- Student’s Book TG- Teaching guide p. - page PM- Photocopy Masters BookAN – Assessment Notebook

In the skills section:DS – Communicative SkillsL- Listening Comprehension S- Oral ExpressionR- Reading Comprehension W- Written Expression

And in the interaction section: IN- InteractionIW- Individual Work GW – Group Work PW- Pair Work AC – All the ClassT-Ss- Teacher-Students


StarterObjectives Activities Skills Interaction. Time Material

Session 1

Introduce the students to some of the main characters in the book and to “Aunt Ellie's laboratory.”

CB p. 2-3 Preliminary activity-Looking closely at characters and elements in the laboratory. T: “This is Aunt Ellie. This is Gracko. He can talk. He’s Aunt’s Ellie’s friend”.-Examining the “Ellie mobile” (machine that travels in time and space ). -Examining the computer. T: “ This is Aunt Ellie’s computer”. Look at the pictures: these are the people and places you will be visiting this course. -Examining the printer: “What’s this? This is Aunt’s printer”. Explain that they will be seeing the pictures in more detail in the next session, when they are printed.

L /S T /Ss 1. 10-15’

-CB-AB-CD 1

Present the song section in the book to the students. Practise the “I’m a jukebox”song..

CB p. 2 L1 Song: “I’m a jukebox”. -T: “This is a jukebox. It plays songs”. -Explain to the Ss that they will be listening to a song about “Aunt Ellie”. Ask the Ss to say what words they think they will hear. T writes them on the board. -Listen to the song and check out what words on the board match those they heard.

2. L /S /R

2. T /Ss 10’

Distinguish between “he” and “she”. AB p. 2 Act. 1 Write ‘She’ or ‘he’-Read the phrases with the Ss and complete them orally. -Ss do the activity individually. -The whole class participates in corrections.

LSRW 3. T /Ss – IW

3. 10’

Write phrases about what the different objects in “Aunt Ellie's lab” can do.

AB p. 2 Act. 2 Follow and write.-Ss follow the paths and write the phrases. -All participate in corrections.

LSRW 4. IW – T /Ss

4. 10’

Revision of the vocabulary from previous levels .

AB p. 2 Act. 3 Match the words and the pictures. Draw the missing pictures.-Ss match the words with the pictures.

5. R /W 5. IW – PW T /Ss

5. 10’


StarterObjectives Activities Skills Interaction. Time Material

Session 2

Recall aspects of “Aunt Elli's laboratory”.Review the song: “I’m a jukebox”.

TB p. 18 L1 Preliminary activity-T asks Ss to remember five things from “Aunt Ellie's laboratory”. -Sing the song in session 1. Make two groups: Ss of each group sing the verses in turn.

L /S /R T /Ss 5-10’ -CB-AB-CD1-Questions poster

Familiarise students with the “Questions” poster.Review five questions and answers from previous levels.

CB p. 3 Questions-Look closely at the geometric figures. Ss say the colours and figures. -T hangs up the “Questions poster” and explains that each figure stands for a question. -Play the “Questions game”: a student picks a figure. T. asks the corresponding question and writes it on the board. Ss practise asking questions in a chain: : “Juan, asks Maria. María, asks Juan, etc.”-Questions:Star: What’s your name?Circle. What’s your telephone number?Triangle: How old are you?Rectangle: What’s your favourite colour?Square: Where do you live?-Play: “Question shapes”: T asks a question. Ss says the colour and geometric shape: “What’s the green square question?” and Ss ask : “Where do you live?”. T answers: “Calle Ciudad real”.

L /S /R T /Ss 15’

Become familiar with the book CB p.3 Find the page-Look closely at the objects on the page coming out of the printer. Ss name them in English. T writes them on the board. -Ss look for these objects in the book. . T writes the number of the page of the book on the board :Sandwiches (34), Sunny (44), Boat (51)Trousers (16), granny (8), bear (26)

L /S /R IW or PW T /Ss

5-10’

Reinforce the questions in the poster that were introduced in the session.

AB p. 3 Reinforcement of poster questions -Pre. T: “Point to Ellie Brown/ 36...”.-T: “Listen to Aunt Ellie and circle the correct information”.-Ss complete the chart with personal information and that of two other Ss after interviewing them orally.

L/S/R/W T /Ss - IW PW

15’

Reinforce key vocabulary. AB, p. 3 Act. 3 Look at the pictures on the book. Write.-Ss fill in the crossword and discover a word.

W /R IW 5-10’ (H)

Make a bag to store the “Sentence Strips”in.

AB p. 81 Cut-out -Remind Ss of the activity. “Wordstrips” activity in Galaxy 3 and 4. -Look closely at the back cover of the AB and explain what the “Sentence Strips” activity will be like. -Make the bag. T: “Cut here, fold, write your

L /S T /Ss 10-15’


name here”.

The Pop Star (Episode 1)Objectives Activities Skills Interaction. Time Material

Session 1

1. Contextualise “The Pop Star” comic. 1. TB, p. 20 Preliminary activity. -Conversation with the Ss: “Do you like pop music? What’s your favourite singer/ Song?” I: “Song, pop star”. -Explain that they will be reading a story about a “pop-star”

1. L /S 1. T /Ss 1. 10’ -CB-AB-CD1

2. Read and understand the episode in the comic.

2. CB, p. 4-5) L3 Listen and read. -Ss look closely at the story and explain what they think it is about. Ask for the name of the main characters. I: “Glasses”. -Play L3. Ss listen and follow in the book. -Make questions in LL1 about the story : “Who is Ricky Partridge?, etc.”. -Play L3 again. Ss point out who the speaker is.

2. L /S /R 2. T /Ss 2. 20-25’

3. Write the answers to the questions to show comprehension of the episode in the comic.

3. AB, p. 4 Act. 1 Circle yes or no. -Ss answer the questions individually. - T corrects with all the Ss.

3. R /W 3. IW – T /Ss 3. 10’ (H)

4. Written comprehension of dialogue lines..

4. AB, p. 4 Act. 2. Match. -Ss individually match the texts with the characters. - T corrects with all the group-class.

4. R /W 4. IW – T /Ss 4. 5’ (H)

Session 2

5. Recall the episode of “The Pop Star”read in the previous session.

5. TB, p. 21 Preliminary activity. -Conversation with Ss about episode 1 in “The Pop Star”. Ask what words in English they remember. -Comment that they will be reading the episode again.

5. L /S 5. T /Ss 5. 10’ -CB-AB-CD1


6. CB, p. 4-5) L3 Listen and read. -Play L3. Ss listen and follow in the book. -Ask questions in LL2 about the story: “Does Eric like pop music? (Yes) Where is Ricky Partridge today? (In Hyde Park) Where do Eric and Jen go? (To the park/ To Hyde Park) has Eric got glasses? (Yes) Is he wearing his glasses? (No) Does Eric look like Ricky Partridge? (Yes) Are they happy at the end? (No)”. -Play L3 again. T pauses after: « Sorry » (Frame 7) ; « This is terrible » (Frame 10); « Let’s go, Vinnie » (Frame 13). Ss have to say what comes next in the story.

6. L /S /R 6. T /Ss 6. 20-25’

7. Complete written phrases to show comprehension of the episode in the comic.

7. AB, p. 5 Act. 1 Write sentences. -Ss write phrases about how the characters are dressed. - T corrects with all the Ss.

7. R /W 7. IW – T /Ss 7. 10’ (H)

8. Complete the text of the song with the words in the list. .

8. AB, p. 5 Act. 2. Complete Ricky’s song. -Ss look closely at the picture and complete the text of the song with the words in the box.

8. R /W 8. IW – T /Ss 8. 5’ (H)


-T corrects with all the group-class.

UNIDAD 1. People and petsObjectives Activities Skills Interaction. Time Material

Session 1

1. Present the unit topic. 1. CB, p. 6 / TB, p. 22 Preliminary activity . Ss read the title of the unit and look closely at the vocabulary in the pictures. T asks them what they think they will be doing in this unit (Describing people).

1. L /S /R 1. T /Ss 1. 5’ -CB-AB-CD1

2. Introduction and oral practice of: “Blue eyes, brown eyes, glasses, freckles, fair skin, dark skin, long hair, short hair, curly hair, straight hair”.

2. CB, p. 6. L4 Listen and repeat. -Books closed. T writes on the board: “Eyes, hair”. Ask the Ss to say words to describe these. T writes on the board:: « big eyes, long hair, etc. ». -Open the book. Check what words coincide with the ones said. -Play L4. Ss listen and point out the words in the book. -Play L4. Ss listen and repeat. -Game: “What’s missing?”. T says the scrambled words leaving one out.; Ss have to guess what word is missing.

2. L /S /R 2. T /Ss 2. 10-15’

3. Listen to a story. 3. CB, p. 6-7 L5 Listen to the story. -Pre-listening: comment the first frame: “Who can you see? (Aunt Ellie and Gracko) Where are they? (In Aunt Ellie’s laboratory)” I: “Charlie and Lisa” (cousins) and the robot. -Ss listen to the story. -Ss make a summary of the story in LL1. -Ss listen to the story once again. -Ss say what words from the vocabulary in Act. 2 they heard and which they already know. T introduces the words they don't know.

3. L /S /R 3. T /Ss 3. 10-15’

4. Introduce the “I’ve got... He’s got... She’s got” structures..

4. TB p. 23 Structures 1 / CB p. 7 -Examine the phrases in the box « I’ve got brown eyes » and « He’s got curly hair ». Look for them in the comic to contextualize them. T: “”Who’s talking? Who’s he talking about?” in order to make clear who we refer to when we use one person or another. -Introduce “She’s got...” and explain contractions: “I have (I’ve got); He has got (He’s got); y She has got (She’s got)”. -Practise the oral expression of these phrases.

4. L / S/ R 4. T /Ss 4. 10’

5. Practise written expression of new vocabulary.

5. AB, p. 6 Act. 1 Write. -Ss write the words individually.

5. R /W 5. IW 5. 5-10’ (H)

6. Practise written expression of structures 6. AB, p. 6 act. 2. Read and write. 6. R /W 6. IW – T /Ss 6. 5-10’


in activity 4 combining them with the new vocabulary.

-Pre: can be done orally. -Ss do the activity individually.

(H)


Session 2

7. Revise the different parts of the face. 7. TB, p. 24 Preliminary activity. -T describes a student: “Dark skin, short hair, brown eyes, glasses...”. Ss have to guess who it is. The one who guesses describes another student.

7. L /S 7. T /Ss 7. 5-10’ -CB-AB-CD1 -PMB. A photocopy of p. 1 for each student (Optional).

8. Practice the language in the story. 8. CB, p. 6-7. L5 Listen to the story. -Ss explain what they remember of the story they listened to in the previous session. They are to say as much as possible in English. -Ss listen to the story and follow it in the book. -T reads phrases ; Ss have to say the number of the corresponding frame. -T reads phrases: Ss have to say what characters say them. -T chooses a frame and reads the first dialogue box. A Ss has to read the following one. Encourage the use of adequate intonation. .

8 L /S /R 8 T /Ss 8 10-15’

9 Introducing structures : “I haven’t got... Charlie/ He hasn’t got...”. .

9. TB p. 24-25 Structures 2 / CB p. 6-7 -Examine the phrases in the box « I haven’t got freckles” and “Charlie hasn’t got straight hair”. Look for them in the comic, to put them into context. T: “”Who’s talking? Who’s he talking about?” to clarify who we refer to when we use one person or another. -Write the phrases on the board. Make clear to the Ss that “haven’t” = “have not” and “Hasn’t” = “has not”. -Practise the oral expression of these phrases.

9. L / S/ R 9. T /Ss 9. 10’

10. Practice of oral and written expression of structures introduced in sessions 1 and 2.

10. AB, p. 7 act. 1. L6 Listen and trace. -Ss listen to L6 and build the phrases they hear with what's being said. -Ss listen to L6 and trace the phrases they hear with a pencil. -Pairs: S1 builds a phrase ; S2 follows the words that are said in the substitution table. -Ss use the table to build phrases about themselves and a fellow student.

10. L/S/R/W

10. T /Ss- PW IW

10. 10-15’

11. Write phrases of the introduction story in the unit. .

11. AB, p. 7 Act. 2. Write. -Ss write the phrases in the corresponding speech bubbles.

11. R /W 11. IW 11. 5-10’ (H)

* Revise some of the colours.* Reinforce comprehension of vocabulary used for describing people. * Complete written descriptive phrases.

Reinforcement and/or extension activities. * PMB, p. 1. Act. 1 Read and colour.* PMB, p. 1. Act. 2. Write.

* PMB, p. 1. Act. 3. Write and colour.

* R /W* R /W

* R /W

* IW* IW

* IW

* 5’ (H)* 5’ (H)

* 5-10’


* Finish descriptive texts. * PMB, p. 1. Act. 4. Write and colour. * R /W * IW (H)* 5-10’ (H)

UNIDAD 1. People and petsObjectives Activities Skills Interaction

.Time Material

Session 3

12. Learn the questions : “How are you ? What’s the weather like? What’s ‘marrón’ in English?”.

12. TB, p. 26 Preliminary activity. -T asks in turn : T: “How are you ?” Ss: “I’m fine, thank you” o « I’m Ok ». Ss ask the question and answer in chain manner. T: “Marcos, ask Juan”. -Do the same with the other questions. . Ss: “It’s (sunny)”, “It’s (brown)”.

12. L /S 12. T /Ss 12. 10’ -CB-AB-CD1 - “Questions” Poster. -PMB. 1 photocopy of p. 2 for each student (Optional).13. Identify and practise the oral

expression of vocabulary related with members of the family and pets.

13. CB, p. 8. Act. 1 L7 What can you see? Listen, point and repeat. -Ss cover the word list and look closely at the picture. Ss say the names of the pets and members of the family they know. -In pairs, they find in the picture each of the words in the lists. -Help with the more difficult words. -Listen to L7. Ss listen and point out the pictures. -Listen to L7. Ss Listen and point out the words. -Listen to L7. Ss listen and repeat.

13 L /S /R 13 T /Ss – PW

13 10-15’

14. Listen to and sing the song “My dad’s got a tortoise”. Structure practice of : “My ...’s got a ...”. Vocabulary practice of semantic fields: “Pets” and “Family”.

14. CB, p. 8 Act. 2 L8 The song -Listen to L8. Ss look at the pictures, read and listen. -Comprehension work : “What’s black and white? Who’s got a parrot? What’s the problem with the parrot?”. -Listen to L8. Ss listen and mark the rhythm with their hand. -Listen to L8. Stop after each verse; Ss repeat.

14. L / S/ R

14. T /Ss 14. 10’

15. Count the syllables in different words.

15. AB, p. 8 act. 1. L9 Listen and circle the words with two syllables. -Books closed. Ss listen to the words and clap to each syllable. -Open books. In pairs, Ss decide what words in the box have two syllables.

15. L /S /R 15. T /Ss- PW

15. 5-10’

16. Practise oral comprehension to obtain specific information.

16. AB, p. 8 Act. 2. L10 listen to John and Sue. Write J or S. -Ss listen and complete the boxes.

16 L/S/R/W

16. T /Ss - IW

16. 5-10’

17. Complete the written text of the song “My dad’s got a tortoise”.

17. AB, p. 8 Act. 3. Write the chant. -Ss complete the phrases.

17. R /W 17. IW 17. 5-10’ (H)

18. Complete new verses in the song : “My dad’s got a tortoise”.

18. AB, p. 8 Act. 4. Write. -Pre: T asks oral questions about the picture: “Who is number 1? (Brother) What’s he got? (A snake)”.

18. R /W 18. T /Ss – IW

18. 5-10’ (H)


-Ss complete the new verses in the song. * Practise writing vocabulary: pets and family.* Complete the phrases about the characters' pets in the picture. * Practise writing vocabulary: pets and family members . * Classify vocabulary of semantic fields: : « Face », « pets » y « family ».

Reinforcement and/or extension activities .

* PMB, p. 2. Act. 1 Write.

* PMB, p. 2. Act. 2. Write.

* AB, p. 69 Act. 1 Find six family words and six pets.

* AB, p. 69 Act. 2. Write.

* R /W

* R /W

* R /W

* R /W

* IW

* IW

* IW

* IW

* 5-10’ (H)

* 5-10’ (H)

* 10’ (H)* 10’ (H)


Session 4

19. Oral practice of physical descriptions.

19. TB, p. 28 Preliminary activity -T describes a student: “She’s got long hair. She hasn’t got curly hair. She’s got freckles”. T gives the class 5 points, every time they make a mistake, T subtracts 1 point.

19. L /S 19. T /Ss 19. 5-10’

-CB-AB-CD1

20. Structure practice of: “Has he / she got...? Yes, he / she has. No he / she hasn’t” with a game.

20. CB, p. 9. Act. 1 L11 Listen and say. Play the game. -Ss look closely at the chart and the phrases on the page. -Ss cover the dialogue and listen to the first dialogue in L1. T stops the dialogue after each answer; Ss say the columns of the table that are eliminated, until they get to the last question: “What number is it?”. -Same procedure with the second dialogue . -Play the third dialogue without stopping. -Discuss the questions in the dialogue with the Ss. -Practise pronunciation of the phrases with the Ss. -Ss play in pairs.

20 L /S /R 20 T /Ss – PW

20 15-20’

21. Identify characters as from the reading of descriptive phrases.

21. AB, p. 9 Act. 1 Write the numbers -Ss read the phrases and identify the character they refer to.

21. R 21. IW 21. 5-10’ (H)

22. Write phrases to describe the characters in a picture.

22. AB, p. 9 act. 2. Write. Ask a friend to write the numbers. -Ss write phrases describing the characters. -In pairs, Ss read each other's phrases and try to identify them in the table on p. 9 of the CB.

22. L/S/R/W

22. IW- PW

22. 10’

23. Build phrases using these structures: “My brother has got a cat”.

23. TB, p. 29 The sentence-building machine. -Cut out the phrases in the “Sentence Strips”. -T builds a phrase: “My sister has got a horse”. Ss have to decide whether it is “true” or “false”. Some Ss build sentences for the rest of the Ss to decide whether they are true or false. -Variation of the game: T builds two phrases, Ss have to

23 L /S /R 23. T /Ss 23. 10’


decide which is true and which is false.

* Complete phrases with different persons of the present tense of the verb “have got”.

* Complete the phrases with ‘s got or hasn’t got.

* Examine the interrogative form of the verb “have got”.

* Write interrogative phrases and answers using “have got”.

Grammar activities

* AB p. 75 Act. 1. Look and think. Write ‘ve got or ‘s got.

* AB, p. 75 Act. 2. Look at the pictures. Write ‘s got, or hasn’t got.

* AB, p. 75 Act. 3. Look and think.

* AB, p. 75 Act. 4. Write the answers and invent the questions.

* R /W

* R /W

* L /S

* R /W

* IW

* IW

* T /Ss

* IW

* 10’ (H)

* 5-10’ (H)

* 10’

* 5-10’ (H)

UNIDAD 1. People and petsObjectives Activities Skills Interaction

.Time Material

Session 5

24. Practise the /s/ sound. Learn a tongue twister.

24. TB, p. 30 L12 Preliminary activity. -T shows the “Tongue Twister” poster. -Pronunciation of the /s/ sound and tongue twister practice.

24. L /S /R 24. T /Ss 24. 5-10’ -CB-AB-CD1-“Tongue Twister”poster.-PMB, p. 3. A photocopy for each student (Optional).-PMB, p. 4. A photocopy for each student (Optional).

25. Overall comprehension of a reading. Specific comprehension of information in a reading.

25. CB, p. 10. Act. 1 L13 Listen and read. -T writes on the board the name of the reading: “Pen Pals around the world”. Ss look closely at the photographs. Discuss what the reading will be about. -Divide the Ss in three groups : “Animals”, “Sports” and “Family”. Ss have to read the text and write the words they find in each category. -Idea-sharing session. -Ss re-read the texts. -Check text comprehension. T: “This person lives in a village (Marta) This person has got four tortoises (Javier)This person has got cows and a pig (Marta) This person can play basketball (Javier), etc -Ss read the texts again as they listen to them. -T: “Who do you want as a pen pal?” I: “Why? Because”. Ss: “Because he lives in a farm”.

25 L /S /R 25 T /Ss – GW

25 20-25’

26. Complete the chart with information from the written text.

26. AB, p. 10 Act. 1 Write -Pre: Try to complete orally recalling what the children said. -Ss do the activity.

26. L/S/R/W

26. T /Ss -IW

26. 10-15’ (H)

27. Write a letter giving personal information.

27. AB, p. 10 act. 2. Complete the chart and write a letter. -Ss complete the chart.

27. R/W 27. IW

27. 10’ (H)


-Ss write a letter to a fellow student. Before writing it they can give oral examples of the phrases they will use.

28. Revise the vocabulary in the unit completing the picture dictionary. .

28. AB, p. 60-61 Picture Dictionary. -Pre: look closely and comment the picture dictionary with the Ss. -Ss complete it looking things up in the book.

28 R /W 28. T /Ss – IW

28. 10’ (H)

* Complete a card with a person's personal information after reading an email.

* Write an email using a person's personal information.

* Use the English-Spanish dictionary for looking up words. .

* Use the Spanish-English dictionary for looking up words.

* Use the dictionary to look up words.

Reinforcement and/or extension activities.

* PMB p. 4 Act. 1. Read the e-mail. Complete the notes about Pilar.

* PMB, p. 4 Act. 2 Now write the e-mail from James to Pilar.

Activities on dictionary use techniques.

* PMB, p. 3 Act. 1 Use the dictionary to find the words. Write.

* PMB, p. 3 Act. 2. Use a dictionary to find the words. Write.

* PMB, p. 3 Act. 3. Now use a dictionary to find two more words. Write and draw.

* R /W

* R /W

* R /W

* R /W

* R /W

* IW

* IW

* IW

* IW

* IW

* 10-15’ (H)

* 10-15’ (H)

* 10’ (H)

* 10’ (H)

* 10-15’ (H)


Session 6

29. Oral practice of questions and answers : “How are you? What’s marrón in English, please? Have you got a brother? Has... got curly hair?”.

29 TB, p. 32Preliminary activity. -T uses the “Questions poster” to practise questions: “How are you? What’s marrón in English, please? Have you got a brother? Has... got curly hair?” and correct answers.

29. L /S 29. T /Ss 29. 5-10’ -CB-AB-CD1-Questions poster.

30. Overall comprehension of a dialogue. Comprehension of specific information in a dialogue. Pronunciation practice.

30. CB, p. 11. Act. 1 L14 L15 Listen and repeat. -Pre: examine the photos and names of the boys and girls. Play the dialogue in frame 1. T: “Who is this? What are they doing? (Listening to music). Do the same with the rest of the frames. Introduce expressions they don't know. -Play L14. Ss listen and repeat each phrase. -Play L15 and practise pronunciation of the phrases: “What’s your favourite group? The Cool Cats”. -Ss can act out the story in groups.

30 L /S /R 30 T /Ss – GW 30 20-25’

31. Comprehension of oral phrases. 31. AB, p. 11 Act. 1 L16 Listen and match -Pre: Look closely at the information in the

31. L/S/R/W

31. T /Ss -IW 31. 10-15’


chart. -Ss do the activity while they listen to L16.

32. Complete a dialogue in writing. 32. AB, p. 11 act. 2. Write with a friend. -Ss complete the dialogue in pairs and later read it to the rest of the class.

32 L/S/R/W

32 PW

32. 10-15’

33. Match questions with suitable answers. 33. AB, p. 11 Act. 3 Fill in the gaps and match.

-Ss fill in the questions using the words given and then match them with the answers.

33 R /W 33. IW 33. 5-10’ (H)


Session 7

34. Practise the song: “My dad’s got a tortoise.

34. TB, p. 34 A preliminary activity. -Ss chant the song : “My dad’s got a tortoise” once again..

34. L /S 34. T /Ss 34. 5-10’ -CB-AB-CD1

35. Preparing the final activity in the unit. Practise questions and answers to obtain personal information.

35. CB, p. 12. Act. 1 L17 Listen and read. -Ss listen to the dialogue in L17and look closely at Sam's personal card. They try to guess what the last task in the unit will be. -Play L17. Ss repeat questions and answers one by one. -Close the book and ask Ss if they remember the five questions.

35. L /S /R 35. T /Ss 35. 15-20’

36. Interview a fellow student to fill in a card with his personal information.

36. CB, p. 12 AB, p. 83. Final activity -Ss interview each other in pairs and complete the chart on p. 83 AB.

36. L/S/R/W

36. PW 36. 10-15’

37. Correct a text using the information in the chart.

37. CB, p. 12 act. 3. Read and find the mistake. -Ss read the text about Sam and correct the mistake there is.

37 R/W 37 IW

37. 5-10’

38. Write a text about a fellow student with the information collected in activity 36.

38. CB, p. 12 Act. 4 AB, p. 83 write about your friend. -Ss write a text about the friend they interviewed in activity 36. They can use the text about Sam (CB, p. 12) as a model.

38 R /W 38. IW 38. 10’ (H)


Session 8

38. Review vocabulary in the unit.

38. TB, p. 36 Preliminary activity. -T ask what the unit was about. -Look closely at the words in the picture dictionary . T: “Tell me ... the longest words (tortoise, freckles, straight); the shorter words (mum, dad, cat, dog); words ending in –e (uncle, mouse); easy words; difficult words”. Ask Ss why some words are easier than others.

38. L /S /R 38. T /Ss 38. 5-10’ -CB-AB-CD1-PMB, p. 5.1 photocopy for each student


(Optional)39. Listen to, read, understand, and sing a song.

39. CB, p. 13. Act. 1 L18 Listen and sing. -Pre: T writes on the board “Hero”. T: “Who is your hero? is it a man or a woman? Is he tall? Is he short? Is he dark? is he fair? has he got straight hair? Can he dance? Does he play basketball?”. Explain that they are going to hear a song about heroes. -Books closed: Ss listen to the song and say the words they were able to understand., T writes them on the board. -Ss read the song. A first quick reading to look for the words on the board. They can say other words they know. -Explain the vocabulary they don't understand. -Ss read it again and try to memorize it. -T reads the song and stops every now and again: Ss continue the words of the song. -Ss listen to and sing the song following the text in the book.

39. L /S /R 39. T /Ss 39. 15-20’

40. Revise different aspects worked on throughout the unit.

40. CB, p. 13 Final activity -Make teams of 4 and distribute a handout per team. Each team chooses a secretary to note down the answers. -Activities to be done: *Spell out the word in the picture. *Write the names of four-legged pets. *Separate the words in the phrase. *Answer the question using “Yes, I have/ No, I haven’t”. -Groups can exchange their handouts and correct each other or they all participate in a class correction. T can award points for each correct answer.

40. L/S/R/W

40. T /Ss – GW

40. 10-15’

41. Do written activities for Ss to check their learning level.

41. AB, p. 12-13 Back to the laboratory. -Ss do the proposed activities.

41 R/W 41 IW

41. 10-15’ (H)

42. Self evaluate performance in this unit.

42. AB, p. 13 Write and colour. -Pre: T gets Ss to think about what they have done throughout the unit before they evaluate the proposed aspects.

42. L/S/R/W

42. T /Ss - IW

42. 10’ (H)

* Discriminate in oral manner the words in the song.

* Discriminate in oral and written manner the words in the song. Reinforce in oral and written manner the key vocabulary in the song. * Reinforce key structures exercised throughout the unit.

Reinforcement and/or extension activities with the song (Have you got a hero?)

*PMB, p. 5 Act. 1. Listen to the song and tick the words you hear.

*PMB, p. 5 Act. 2. Listen and write the correct words.

*PMB, p. 5Act. 3. Answer the questions. Ask a friend.

*L /R /W

*L /R /W

* L/S/R/W

* T /Ss

*T /Ss

*IW – PW

*10’

*10’

*10-15’

UNIDAD 2. Robot OlympicsObjectives Activities Skills Interaction. Time Material


Session 1

1. Present the unit topic. 1. CB, p. 14 TB, p. 38 Preliminary activity. Ss read the title of the unit and look closely at the vocabulary in the pictures. T asks them what they think they'll do in this unit (sports).

1. L /S /R 1. T /Ss 1. 5’ -CB-AB-CD1

2. Introduce and practise oral expression of: “Basketball, football, volleyball, tennis, hockey, gymnastics, judo, swimming, running, cycling”.

2. CB, p. 14. L19 Listen and repeat. -Books closed. T writes on the board: “Sports”. Ask Ss to name all the sports they know in English; T writes them on the board. -Open the book. Check what words coincide with those previously named. -Play L4. Ss listen and point out the words in the book. -Play L4. Ss listen and repeat.

2. L /S /R 2. T /Ss 2. 10-15’

3. Listen to the story. 3. CB, p. 14-15 L20 Listen to the story. -Pre: talk about the first frame: “Who can you see? Where are they? (In Aunt’s Ellie’s laboratory) What are they looking at? (Information about the Robot Olympics)”. -Ss listen to the story. -Ss make a summary of the story in LL1. -Ss listen to the story again. -Ss say what words of the vocabulary in Act. 2 came up and which words they know already. T introduces the unknown words.

3. L /S /R 3. T /Ss 3. 10-15’

4. Introduce “I’m playing... He’s doing...” structures..

4. TB p. 39 Structures 1 / CB p. 15 -Look closely at the following phrases in the box: “I’m playing volleyball” and “He’s playing volleyball”. Look for them in the comic to contextualize. . -Practise the oral expression of these phrases.

4. L / S/ R 4. T /Ss 4. 10’

5. Practise the written expression of new vocabulary.


5. R /W 5. IW 5. 5-10’ (H)

6. Practise written expression of the structures in activity 4 in combination with the new vocabulary.

6. AB, p. 14 act. 2. Read and write. -Pre: can be done orally. -Pre: Examine contraction forms. -Ss do the activity individually.

6. R /W 6. IW – T /Ss 6. 5-10’ (H)

UNIDAD 2 Robot OlympicsObjectives Activities Skills Interaction. Time Material

Session 2

7. Talk about your favourite sports. 7. TB, p. 40 Preliminary activities. -R : « Favourite ». T: “My favourite colour / number is ... My favourite sport is...”. T asks Ss in turns: “Is (gymnastics) your favourite sport? What’s your favourite sport?”.

7. L /S 7. T /Ss 7. 5-10’ -CB-AB-CD1 -PMB. A photocopy of p. 6 for each


student (Optional).8. Practise the language of the story. 8. CB, p. 40-41. L20 Listen to the story. -Ss explain what they remember of the story of the previous session. They should say as much as possible in English. -Ss listen to the story and follow it in the book. -T reads phrases ; Ss have to say what frame they belong to. -T reads phrases: Ss have to say what character says them. -T chooses a frame and reads the first speech bubble. A student reads the next. Encourage the use of adequate intonation.

8 L /S /R 8 T /Ss 8 10-15’

9 Introduce these structures: “Are you (playing tennis)? is he / she (swimming)?”.

9. TB p. 40-41 Structures 2 / CB p. 14-15 -Look at the phrase in the box that asks “Are you playing tennis?” and find it in the story. T: “Who is Lisa talking to? (Robosport)”. -Look at the question: “is he swimming?”. Find it in the story . T: “Who is asking the question? (Lisa). Who is Lisa talking to? (Charlie) Who’s Lisa talking about (Robosport)”. -Ask Ss to invent phrases using these structures. -Practise the oral expression of these phrases.

9. L / S/ R 9. T /Ss 9. 10’

10. Practise oral and written expression of the structures introduced in sessions 1 and 2.

10. AB, p. 15 act. 1. L21 Listen and trace. Act. 2 Write questions. Ask a friend to answer. -Ss listen to L21 and build phrases with what they hear. -Ss listen to L21 and trace with a pencil the phrases they hear. -Pairs: S1 builds a phrase; S2 follows the words with what was said in his/her substitution table. -Ss use the table to make phrases about themselves and a fellow student.

10. L/S/R/W

10. T /Ss- PW IW

10. 10-15’

11.Write phrases of the introduction story in the unit.

11. AB, p. 15 Act. 3. Write. -Ss write the phrases in the corresponding bubbles.

11. R /W 11. IW 11. 5-10’ (H)

*Reinforce written expression of sport vocabulary. *Match the phrases in present continuous with the pictures. *Write phrases in present continuous.

Reinforcement and/or extension activities .


* PMB, p. 6. Act. 2. Write the number.


* R /W

* R /W

* R /W

* IW

* IW

* IW

* 5-10’ (H)

* 5-10’ (H)

* 10-15’ (H)



Session 3

12. Learn the questions : “What’s your favourite group? have you got a pet? has... got brown eyes?”.

12. TB, p. 42 Preliminary activity . -T asks and practises questions with the Ss: : “What’s your favourite group? have you got a pet? has... got brown eyes?”

12. L /S 12. T /Ss 12. 10’ -CB-AB-CD1 -“Questions” poster.-PMB. 1 photocopy of p. 7 for each student (Optional).

13. Identify and practise oral expression of the vocabulary in semantic fields of clothes and free time activities.

13. CB, p. 16. Act. 1 L22 What can you see? Listen, point and repeat. -Ss cover the vocabulary list and look at the picture. Ss name the clothes and free time activities they know. -In pairs, they look in the pictures for each of the words in the lists. -Help with the words that are more difficult. -Listen to L22. Ss listen and point out the pictures. -Listen to L22. Ss listen and point out the words. -Listen to L22. Ss listen and repeat.

13 L /S /R

13 T /Ss – PW

13 10-15’

14. Listen to and sing the song “I’m wearing my coat”. Structure practice: “I’m wearing...”. Practise vocabulary of semantic field: “Clothes”.

14. CB, p. 16 Act. 2 L23 The song -Listen to L8. Ss look closely at the pictures, read and listen. -Work on the comprehension : “is the girl warm or cold? What is she doing? What’s the weather like?” R o I: “My, pair, sneezing, atchoo, absolutely freezing”. -Listen to L16 Ss listen and mark the rhythm with their hand. -Listen to L16. Stop after each verse. ; Ss repeat.

14. L / S/ R

14. T /Ss 14. 10’


15. AB, p. 16 act. 1. L24 Listen and circle the words with two syllables. -Books closed. Ss listen to the words and clap to each syllable. -Books open. In pairs, Ss decide which words in the box have two syllables.

15. L /S /R

15. T /Ss- PW

15. 5-10’


16. AB, p. 16 Act. 2. L25 Listen and tick. -Ss listen and complete the boxes.

16 L/S/R/W

16. T /Ss - IW

16. 5-10’

17. Complete the written text of the song “I’m wearing my coat”.

17. AB, p. 16 Act. 3. Write the chant. -Ss fill in the phrases.

17. R /W 17. IW 17. 5-10’ (H)

18. Complete new verses for the song: “I’m wearing my coat”.

18. AB, p. 8 Act. 4. Write. -Pre. T asks oral questions about the illustration: : “What’s he wearing? What’s the weather like? Is the boy hot or cold?”. I: “Boiling”. -Ss complete the new verses of the song.

18. R /W 18. T /Ss – IW

18. 5-10’ (H)

* Reinforce the written expression of clothes vocabulary. * Match phrases with pictures- * Understand written phrases. * Identify clothing items in a picture and practise writing the names. * Classify vocabulary in the semantic field of “sports” following the criterion of whether they use a ball or not. .* Write phrases to describe the

Reinforcement and/or extension activities * PMB, p. 7. Act. 1 Write.* PMB, p. 7. Act. 2. Match.* PMB, p. 7. Act. 3. Write.* AB, p. 70 Act. 1 Find and colour the clothes. Write.* AB, p. 70 Act. 2. Write.* AB, p. 70 Act. 3. Write.

* R /W* R /W* R /W* R /W* R /W* R /W

* IW* IW* IW* IW* IW* IW

* 5-10’ (H)* 5-10’ (H)* 10’ (H)* 10-15’ (H)* 10’ (H)* 5-10’ (H)


activities carried out by a character in the pictures.


Session 4

19. Review vocabulary in semantic fields: « Sports », « Activities » and « Clothes ».

19. TB, p. 44 Preliminary activity . -T writes on the board : « Sports, Activities and Clothes » . -Play « Vocabulary race ». Ss have to say in one minute as many words as they remember from each semantic field. T writes them down as quickly as possible. Count the words. Ss can play this game later on in the unit to try to break their record.

19. L /S 19. T /Ss 19. 5-10’ -CB-AB-CD1

20. Structure practice: “Is he/ she playing...? Is he / she wearing...? Yes, he/ she is. No, he / she isn’t ” with a game.

20. CB, p. 17. Act. 1 L26 Listen and say. Play the game. -Ss look closely at the chart and phrases on the page. -Ss cover the dialogue and listen to the first dialogue of L1. T stops the dialogue after each answer. Ss say which columns in the table are eliminated until reaching the last question: “What number is it?”. -Do the same thing with the second dialogue. -Play the third dialogue without stopping. -Discuss with Ss the questions in the dialogue. -Practise the pronunciation of the phrases with the Ss. -Ss play in pairs .

20 L /S /R

20 T /Ss – PW

20 15-20’

21. Identify characters from the reading of descriptive phrases.

21. AB, p. 17 Act. 1 Write the numbers -Ss read the phrases and identify the person they refer to.

21. R 21. IW 21. 5-10’ (H)

22. Write phrases to describe how the characters in the illustration are dressed and what they are doing.

22. AB, p. 17 act. 2. Write. Ask a friend to write the numbers. -Ss write phrases to describe how the characters are dressed and what they are doing. -In pairs, Ss read each other's phrases and try to identify them in the chart on p. 17 CB.

22. L/S/R/W

22. IW- PW

22. 10’

23. Write phrases to practise the following structures: “He/ She’s wearing. He/ She’s (playing football)”.

23. AB, p. 17 Act. 3. Read and draw clothes on Robojump. write about the other robots. -Ss read the phrases about Robojump and draw clothes on it. -Ss write phrases about the other robots.

23. R /W 23. IW 23. 10’ (H)

24. Build phrases using these structures: “He/ She’s wearing. He/ She’s (playing football)”.

24. TB, p. 45 The Sentence-building machine -Ss cut out the phrases in the “Sentence Strips”. -Play “Who’s first?”. T says a phrase, Ss build it as quickly as they can.

24. L /S /R

24. T /Ss 24. 10’

* Complete the phrases with different persons in the present tense of the verb to be “ ‘m, ‘re, ‘s”.

* Complete the phrases with “She’s”, “She isn’t”, “He’s” y “He isn’t”.

Grammar activities

* AB p. 76 Act. 1. Look and think. Write ‘m, ‘re or ‘s.

* AB, p. 76 Act. 2. Write “She’s”, “She isn’t” or “He isn’t”. * AB, p. 76 Act. 3. Look and think.

* R /W

* R /W

* L /S

* IW

* IW

* T /Ss

* 10’ (H)

* 5-10’ (H)


* Examine the interrogative form of the verb “to be”.

* Write interrogative phrases and answers using the verb “to be”.

* AB, p. 76 Act. 4. Write the answers and invent the questions.

* R /W * IW

* 10’

* 5-10’ (H)


Session 5

25. Practise the /sh/ sound. Learn the tongue twister.

25. TB, p. 46 L27 Preliminary activity. -T shows the “Tongue Twister” poster. -Pronunciation of the /Sh/ sound and practice of the tongue twister.

25. L /S /R

25. T /Ss 25. 5-10’ -CB-AB-CD1-“Tongue Twister” poster.-PMB, p. 8. A photocopy for each student (Optional).-PMB, p. 9. A photocopy for each student (Optional).

26. Overall comprehension of tongue twisters. Understand specific information in the reading.

26. CB, p. 18. Act. 1 L28 Listen and read. -T writes on the board the title of the reading text : “Riddles”. Ss look at the pictures. Discuss what the reading will be about. -Ss look at the pictures one by one and try to guess the answers. -Read the answers to see how many they got right. -Read the texts again. -Check out text comprehension. T: “There’s a princess. There’s a giraffe. There’s a man running. There’s a musical instrument. There’s a woman face. there’s a woman...”. Ss have to say what riddle it is. -Ss listen to riddles. T: “What is your favourite riddle?”.

26. L /S /R

26. T /Ss 26. 20-25’

27. Practise written expression of key vocabulary in tongue twisters of the CB, p. 18

27. AB, p. 18 Act. 1 Write. Find the riddles with these words. -Once Ss have written down the words, they are to note down in which riddle of p .18 Cb each word appears.

27. R/W 27. IW 27. 10-15’ (H)

28. Write phrases using the language in the unit.

28. AB, p. 18 act. 2. Write. -Ss write phrases to describe what they see in each picture.

28. R/W 28. IW

28. 10’ (H)

29. Revise the vocabulary in the unit completing the picture dictionary. .

28. AB, p. 61-62-63 Picture dictionary. -Pre: examine and discuss the picture dictionary with Ss. -Ss complete it looking in the book.

29 R /W 29. T /Ss – IW

29. 10-15’ (H)

* Understand short written texts.

* Write phrases to describe how each of the characters is dressed and what he/she is doing in the pictures. .


* PMB p. 9 Act. 1. Read the poster. Write the numbers.

* PMB, p. 9 Act. 2 Look at the pictures. Write.

Techniques for the use of the dictionary activities.

* PMB, p. 8 Act. 1 Use the dictionary to find the words. Write.

* R /W

* R /W

* IW

* IW

* 10-15’ (H)

* 15’ (H)


* Use the English-Spanish dictionary to look for words.

* Use the Spanish-English dictionary to look for words. .

* Use the dictionary to look for words.

* PMB, p. 8 Act. 2. Use a dictionary to find the words. Write.

* PMB, p. 8 Act. 3. Now use a dictionary to find two more words. Write and draw.

* R /W

* R /W

* R /W

* IW

* IW

* IW

* 10’ (H)

* 10’ (H)

* 10-15’ (H)


Session 6

30. Oral practice of questions and answers: : “What’s your favourite group? have you got a pet? Has Tessie got brown eyes? What’s (he/She) doing? Who are you sitting next to?”

30. AB, p. 32 Preliminary activity -T uses the “Questions poster” to revise the questions : “What’s your favourite group? have you got a pet? Has Tessie got brown eyes?” and to practise the answers: “What’s (he/She) doing? Who are you sitting next to?”


31. Overall comprehension of the dialogue. Understand specific information in the dialogue. Pronunciation practice.

31. CB, p. 19. Act. 1 L29 L30 Listen and repeat. -Pre: look at the frames. -Ask questions about each frame to practise comprehension: V1: “Who is this? What is Sam saying? Is mum saying yes or no? What’s she doing?”. V2: Who is this? What is Sam saying? is dad saying yes or no? What’s he doing?” V3: “Who’s this? What are they doing?” V4: “Who’s coming in? Is he happy?” -Play L14. Ss listen and repeat each phrase. -Play L15 and practise pronunciation of the phrases: “What are you doing? I’m playing the piano”. -Ss can act out the story in groups.

31. L /S /R 31. T /Ss – GW

31. 20-25’

32. Understand oral phrases. 32. AB, p. 19 Act. 1 L31 Listen and write the number. -Pre: Look closely at the photographs. -Ss do the activity while they listen to L31.

32. L/S/R/W

32. T /Ss -IW 32. 10-15’

33. Complete a written dialogue. 33. AB, p. 19 act. 2. Write with a friend. Act out. -Ss complete the dialogue in pairs and later read it out to the rest of the class.

33 L/S/R/W

33. PW

32. 10-15’

34. Match questions with the right answers. 34. AB, p. 19 Act. 3 Fill in the gaps and match.

-Ss fill in the questions using the words given and later match them with the answers.

34. R /W 34. IW 34. 5-10’ (H)


UNIDAD 2. Robot Olympics.Objectives Activities Skills Interaction. Time Material

Session 7

35. Practise the song “I’m wearing my coat”.

35. TB, p. 50 Preliminary activity -Ss chant the song again: “I’m wearing my coat”.

35. L /S 35. T /Ss 35. 5-10’ -CB-AB-CD1

36. Preparing the final activity in the unit.

36. CB, p. 20. Act. 1 Read and match. -Ss read the cards with phrases about free time and match them with the pictures.

36. L /S /R 36. T /Ss 36. 10-15’

37. Write short texts to describe what other people do in their free time.

37. CB, p. 20 AB, p. 85. Final activity -Ss write short texts to describe how the characters in the pictures spend their free time.

37. R/W 37. IW 37. 20-25’

38. Oral practice of the structures in the unit.

38. CB, p. 20 Act. 3. Listen. Play the game. -Look, listen and practise the phrases in the CB to prepare the language of the game. -Teach them how to play the game. -Ss play in pairs or in small groups.

38 L /S/ R 38 T /Ss – GW PW

38. 15-20’

UNIDAD 2. Robot OlympicsObjectives Activities Skills Interaction

.Time Material

Session 8

39. Revise the vocabulary in the unit. 39. TB, p. 52 Preliminary activity -T asks what the unit was about. -Look closely at the words in the picture dictionary. T: “Tell me ... activities with more than one word (playing the piano, listening to music); words ending in –ing (swimming); words ending in –t (skirt)”. Ask the Ss why some words are easier.

39. L /S /R 39. T /Ss 39. 5-10’

-CB-AB-CD1-PMB, p. 10.1 photocopy for each student (Optional).40. Listen, read, understand and sing

a song. 40. CB, p. 21. Act. 1 L33 Listen and sing. -Pre: T writes on the board “He’s football crazy”. Ss try to guess what it means (He really loves football). T: “Do you like football? Is your (dad) football crazy? Do you watch football on TV? Have you got a favourite football player? Have you got a favourite team?”. Explain that they will listen to a song about a boy that is “football crazy”. -Books closed :Ss listen to the song and say which words they were able to understand. T writes them on the board. -Ss read the song. a first quick read to look for the words on the board. They can say other words they already know.

40. L /S /R 40. T /Ss 40. 15-20’


-Explain the vocabulary they don't understand. -Ss read it again and try to memorize it. -T reads the song and stops every now and then: Ss continue with the words of the song. -Ss listen and sing the song following the text in the book.

41. Revise different aspects worked on along the unit.

41. CB, p. 21 Play the game. -Make teams of 4 and give each team a handout. Each team has to choose a secretary to note down the answers. -Activities they have to do: *Spell out the word of the picture. *Write sports in which a ball is used. *Order the words in a phrase. *Answer the question with “Yes, I am/ No, I am not”.

41. L/S/R/W

41. T /Ss – GW

41. 10-15’

42. Do written activities for Ss to evaluate their learning level.


42 R/W 42 IW

42. 10-15’ (H)


43. AB, p. 21 Write and colour. -Pre: T gets Ss to reflect on what they have done throughout the unit before they evaluate the proposed aspects.

43. L/S/R/W

43. T /Ss - IW

43. 10’

* Oral discrimination of the words of a song. .* Oral and written discrimination of the words of a song. Oral and written reinforcement of the key vocabulary in a song. * Reinforce the structures exercised in he unit.

Reinforcement and/or extension of the song (Football Crazy)*PMB, p. 10 Act. 1. Listen to the song and put in order. *PMB, p. 10 Act. 2. Listen to the song and write. *PMB, p.10 Act. 3. Answer the questions.

*L /R *L /R /W* L/S/R/W

* T /Ss*T /Ss*IW

*10’ *10-15’*10-15’


EVALUATION UNITS 1-2. People and pets. Robot Olympics.Objectives Activities Skills Interaction. Time Material

Evaluation Session 1

* Evaluate Ss oral comprehension and expression progress.

* Give the “Listening test 1”

* Give the “Speaking test 1”

-Note: The Ss that finish earlier can do the following activities individually until the end of the session: Finish pending activities from the AB.Finish the “Picture Dictionary”.Do some reinforcement or extension activities that were not done in the unit.

* L / R

* L /S

* T /Ss – IW(All the group at the same time )

* T /Ss (One by one or in pairs )

* 20-25’

* De 5-10’ per student, depending on the student. In case of being unable to evaluate all students, next evaluation session can be used and evaluate the remaining students while the rest do the “Reading” and “Writing test”.

One photocopy of pages 18 and 19 of the evaluation booklet for each student.


* Evaluate Ss written comprehension and expression progress .

* Give the “Reading test 1”

* Give the “Writing test 1”

-Note: While Ss take their tests, the teacher can continue evaluating the oral expression of students that could not be evaluated during the first evaluation session.

-Note: The Ss that finish earlier can do the following activities individually until the end of the session: Finish pending activities in the AB.Finish the “Picture Dictionary”.Do some reinforcement or extension activities from the unit that were not done before.

* L / R

* L /S

* IW(All the group at the same time )

* IW (All the group at the same time )

* All the session A photocopy of pages . 20 and 21 of the evaluation booklet for each student.


The Pop Star (Episode 2)Objectives Activities Skills Interaction. Time Material

Session 1

1. Recall the plot of the first episode of “The Pop Star”.

1. TB, p. 54 Preliminary activity -Ask in LL1 what happened to Eric and Jen in the first episode of the story and why they were kidnapped.

1. L /S 1. T /Ss 1. 10’ -CB-AB-CD1

2. Read and understand the episode of the comic.

2. CB, p. 22-23 L34 Listen and read. -Ss Look at the story and explain what they think is going to happen: I: “Million, real, boss”. -Play L34. Ss listen and follow in the book. -Ask questions about the story in LL1: ¿“Do the kidnappers believe Jen? ¿Who is the boss shouting at ? ...” Ss try to guess what the boss wants to do at the end of the story. -Play L34 again. Ss point at the speaker.

2. L /S /R 2. T /Ss 2. 20-25’

3. Show comprehension of the comic episode matching phrases with the frames they refer to.

3. AB, p. 22 Act. 1 Write the number of the picture. -Ss do the activity individually. -Idea-sharing session.

3. R /W 3. IW – T /Ss 3. 10’ (H)

4. Complete the phrases in writing to describe how the characters are dressed.

4. AB, p. 22 Act. 2. Write sentences. -Ss look at the pictures and complete the phrases about the kidnappers.

4. R /W 4. IW 4. 10’ (H)

Session 2

5. Recall the episode of “The Pop Star” read in the previous session.

5. TB, p. 55 Preliminary activity. -T writes on the board : “Vinnie, Bertha, Wheels, Boss”. Ask what these characters do in the story. Make groups. In each group, Ss take turns to say words and phrases about the story.

5. L /S 5. T /Ss 5. 10’ -CB-AB-CD1


6. CB, p. 22-23 L34 Listen and read. -Play L3. Ss listen and follow in the book. -Ask questions in LL2 about the story: “What does the boss want? (A million pounds) Who does Ricky’s manager telephone? (The police) Where do the boss, Bertha and Wheels go? (To a café) Can Vinnie sing and dance? (No)”. -Play L3. again T pauses after some lines of dialogue: Ss have to say how the story continues.

6. L /S /R 6. T /Ss 6. 20-25’

7. Complete the written phrases to show comprehension of the episode in the comic.

7. AB, p. 23 Act. 1 Write about Vinnie’s family. -Pre: the activity can be done orally. -Ss complete phrases about each one of the characters in the pictures.

7. R /W 7. IW – T /Ss 7. 10’ (H)

8. Classify words in semantic fields of clothes, pets and family.

8. AB, p. 23 Act. 2. Write. -Ss classify the words individually or in pairs.

8. R /W 8. IW – PW 8. 5-10’ (H)


UNIDAD 3. In the JungleObjectives Activities Skills Interaction. Time Material

Session 1

1. Introduce the unit topic. 1. CB, p. 24 TB, p. 56 Preliminary activity . Ss read the title of the unit and look at the vocabulary in the pictures. T asks them what they think this unit will be about (Wild animals).

1. L /S /R 1. T /Ss 1. 5’ -CB-AB-CD1

2. Introduce and practise the oral expression of : “Tiger, whale, shark, frog, butterfly, spider, zebra, hippo, fox, monkey”.

2. CB, p. 24. L38 Listen and repeat. -Books closed T writes on the board: “Wild animals”. Ask Ss to say all the wild animals they know in English; T writes them on the board. -Open the book. Check out what words coincide with those they said. -Play L38. Ss listen and point out the words in the book. -Play L38. Ss listen and repeat.

2. L /S /R 2. T /Ss 2. 10-15’

3. Listen to the story. 3. CB, p. 24-25 L39 Listen to the story. -Pre: comment on the first frame: “Who can you see? Where are they? (In Aunt Ellie’s laboratory) What are they looking at? (Information about the Rhesus Monkey)”. -Ss listen to the story. -Ss make a summary of the story in LL1. -Ss listen to it again. -Ss say what words of the vocabulary in Act. 2 have appeared and which words they know already. T introduces unknown words.

3. L /S /R 3. T /Ss 3. 10-15’

4. Introduce these structures: “I eat fruit and insects. It eats monkeys”.

4. TB p. 57 Structures 1 / CB p. 24-25 -Examine the phrases in the box “I eat fruit and insects. It eats monkeys”. Look for them in the comic in order to put them into context. -Practise the oral expression of these phrases.

4. L / S/ R 4. T /Ss 4. 10’

5. Practise the written expression of the new vocabulary.

5. AB, p. 14 Act. 1 Look. Circle the words. -Ss look for the words in a letter soup and write them down.

5. R /W 5. IW 5. 5-10’ (H)

6. Understand written phrases in present simple.

6. AB, p. 24 Act. 2. read and tick or cross. -Ss read the phrases and match them with the pictures.

6. R 6. IW 6. 5-10’ (H)

7. Practise the written expression of the structures in activity 4 in combination with the new vocabulary.

7. AB, p. 24 act. 3. Write. -Pre: can be done orally. -Pre: Look at the “Remember” section. -Ss do the activity individually.

7. R /W 7. IW – T /Ss 7. 5-10’ (H)



Session 2

8. Revise vocabulary in the semantic field of animals.

8. TB, p. 58 Preliminary activity. -Play “Remember the animals”. T writes a letter on the board, e.g.: “m”; Ss have to say what animal it refers to: “monkey”.

8. L /S /R 8. T /Ss 8. 5-10’ -CB-AB-CD1 -PMB. A photocopy of p. 11 for each student (Optional).

9. Practise the language of the story. 9. CB, p. 24-25. L39 Listen to the story. -Ss explain what they remember of the story they listened to in the previous session. They have to say as much as possible in English. -Ss listen to the story and follow it in their books. -T reads the phrases ; Ss have to match them with the frame numbers. -T reads phrases: Ss have to decide what characters say them. -T chooses a frame and reads the first dialogue bubble A student has to read the next. Encourage the use of adequate intonation.

9. L /S /R 9. T /Ss 9. 10-15’

10. Introduce and practise the structures: “I don’t eat... It doesn’t eat...”.

10. TB p. 58-59 Structures 2 / CB p. 24-25 -Look at the phrase in the box: “I don’t like insects” Ss look for it in the story. T: “Who is Lisa talking? (Lisa) Who is Lisa talking about? (Lisa)”. -Look at the question “This tiger doesn’t like monkeys”. T: “Who is talking? (Lisa). ¿Who is Lisa talking about? (about the tiger). -I: “Don’t = do not. Doesn’t = Does not”. -Practise the oral expression of these phrases.

10. L / S/ R

10. T /Ss 10. 10’

11. Practise the oral and written expression of the structures introduced in sessions 1 and 2.

11. AB, p. 25 act. 1. L40 Listen and trace. Act. 2 Write. -Ss listen to L25 and build the phrases with what they hear. -Ss listen to L25 and trace the phrases they hear with a pencil. -Pairs: S1 builds a phrase: S2 follows the words with what was said in his/her substitution table. -Ss use the picture to make affirmative and negative phrases about Charlie.

11. L/S/R/W

11. T /Ss- PW IW

11. 10-15’

12.Write phrases about the introduction story in the unit.


12. R /W 12. IW 12. 5-10’ (H)

*Reinforce the written expression of the vocabulary in the unit. *Classify the words in different semantic fields. *Complete the phrases with « eat », « live » o « play ».


* PMB, p. 11. Act. 1 Match.


* PMB, p. 11. Act. 3. Write eat, live or play.

* R /W

* R /W

* R /W

* IW

* IW

* IW

* 5-10’ (H)

* 5-10’ (H)

* 5-10’(H)


UNIDAD 3. In the JungleObjectives Activities Skills Interaction

.Time Material

Session 3

13. Learn the questions : “What are you doing? Is... wearing black shoes? How do you spell tiger?”.

13. TB, p. 60 Preliminary activity. -T asks Ss and practises the questions: “What are you doing? Is... wearing black shoes? How do you spell tiger?”

13. L /S 13. T /Ss 13. 10’ -CB-AB-CD1 “Questions” poster.-PMB. 1 photocopy of p. 12 for each student (Optional).

14. Identify and practise the oral expression of vocabulary in the semantic fields of wild animals and food for wild animals.

14. CB, p. 26. Act. 1 L41 What can you see? Listen, point and repeat. -Ss cover the word list and examine the picture. Ss name the wild animals and the food they eat that they know. -In pairs they look in the pictures for each of the words in the lists. -Help with the more difficult words. -Listen to L26. Ss listen and point out in the books. -Listen to L26. Ss listen and point out the words. -Listen to L26. Ss listen and repeat.

14. L /S /R

14. T /Ss – PW

14. 10-15’

15. Listen to and sing the song “Down in the jungle”. Practise vocabulary in the semantic field of wild animals. .

15. CB, p. 26 Act. 2 L26 Listen and chant -Look at the pictures and comment : “Where is this? (The jungle, the wood) What’s this? (Tiger, monkey)”. -Listen to the song. Ss look at the pictures, read and listen. -Work on comprehension: “Where’s the tiger? (In the jungle) Where is it looking? (At the girl)” I: “Down in... Looking at...”. -Listen to L26 Ss listen and mark the rhythm with their hand. -Listen to L26. Stop after each verse; Ss repeat.

15. L / S/ R

15. T /Ss 15. 10-15’


16. AB, p. 26 act. 1. L43 Listen and circle the words with two syllables. -Books closed. Ss listen to the words and clap to each syllable. -Open books. In pairs, Ss decide what words in the box have two syllables.

16. L /S /R

16. T /Ss- PW

16. 5-10’


17. AB, p. 26 Act. 2. L44 Listen and tick. -Ss listen to and identify the animals described.

17. L/S/R/W

17. T /Ss - IW

17. 5-10’

18. Complete the written text with the words of the song “Down in the jungle”.


18. R /W 18. IW 18. 5-10’ (H)

19. Complete new verses for the song : “Down in the Jungle”

19. AB, p. 26 Act. 4. Write. -Pre. Orally, T asks questions about the picture : “Where is this? (The Ocean) What animals can you see? (A whale, a penguin, a shark and a dolphin”. -Ss complete the new verses of the song.

19. R /W

19. T /Ss – IW

19. 5-10’ (H)

* Reinforce the written expression of the wild animals vocabulary. * Reinforce the written expression of the wild animals vocabulary. * Identify animals in a picture and practise their written form. * Classify vocabulary in the semantic field of wild animals following criterion of

Reinforcement and/or extension activities. * PMB, p. 12. Act. 1 Write.* PMB, p. 12. Act. 2. Write.* AB, p. 71 Act. 1 Find and colour the animals. Write.* AB, p. 71 Act. 2. Write.* AB, p. 71 Act. 3. Write.

* R /W* R /W* R /W* R /W* R /W

* IW* IW* IW* IW* IW

* 5-10’ (H)* 5-10’ (H)* 10-15’ (H)* 10’ (H)* 5-10’ (H)


those that live in the sea or on earth. * Choose phrases to describe wild animals.


.Time Material

Session 4

20. Revise vocabulary from semantic fields: « Animals », « Habitats » and « Animal foods ».

20. TB, p. 62 Preliminary activity. -T writes on the board : « Animals, habitats, animal foods» . -Play « Vocabulary race ». Ss have to say in a minute as many words as they remember from each semantic field. T writes them down as quickly as possible. Count the words. Ss can play this game later on in the unit to try to break their record. .

20. L /S 20. T /Ss 20. 5-10’ -CB-AB-CD1

21. Structure practice: “It lives... It doesn’t live... It eats... It doesn’t eat...” with a game.

21. CB, p. 27. Act. 1 L45 Listen and say. Play the game. -Ss look at the picture and at the phrases on p. 27. -Look at the monkeys. Remark on the fact that five of them live in the tree and five don't . Play “true” or “false”. T: Monkey number 9 lives in the tree (False)”. -Practise pronunciation of phrases with the Ss. -Play dialogues in L45 one by one ; Ss try to guess what monkey it is about. -Ss play in pairs.

21 L /S /R

21. T /Ss – PW

21. 15-20’

22. Identify the characters by reading the phrases.

22. AB, p. 27 Act. 1 Read. True or false? Write T or F. -Ss read the phrases and identify the character they refer to in order to decide whether the given information is true or false.

22. R 22. IW 22. 5-10’ (H)

23. Write phrases with information about where the animals in the picture live and what they eat.

23. AB, p. 27 act. 2. Write. Ask a friend to write T or F. -Ss write phrases to explain where the animals in the picture live and what they eat. . -In pairs, Ss read each other's phrases and say if the information in them is true or false.

23. L/S/R/W

23. IW- PW

23. 10’

24. Write phrases to practise structures: “I like... I don’t like... I live... I don’t live... I eat... I don’t eat...”.

24. AB, p. 27 Act. 3. Read and write. Draw and write about yourself”. -Ss look closely at Charlie's coat of arms and complete the phrases (the activity can be done first orally). -Ss design their own coat of arms and write phrases about it.

24. R /W 24. IW 24. 10-15’ (H)

25. Build and understand the phrases that contain the following structures: “I like... I don’t like... I live... I don’t live... I eat... I don’t eat...”.

25. TB, p. 63 The sentence-building machine. -Ss cut out the phrases in the “Sentence Strips”. -Play “Go”. In pairs, Ss have to build as many true phrases as possible within a limited time .

25. L /S /R

25. T /Ss 25. 10-15’

* Complete the phrases with “like” or “likes”.

* Complete the phrases with “like”, “don’t like”, “likes” or “doesn’t like”.

* Complete the phrases with “Plays”, “lives”, “eats” o “reads”.

Grammar activities

* AB p. 77 Act. 1. Look and think. Write “like” or “likes”

* AB, p. 77 Act. 2. Write “like”, “don’t like”, “likes” or “doesn’t like”. * AB, p. 77 Act. 3. Write. Use “Plays”, “lives”, “eats” o “reads”.

* AB, p. 77 Act. 4. Write about yourself.

* R /W

* R /W

* R /W

* IW

* IW

* IW

* 10’ (H)

* 5-10’ (H)

* 10’ (H)


* Write phrases with verbs giving personal information.

* R /W * IW* 10’ (H)


.Time Material

Session 5

26. Practise the “Giraffe” sound. Learn a tongue twister.

26. TB, p. 80 L61 Preliminary activity. -T shows the “Tongue Twister” poster. -Pronunciation of the “Giraffe” sound and tongue twister practice.

26. L /S /R

26. T /Ss 26. 5-10’

-CB-AB-CD1-“Tongue Twister” poster. -PMB, p. 18. A photocopy for each student (Optional).-PMB, p. 19. A photocopy for each student (Optional).

27. Understand texts about wild animals.

27. CB, p. 28. Act. 1 L47 Listen and read. -T writes the title of the reading on the board: “Strange and wonderful animals”. Ss examine the pictures. Discuss what the reading will be about. -Ss read the texts. -Make four groups. Each group looks for specific information in the texts: G1: “Where do the animals live?; G2. “How many years do the animals live?”; G3. “What do the animals eat?”; G4: “What can the animals do?”. Each group informs the rest of the class on the subject. . -Ss read the texts again to check if they have understood them properly. -T makes assertions about an animal; Ss have to say what animal they refer to: “It eats meat (and sometimes fish). It lives for about 15 years. It sings”. -Ss read the texts again while they listen to them. -Ask what they have learned about the animals that they did not previously know: : “A savannah elephant has got four toes”.

27. L /S /R

27. T /Ss 27. 20-25’

28. Complete a table with information about different animals using the information in some texts. .

28. AB, p. 28 Act. 1 Write. -Ss try to complete the memory chart. They can correct using the CB. T: “A tiger eats... Can you remember? Meat and fish”.

28. R/W 28. IW 28. 10-15’ (H)

29. Write short texts to explain where and how long they live, what they eat and what skills the different animals have.

29. AB, p. 28 act. 2. Look at the chart and write. -Pre: Make oral phrases about animals as from the information in a chart. -Ss write the texts.

29. R/W 29. T /Ss - IW

29. 10’ (H)

30. Revise the vocabulary in the unit completing the picture dictionary.

30. AB, p. 63-64 Picture dictionary -Pre: look at and comment the picture dictionary with Ss. -Ss complete it looking things up in the book.

30. R /W 30. T /Ss – IW

30. 10-15’ (H)

* Complete the chart with the information about wild animals obtained from the reading of some texts. * Write a text about a wild animal with the information given on an index card. * Use the Spanish-English dictionary to look up words. .

Reinforcement and/or extension activities * PMB p. 14 Act. 1. Read the poster. Complete the chart.* PMB, p. 14 Act. 2 Look at the notes. Write. Activities on dictionary use techniques. * PMB, p. 13 Act. 1 Use the dictionary to find the animals. Write.* PMB, p. 13 Act. 2. Put the animals in the correct habitat.* PMB, p. 13 Act. 3. Use a dictionary to find two more animals. Write

* R /W* R /W* R /W* R /W* R /W


* 10-15’ (H)* 15’ (H)* 10’ (H)


* Classify the wild animals according to their habitat. * Use the dictionary to look up words.

and draw. * 10’ (H)* 10-15’ (H)


Session 6

31. Review and practise questions and answers : “What are you doing? Is Sam wearing black shoes? How do you spell tiger? ”. Introduction and oral practice of questions and answers : “What’s your favourite animal? Do you like sharks?”.

31. TB, p. 66 Preliminary activity. -T uses the “Questions poster” to revise the questions : “What are you doing? Is Sam wearing black shoes? How do you spell tiger?” and to practise questions : “What’s your favourite animal? Do you like sharks”.



32. CB, p. 29. Act. 1 L48 L49 Listen and repeat. -Pre: look closely at the frames. -Ask questions about each frame in order to practise comprehension : V1: “Who is this? What does Fiona want? Where is Sam?” V2: “Who is this? Do Sam and Alex like World Cup football? Does Fiona like it?”. V3: “What does Fiona want? Does Alex want to play real football? What does he say?”. V4: “What’s the problem? What does Sam say? What is mum’s problem?”. -Play L48. Ss listen to and repeat each phrase. -Play L48 and practise the pronunciation of the phrases: “I don’t like computer games” and “let’s play football”. -Ss can act out the story in groups.

32 L /S /R 32 T /Ss – GW

32 20-25’

33. Understand oral phrases. 33. AB, p. 29 Act. 1 L50 Listen and match. -Pre: Look at the photographs. -Ss do the activity while they listen to L50.

33. L/S/R/W

33. T /Ss -IW 33. 10-15’

34. Complete a written dialogue. 34. AB, p. 29 act. 2. Write with a friend. Act out. -Ss complete the dialogue in pairs and then read it out to the rest of the class.

34. L/S/R/W

34. PW

34. 10-15’


-Ss complete the questions using the right words and then match them with the answers.

35. R /W 35. IW 35. 5-10’ (H)

UNIDAD 3. In the Jungle


Objectives Activities Skills Interaction. Time MaterialSession 7

36. Practise the song “Down in the wood”. 36. TB, p. 68 Preliminary activity. -Ss chant the song : “Down in the wood” again.

36. L /S 36. T /Ss 36. 5-10’ -CB-AB-CD1


37. CB, p. 30. Act. 1 Make an animal quiz card. -Ss read the card with information about bulls. -Explain what the project in the unit will be about. -T proposes an animal (a lion); Ss make oral phrases for the different sections.

37. L /S /R 37. T /Ss 37. 10-15’

38. Write phrases about different animals. 38. CB, p. 30 AB, p. 87. Final activity -Ss cut out and fill in the cards about the Ss.

38 R/W 38 IW 38 20-25’

39. Oral practice of the structures in the unit.

39. CB, p. 30 Act. 2. Listen and guess. Play the game. -Look,closely at ,listen to and practise the phrases in the CB to prepare the language of the game. -Teach the rules of the game. -Ss play in pairs or small groups.

39. L /S/ R

39. T /Ss – GW PW

39. 15-20’

UNIDAD 3. In the JungleObjectives Activities Skills Interactio

nTime Material

Session 8

40. Revise the vocabulary in the unit . 40. TB, p. 70 Preliminary activity. -T asks what the unit was about. -Look at the words in the picture dictionary. T: “Tell me ... words with double consonants, words where ‘ph’ is pronounced ‘f’, words with letters you don’t pronounce, easy words. Ask the Ss why some words are easier.

40. L /S /R 40. T /Ss 40. 5-10’ -CB-AB-CD1-PMB, p. 15. One photocopy for each student (Optional).41. Listen to, read, understand and

sing a song., 41. CB, p. 31. Act. 1 L52 Listen and sing. -Pre: Before opening the book ask if they'd like to see the jungle. Explain that they are going to listen to a song about a person who lives in the jungle. Ss try to anticipate the content of the song: : Where does he/she live ? Does he/she have a garden? What animals are there?”. -Ss listen to the song and see if they were right. -Explain the vocabulary they do not understand. -Ss read it again and try to memorize it. -Ss listen to and sing the song following the text in the book.

41. L /S /R 41. T /Ss 41. 15-20’

42. Revise different aspects worked on in the unit.

42. CB, p. 31 Play the game. -Make teams of 4 and hand out a sheet of paper per team. Each team has to choose a secretary to note down the answers.

42. L/S/R/W 42. T /Ss – GW

42. 10-15’


-Activities to be done: *Spell out the word in the picture. *Write the name of the wild animals they remember. *Order the words in the phrase. *Answer the question with “What’s your favourite animal?”.

43. Written activities for Ss to evaluate their learning level.


43. R/W 43. IW

43. 10-15’ (H)


44. AB, p. 31 Write and colour. -Pre: T gets Ss to reflect on what they have done throughout the unit before they evaluate the aspects proposed.

44. L/S/R/W 44. T /Ss - IW

44. 10’

* Identify in the picture the animals that live in the jungle and those that don't.

*Discriminate words orally.

*Discriminate words orally

*Answer questions in writing.

Reinforcement and/or extension activity with the song (Living in the jungle)

*PMB, p. 15 Act. 1. Look at the animals. Do they live in the jungle? Put a tick or a cross.

*PMB, p. 15 Act. 2. Listen and circle the wrong words.

*PMB, p. 15 Act. 3. Listen again and write.

*PMB, p. 15 Act. 4. Answer the questions.

*R/W

*L/R/W

*L/R/W

*R/W

* IW

*T /Ss

*T /Ss

*IW

*5-10’ (H)

*10’

*10’

*5-10’ (H)

UNIDAD 4. What’s for Lunch?Objectives Activities Skills Interaction Time Material

Session 1

1. Present the unit topic. 1. CB, p. 32 TB, p. 72 Preliminary activity. Ss read the title of the unit and examine the vocabulary in the pictures. T asks what they think they will be doing in this unit (Talk about the daily routine).

1. L /S /R 1. T /Ss 1. 5’ -CB-AB-CD1

2. Introduce and practise the oral expression of : “get up, have a shower, get dressed, have breakfast, go to school, have lunch, go home, have tea, have a bath, go to bed”.

2. CB, p. 32 L53 Listen and repeat. -Books closed. T writes on the board : “Daily routine”. Ask Ss to say what words and expressions they know in English about daily routine: T writes them on the board. -Open the book. Check what words coincide with those that were said. -Play L53. Ss listen and point out the words in the book. -Play L53. Ss listen and repeat.

2. L /S /R 2. T /Ss 2. 10-15’

3. Listen to the story. 3. CB, p. 32-33 L54 Listen to the story. -Before discussing the first frame: “Who can

3. L /S /R 3. T /Ss 3. 10-15’


you see? Where are they? (In Aunt Ellie’s laboratory) What are they doing? (Aunt Ellie is working. Charlie is bored and Lisa is looking at the computer). -Remark on the second frame: “What are they looking at? (Information about Stefan the Strong)”. -Ss listen to the story. -Ss make a summary of the story in LL1. -Ss listen to it again. -Ss say what words from the vocabulary in Act. 2 have appeared and what words they knew already. T introduces the words they don't know.

4. Introduce the following structures : “I get up (at six o’clock). He gets up (at five o’clock). I have (20 eggs) for breakfast. He has (30 eggs)”.

4. TB p. 73 Structures 1 / CB p. 32-33 -Look closely at the phrases in the box: “I have 30 eggs for breakfast. He has 30 eggs”. Look for them in the comic to contextualize. -Practise the oral expression of these phrases.

4. L / S/ R 4. T /Ss 4. 10’

5. Practise the written expression of the new vocabulary. .

5. AB, p. 32 Act. 1 Write. -Ss write the words next to the corresponding pictures.

5. R /W 5. IW 5. 5-10’ (H)

6. Complete the written phrases about the daily routine

6. AB, p. 32 Act. 2. Write. -Pre: look at the pictures. -Ss complete the phrases.

6. W 6. IW 6. 5-10’ (H)



Session 2

7. Review the actions of daily routine. 7. TB, p. 74 Preliminary activity. -T dramatizes an action of a daily routine ; Ss try to guess what it is. Repeat with different actions.

7. L /S 7. T /Ss 7. 5-10’ -CB-AB-CD1 -PMB. A photocopy of p. 16 for each student (Optional).

8. Practise the language of the story. 8. CB, p. 32-33. L54 Listen to the story. -Ss explain what they remember of the story they heard in the previous session. They should say as much as possible in English. -Ss listen to the story and follow it in their books. -T reads phrases ; Ss have to say the numbers of the corresponding frames. -T reads phrases: Ss have to say which character says them. -T chooses a frame and says the first speech bubble. A student reads the next. Encourage the use of adequate intonation.

8. L /S /R 8. T /Ss 8. 10-15’

9. Introduce and practise the structure: : “Does he have 40 fish for lunch?”.

9. TB p. 74-75 Structures 2 / CB p. 32-33 -Look at the phrase in the box: “Does he have 40 fish for lunch?” Ss look for it in the story. T: “Who is Lisa talking? (Lisa) Who is Lisa talking about? (Stefan)”. -Practise the oral expression of these phrases.

9. L / S/ R 9. T /Ss 9. 10’

10. Oral comprehension practice of the structures introduced in sessions 1 and 2.

10. AB, p. 33 act. 1. L55 Listen and trace. -Ss listen to L55 and build the phrases with what they hear. -Ss listen to L55 and trace with a pencil the phrases they hear. -Pairs: S1 builds a phrase; S2 follows the words said in the substitution table.

10. L/S/R/W

10. T /Ss- PW

10. 10-15’

11. Practise the written expression of the interrogative phrases “Does (lisa) (get up) at (8 o’clock)?”

11. AB, p. 33 Act. 2 Write questions. Ask a friend to answer. -Ss write interrogative sentences using the substitution table from Act 10. -In pairs, Ss ask questions and answer them.

11. L/S/R/W

11. IW – PW 11. 10-15’

12.Write phrases about the introduction story of the unit.


12. R /W 12. IW 12. 5-10’ (H)

*Reinforce the written expression of the vocabulary in the unit. *Complete the phrases with verbs that describe daily routine actions. *Write phrases about the daily routine.



* PMB, p. 16. Act. 2. Write.* PMB, p. 16. Act. 3. Write.

* R /W

* R /W

* R /W

* IW

* IW

* IW

* 5-10’ (H)* 5-10’ (H)* 5-10’(H)



Session 3

13. Learn the questions : “Have you got a rubber? Can you swim? Does your dad cook?”

13. TB, p. 76 Preliminary activity. -T asks and practises questions with the students : “Have you got a rubber? Can you swim? Does your dad cook?”

13. L /S 13. T /Ss 13. 10’ -CB-AB-CD1 - “Questions” poster.-PMB. 1 photocopy of p. 17 for each student (Optional).

14. Identify and practise the oral expression of the vocabulary in semantic fields of time and foods.

14. CB, p. 34. Act. 1 L56 What can you see? Listen, point and repeat. -Ss cover the word list and examine the picture. Ss say the time and foods they know how to say in English. -In pairs, Ss look in the picture for each of the words in the lists. -Help with the difficult words. -Listen to L56. Ss listen and point out the pictures. -Listen to L56. Ss listen and point out the words. -Listen to L56. Ss listen and repeat.

14. L /S /R

14. T /Ss – PW

14. 10-15’

15. Listen to and sing the song “Rock rock rock”.

15. CB, p. 34 Act. 2 L57 Listen and chant -Look at the pictures and discuss the actions in the pictures that accompany the song. Look at the clocks and ask what the time is on each of them. -Listen to the song. Ss look at the pictures, read and listen. -Work on comprehension : “What time does the boy get up? What time does he have lunch? What time does he have tea? What time does he go to bed?”. -Listen to L57. Ss listen and mark the rhythm with their hand. -Listen to L57. Stop after each verse. Ss repeat..

15. L / S/ R

15. T /Ss 15. 10-15’

16. Count the syllables in different words. 16. AB, p. 34 act. 1. L58 Listen and circle the words with two syllables. -Books closed. Ss listen to the words and clap to each syllable. -Books open. In pairs, Ss decide what words in the box have two syllables.

16. L /S /R 16. T /Ss- PW

16. 5-10’

17. Practices oral and written comprehension of different times of the day.

17. AB, p. 34 Act. 2. L59 Listen and draw. Match. -L59 Ss match each clock with the right time. -Ss draw the hands on the clocks.

17. L/S/R/W

17. T /Ss – IW 17. 5-10’

18. Complete in writing the text of the song “Rock rock rock”.


18. R /W 18. IW 18. 5-10’ (H)



Session 3 (Continuation)

19. Complete new verses for the song : “Rock rock rock”

19. AB, p. 34 Act. 4. Write. -Pre. T asks oral questions about the pictures : “What time is it? What is the girl doing?” -Ss complete the new verses of the song. -Ss can create a new stanza for the song.

19. R /W 19. T /Ss – IW

19. 5-10’ (H)

* Reinforce the written comprehension of the times.

* Reinforce the written expression of the food vocabulary. * Complete the text about the daily meals of a child.

* Reinforce the vocabulary of daily activities and times.

* Identify vocabulary related with the times and daily routine activities.

* Write a text about different aspects of a person's daily routine .

Reinforcement and/or extension activities

* PMB, p. 17 Act. 1 Match and draw

* PMB, p. 17 Act. 2 Write.

* PMB, p. 17 Act. 3 Write

* AB, p. 72 Act. 1 Draw and write.

* AB, p. 72 Act. 2. Colour the food blue and the time red. Find the question. Answer.


* R /W

* R /W

* R /W

* R /W

* R /W

* R /W

* IW

* IW

* IW

* IW

* IW

* IW

* 5-10’ (H)

* 5-10’ (H)

* 5-10’ (H)

* 10’ (H)

* 10’ (H)

* 10-15’ (H)


Session 4

20. Revise vocabulary in the following semantic fields: : « Routine », « Time » y « Foods ».

20. TB, p. 78 Preliminary activity. -T writes on the board: « Routine, time, foods ». -Ss copy the titles in their notebook. T dictates 9 words (3 per category). Ss copy them in the right place. -Ss compare their answers in pairs and check out the CB. -T writes the result on the board.

20. L /S 20. T /Ss 20. 10’ -CB-AB-CD1

21. Practise the following structures: “Does he/ she get up at...? Does he/ she have lunch at... ? Does he / she go to bed at...?” with a game.

21. CB, p. 35 Act. 1 L60 Listen and say. Play the game. -Ss look at the pictures and phrases on p. 35. -T says the phrases in the chart that are true and false: “Ingrid gets up at five o’clock”. Ss say if the phrases are true or false. -T explains how the game works.

21. L /S /R 21. T /Ss – PW

21. 15-20’


-Oral practice of the phrases with the Ss. -Play the dialogues one by one. Ss try to guess what it is about. -Ss play in pairs.

22. Answer written questions about the daily routine of other people. .

22. AB, p. 35 Act. 1 Read and answer the questions. -Ss answer the questions checking the CB whenever necessary.

22. R 22. IW 22. 5-10’ (H)

23. Write interrogative phrases asking about aspects of the daily routine of other people.

23. AB, p. 35 Act. 2. Write questions. Ask a friend to answer. -Ss write interrogative phrases about the characters on p. 35 CB. -In pairs, Ss ask one another questions and give oral and written answers.

23. L/S/R/W

23. IW- PW

23. 10’

24. Write texts about different aspects of other people's dial routine. .

24. AB, p. 35 Act. 3. Look at the pictures. Write. -Ss examine the pictures. They can make oral phrases as a previous activity. -Complete the text about Olga. -Write the other texts.

24. R /W 24. IW 24. 10-15’ (H)

25. Build and understand phrases containing the following structures: “I get up at 7 o’clock. He gets up at 7 o’clock”.

25. TB, p. 79 The sentence-building machine . -Ss cut out the phrases in the “Sentence Strips”. -Play « Lip read ». T builds a phrase and reads it moving the lips. Ss have to build it in their machine. -Ss play the role of the T..

25. L /S /R 25. T /Ss 25. 10-15’

* Use correctly and distinguish the use of “Gets up” and“get up”.

* Use correctly and distinguish the use of “She has”, “he has” and “They have”.

* Reflect on the building of interrogative phrases and answers in present simple.

* Write questions and answers about daily routine.

Grammar activities

* AB p. 78 Act. 1. Look and think. Write “gets up” y “get up”.

* AB, p. 78 Act. 2. Write “she has”, “He has” or “They have”. * AB, p. 78 Act. 3. Look and think.

* AB, p. 78 Act. 4. Write “Does he”, “Does she” or “Do they”. Write the answers.

* R /W

* R /W

* L /S

* R /W

* IW

* IW

* T /Ss

* IW

* 10’ (H)

* 5-10’ (H)

* 10’

* 10’ (H)



Session 5

26. Practise the (Yo-yo) sound Learn the tongue twister.

26. TB, p. 64 L46 Preliminary activity. -T shows the “Tongue Twister” poster. -Pronunciation of the sound (Yo-yo) and practice of the tongue twister.

26. L /S /R 26. T /Ss 26. 5-10’ -CB-AB-CD1-“Tongue Twister”poster. -PMB, p. 8. A photocopy for each student (Optional).-PMB, p. 13. One photocopy for each student (Optional).-PMB, p. 14. One photocopy for each student (Optional).

27. Understand texts about the daily routine of different people.

27. CB, p. 36. Act. 1 L62 Listen and read. -T writes on the board the title of the reading. “A day in the life of young stars”. Ss look at the pictures. Discuss what the reading will be about. -Ss read the texts. -T writes on the board: “Name, age, home, hobby”. In pairs; S1 reads the text about Tracy and S2 the text about Kate, they take down the information that is written on the board. After that, they exchange information. -Ss read the texts again to check if they have been properly understood. -T makes assertions about the characters :”She’s 13 (Tracy). Ss have to decide who they refer to. -Ss read the texts again at the same time as they listen to them. -Ask with which of the two girls they would like to spend the day with and why.

27. L /S /R

27. T /Ss 27. 20-25’

28. Understand written phrases with personal information and other people's daily routine.

28. AB, p. 36 Act. 1 Write Tracy or Kate. -Ss read the phrases and decide who they refer to.

28. R/W 28. IW 28. 10-15’ (H)

29. Write a text with personal information and aspects of someone's daily routine.

29. AB, p. 36 act. 2. Write about Joe. -Pre: Make oral phrases about Joe, as from the information in a chart. -Ss write the texts.

29. R/W 29. T /Ss - IW

29. 10’ (H)

30. Revise the vocabulary in the unit filling in the picture dictionary.

30. AB, p. 64-65-66 Picture dictionary. -Pre: look at and comment the picture dictionary with the Ss. -Ss complete it looking things up in the book.

30. R /W 30. T /Ss – IW

30. 10-15’ (H)

* Understand short texts about other people's daily routine.

* Write a text about someone's daily routine. * Use the Spanish-English dictionary to look up words. * Identify different foods as from their definition. .* Use the dictionary to look up words.

Reinforcement and/or extension activities * PMB p. 19 Act. 1. Read about Katy’s dad. Write the numbers.* PMB, p. 19 Act. 2 Look at the notes and write about Pete’s mum. Techniques on using a dictionary activities * PMB, p. 18 Act. 1 Use the dictionary to find the words. * PMB, p. 18 Act. 2. Read and write.* PMB, p. 18 Act. 3. Use a dictionary to find two more animals. Write and draw.

* R /W* R /W* R /W* R /W* R /W


* 10-15’ (H)* 15’ (H)* 10’ (H)* 10’ (H)* 10-15’ (H)



Session 6

31. Revision and oral practice of the questions and answers : “Have you got a rubber? Can you swim? Does your dad cook?”. Introduction and oral practice of questions and answers : “Do you get up at 7 o’clock? (Yes, I do/ No, I don’t) Where’s your school bag? (Under my chair)”.

31. TB, p. 82 Preliminary activity. -T uses the “Questions poster” to revise the questions : “Have you got a rubber? Can you swim? Does your dad cook?” and to practise the questions: “Do you get up at 7 o’clock? Where’s your school bag?”.


32. Overall comprehension of a dialogue . Understand specific information in a dialogue. Pronunciation practice.

32. CB, p. 37. Act. 1 L63 L64 Listen and repeat. -Pre: look at the frames. -Ask questions about each frame to practise comprehension : V1: “Who is this? What does Alex want to watch? What time does it start?” V2: “What are they doing? What time is it now? What does Sam say?”. V3: “Is Mysteries in the Dark a comedy? Does Sam like it? Does Alex like it?”. V4: “What’s the problem? Are the boys happy? What does mum say?”. -Play L63 Ss listen and repeat each phrase. -Play L64 and practise pronunciation of these phrases : “What time does it start? At quarter past seven”. -Ss can act out the story in groups.

32 L /S /R 32 T /Ss – GW

32 20-25’

33. Understand oral phrases. 33. AB, p. 37 Act. 1 L65 Listen and write the missing times. -Pre: Look closely at the photos. -Ss do the activity while they listen to L65.

33. L/S/R/W

33. T /Ss -IW 33. 10-15’

34. Complete the written dialogue. 34. AB, p. 37 act. 2. Write with a friend. Act out. -Ss complete the dialogue in pairs and then read it to the rest of the class.

34. L/S/R/W

34. PW

34. 10-15’


-Ss complete the questions using the given words and afterwards match them with the answers.

35. R /W 35. IW 35. 5-10’ (H)



Session 7

36. Practise the song: “Rock rock rock”. 36. TB, p.38 Preliminary activity. -Ss chant the “Rock rock rock” song again..

36. L /S 36. T /Ss 36. 5-10’ -CB-AB-CD1


37. CB, p. 38. Act. 1 L66 Listen and read. -Ss examine the Lucy Love chart and the dialogue next to it. -Explain what the project in the unit will be about. -L66. Ss listen to the dialogue and follow it in the book. -L66. Ss listen to the dialogue looking at the pictures in the chart. . -Practise the questions and answers with the Ss.

37. L /S /R 37. T /Ss 37. 10-15’

38. Make questions and answers to a friend about aspects of his daily routine.

38. CB, p. 38 AB, p. 89. Final activity -Ss interview a fellow student and complete the chart.

38 R/W 38 IW 38 20-25’

39. Write a text about someone else's daily routine.

39. CB, p. 38 Act. 2. Read and find the mistake. AB, p. 89 Write about your star. -Read the text on p. 38 and correct it. -Write the profile of their friend as from the information they collected in the chart on p. 89 AB using the text on p. 38 CB. as a model.

39. L /S/ R

39. T /Ss – PW IW

39. 15-20’


Session 8

40. Revise the vocabulary in the unit. 40. TB, p. 86 Preliminary activity. -T asks what the unit was about. -Observe the words in the picture dictionary T: “Tell me ... words with ‘st’, words with ‘ch’, words with letters you don’t pronounce, easy words, difficult words. Ask the Ss why some words are easier.

40. L /S /R 40. T /Ss 40. 5-10’ -CB-AB-CD1-PMB, p. 20. One photocopy for each student (Optional).

41. Listen to, read, understand and sing a song.

41. CB, p. 39. Act. 1 L67 Listen and sing. -Pre: Before opening the book, ask what type of foods are good for our health and why. Ask if they know the name of some vitamin. Write the names of those they know on the board. Explain that they are going to listen to a song about vitamins. -Ss listen to the song. -Explain the vocabulary they don't understand.

41. L /S /R 41. T /Ss 41. 15-20’


-Ss listen and sing the song following the text in the book.

42. Revise the different aspects worked on in the unit.

42. CB, p. 39 Play the game. -Make teams of 4 and hand out one sheet per team. Each team has to choose a secretary to note down the answers. -Activities to be done: *Spell out the word in the picture. *Write all the healthy foods they know. *Order the words in a phrase. *Answer the question with “What time is it?”

42. L/S/R/W

42. T /Ss – GW

42. 10-15’

43. Do written activities for Ss to check their learning level.


43. R/W 43. IW

43. 10-15’ (H)

44. Self evaluate performance in this unit. 44. AB, p. 39 Write and colour.

-Pre: T gets students to think about what they have done throughout the unit before they evaluate the aspects proposed.

44. L/S/R/W

44. T /Ss - IW 44. 10’

* Classify the foods in the categories of fruit or vegetables.

* Oral Discrimination of foods and classification according to the vitamins they contain.

* Complete a text about healthy food.

Reinforcement and/or extension activities with the song (Vitamin Alphabet)

*PMB, p. 20 Act. 1. Write the words.

*PMB, p. 20 Act. 2. Listen to the song and write.

*PMB, p. 20 Act. 3. Now write and draw about healthy food.

*R/W

*L/R/W

*/R/W

* IW

*T /Ss

*IW

*5-10’ (H)

*10’

*10’


EVALUATION UNITS 3-4. In the Jungle. What’s for Lunch?Objectives Activities Skills Interaction Time Material


* Evaluate Ss's oral expression and comprehension progress.



-Note: The Ss that finish earlier can do the following activities individually until the end of the session :Finish pending activities of the AB. Finish the “Picture Dictionary”.Do some reinforcement or extension activities not done before in the unit.

* L / R

* L /S



* 20-25’

* De 5-10’ per student depending on the student. In the case of not being able to evaluate all the students, the following session can be used to evaluate the other students while the rest do the “Reading” and “Writing test”.




* Evaluate written comprehension and expression progress of the Ss.



-Note: While Ss take the tests the teacher can continue evaluating the oral expression of students that couldn't be evaluated during the first evaluation session.

-Note: Ss that finish earlier can do any of the following individual activities until the end of the session: Finish pending activities in the AB.Finish the “Picture Dictionary”.Do some reinforcement or extension activities that were not done in the unit.

* L / R

* L /S



* The whole session


The Pop Star (Episode 3)Objectives Activities Skills Interaction Time Material

Session 1

1. Revise vocabulary. 1. TB, p. 88 Preliminary activity. -Revise the parts of the body playing “Simon says” using “hands, head, foot”. T: “Simon says ‘touch your mouth’/ ‘put your hands on your head’/ ‘stand on one foot’”.

1. L /S 1. T /Ss 1. 10’ -CB-AB-CD1

2. Read and understand an episode in the comic.

2. CB, p. 40-41 L68 Listen and read. -Ss look at the story and explain what they think is going to happen I: “Tired, cupboard, telephone box, criminals”. -Play L68. Ss listen and follow in the book. -Ask questions about the story in LL1 “Why does Vinnie untie Jen? Where does Jen put Vinnie? Who are the kidnappers seeing on a TV set in a café? Who suddenly appears? ”. -Play L34 again. Ss point at the speaker. .

2. L /S /R 2. T /Ss 2. 20-25’

3. Show comprehension of the episode in the comic ordering the facts that happened in chronological order.

3. AB, p. 40 Act. 1 Put the sentences in order. -Ss do the activity individually. -Idea-sharing session.

3. R /W 3. IW – T /Ss 3. 10’ (H)

4. Choose the most suitable or precise words.

4. AB, p. 40 Act. 2. Read and underline the correct word. -Ss do the activity individually.

4. R /W 4. IW 4. 10’ (H)


Session 2

5. Recall the episode of “The Pop Star” read in the previous session.

5. TB, p. 55 Preliminary activity. -T reads some phrases from episode 3; Ss have to say who said them.

5. L /S 5. T /Ss 5. 10’ -CB-AB-CD1


6. CB, p. 40-41 L68 Listen and read. -Play L3. Ss listen and follow in the book. -Ask questions about the story in LL2 : “What are Jen and Eric doing in picture 12? Who can Eric see in picture 14?”. -Play L68 again. T pauses after some lines of dialogue: Ss have to decide how the story continues.

6. L /S /R 6. T /Ss 6. 20-25’

7. Understand written phrases about someone's daily routine.

7. AB, p. 41 Act. 1 Look at the pictures of Eric’s day and match. -Pre: can do the activity orally. -Ss build phrases to describe the pictures.

7. R /W 7. IW 7. 10’ (H)

8. Complete the phrases about someone's daily routine using the suitable verbs.

8. AB, p. 41 Act. 2. Look at the pictures of Ricky Partridge’s day. Complete the sentences. -Pre: this activity can be done orally. -Ss complete the phrases.

8. R /W 8. IW – PW 8. 5-10’ (H)

UNIDAD 5. The Diamond ThiefObjectives Activities Skills Interaction Time Material

Session 1

1. Present the unit topic. 1. CB, p. 42 TB, p. 90 Preliminary activity. Ss read the title of the unit and look closely at the vocabulary in the pictures. T asks them what they think they'll be doing in this unit (Different places in a city ).

1. L /S /R 1. T /Ss 1. 5’ -CB-AB-CD1

2. Introduce and practise oral expression of: “Cinema, theatre, supermarket, music shop, shopping centre, park, library, sports centre, museum, swimming pool”.

2. CB, p. 42 L72 Listen and repeat. -Books closed. T writes on the board: “Places in the town”. Ask the Ss to say what places of the city or village they can say in English; T writes them on the board. -Open the book. Check what words coincide with those said. -Play L72. Ss listen and point at the words in the book. -Play L72. Ss listen and repeat.

2. L /S /R 2. T /Ss 2. 10-15’

3. Listen to the story. 3. CB, p. 42-43 L73 Listen to the story. -Pre: comment the first frame: “Who can you see? Where are they? (In Aunt Ellie’s laboratory) What are they looking at? (Information about a museum with mummies, dinosaurs and diamonds) Where’s the museum? (In New York)”. -Ss listen to the story. -Ss make a summary of the story in LL1. -Ss listen to it again. -Ss say what words of the vocabulary in Act. 2

3. L /S /R 3. T /Ss 3. 10-15’


have appeared and which words they already knew. T introduces the words they don't know.

4. Introducing structures : “I was at the cinema. Joe was at the library”.

4. TB p. 91 Structures 1 / CB p. 42-43 -Look at the phrases in the box “I was at the cinema/ or was at the library”. Look for them in the comic to put them into context. -Practise the oral expression of these phrases.

4. L / S/ R 4. T /Ss 4. 10’

5. Practise the written expression of the new vocabulary.

5. AB, p. 42 Act. 1 Write. -Ss write the words of the different places proposed in the picture.

5. R /W 5. IW 5. 5-10’ (H)

6. Complete the written phrases about the places where the characters were or are.

6. AB, p. 42 Act. 2. Write. -Pre: look at the pictures. The activity can be done orally. -Ss complete the phrases.

6. W 6. IW 6. 5-10’ (H)


Session 2

7. Revise vocabulary of the places in a town.

7. TB, p. 92 Preliminary activity. -Remember the places. T writes the first letter of a word on the board ; Ss say what place in the city starts with that letter.

7. L /S 7. T /Ss 7. 5-10’ -CB-AB-CD1 -PMB. A photocopy of p. 21 for each student. (Optional).

8. Practise the language of the story. 8. CB, p. 42-43. L73 Listen to the story. -Ss explain what they remember of the story they heard in the last session. They should say as much as they can in English. -Ss listen to the story and follow it in their books. -T reads the phrases; Ss have to say the numbers of the frames they relate to. -T reads phrases ; Ss have to say which character says them. -T chooses one frame and gives the dialogue in the first bubble. A student has to read the following one. Encourage the use of adequate intonation.

8. L /S /R 8. T /Ss 8. 10-15’

9. Introduce and practise the structures: : “I wasn’t at the museum. He wasn’t at the museum”.

9. TB p. 92-93 Structures 2 / CB p. 42-43 -Look closely at the phrases in the box:“I wasn’t at the museum. He wasn’t at the museum”. Ss look for them in the story to put them into context.. -Practise the oral expression of these phrases.

9. L / S/ R 9. T /Ss 9. 10’

10. Practise the oral comprehension of the structures introduced in sessions 1 and 2.

10. AB, p. 43 act. 1. L74 Listen and trace. -Ss listen to L74 and build the phrases with what they hear. -Ss listen to L74 and trace with a pencil the phrases they hear. -Pairs: S1 builds a phrase; S2 follows the

10. L/S/R/W

10. T /Ss- PW

10. 10-15’


words said in the substitution table.

11. Practise the written expression of phrases with “was” and vocabulary of places in the city.

11. AB, p. 43 Act. 2 Write. -Pre Look closely at the pictures and make oral phrases. . -Ss Complete the phrases.

11. L/S/R/W

11. IW – PW 11. 10-15’



12. R /W 12. IW 12. 5-10’ (H)

*Reinforce the written expression of the vocabulary in the unit.

*Complete the phrases with the time it was when the characters were in different places in the city.




* R /W

* R /W

* IW

* IW

* 5-10’ (H)

* 5-10’ (H)


Session 3

13. Learn the questions : “What time do you go to bed? What time does school start? Are you wearing grey socks?”

13. TB, p. 94 Preliminary activity. -Introduction and practice of the following questions: “What time do you go to bed? What time does school start? Are you wearing grey socks?” using the “Questions poster”.

13. L /S 13. T /Ss 13. 10’ -CB-AB-CD1 -Questions poster.-PMB. 1 photocopy of p. 22 for each student (Optional).

14. Identify and practise the oral expression of vocabulary in the semantic field of the weather.

14. CB, p. 44. Act. 1 L75 What can you see? Listen, point and repeat. -Ss cover the word list and look at the picture. Ss say what words related with the weather they know in English. -In pairs they look in the picture for each of the words in the list. -Help with the words that are more difficult. -Listen to L75. Ss listen and point out the pictures. -Listen to L75. Ss listen and point out the words. -Listen to L75. Ss listen and repeat.

14. L /S /R

14. T /Ss – PW

14. 10-15’

15. Listen to and sing the song “Was it windy on Monday?”. Oral practice of the days of the week and vocabulary related with the weather.

15. CB, p. 44 Act. 2 L76 Listen and chant -Revise the days of the week. -Look closely at the pictures and comment on the weather depicted in each of them. -Listen to the song . Ss look at the pictures, read and listen. -Work on comprehension : “Was it sunny on Monday? Was it windy on Monday?”. -Listen to L76 Ss listen and mark the rhythm with

15. L / S/ R

15. T /Ss 15. 10-15’


their hand. -Listen to L76. Stop after each verse. ; Ss repeat.

16. Count the syllables in different words. 16. AB, p. 44 act. 1. L77 Listen and circle the words with two syllables. -Books closed. Ss listen to the words and clap to each syllable. -Books open. In pairs, Ss decide which words in the box have two syllables.

16. L /S /R

16. T /Ss- PW

16. 5-10’

17. Practise oral comprehension of phrases describing what the weather was like each day of the week.

17. AB, p. 44 Act. 2. L78 Listen and tick. -L78: Ss identify what the weather was like each day. -T can ask questions about the information obtained.

17. L/S/R/W

17. T /Ss 17. 10’

18. Complete the written text of the song “Was it windy on Monday?”.

18. AB, p. 44 Act. 3. Write the chant. Complete the phrases.

18. R /W 18. IW 18. 5-10’ (H)



19. Complete new verses for the song: “Was it windy on Monday?”

19. AB, p. 44 Act. 4. Write. -Pre. Orally, T asks questions about the pictures : “On what day was it freezing/ hot/ snowing?”. -Ss complete the new verses in the song -Ss can create a new stanza for the song.

19. R /W 19. T /Ss – IW

19. 5-10’ (H)

* Reinforce written comprehension of vocabulary related with the weather.

* Reinforce written expression of vocabulary related with the weather and of phrases to describe what the weather.was like . * Reinforce written comprehension and expression of the days of the week.

* Reinforce the written expression of vocabulary related with the places in a town.

* Reinforce written comprehension of vocabulary related with the weather.

* Write phrases to express what the weather was like on different days of the week.


* PMB, p. 22 Act. 1 Match.


* PMB, p. 22 Act. 3 Find the days of the week. Write.

* AB, p. 73 Act. 1 Where was Tom yesterday? Write.

* AB, p. 73 Act. 2. Draw the weather.

* AB, p. 73 Act. 3. Follow the lines and write.

* R /W

* R /W

* R /W

* R /W

* R

* R /W

* IW

* IW

* IW

* IW

* IW

* IW

* 5-10’ (H)

* 5-10’ (H)

* 5-10’ (H)

* 10’ (H)

* 10’ (H)

* 10-15’ (H)




Session 4

20. Vocabulary review of semantic fields: : « Local places », « Days of the week » y « Weather ».

20. TB, p. 96 Preliminary activity. -T writes on the board : « Local places, days of the week, weather”. -Play “Vocabulary race” with the Ss.

20. L /S 20. T /Ss 20. 10’ -CB-AB-CD1

21. Structure practice: “Were you at the ...? Yes, I was/ No, I wasn’t” with a game.

21. CB, p. 45 Act. 1 L79 Listen and say. Play the game. -Ss look at the pictures and phrases on p. 45. -T says true and false sentences about the pictures: “Joe was at the cinema”. Ss say if the phrases are true or false. . -Teach the rules of the game. -Practise oral phrases with the Ss. -Play the dialogues one by one. Ss try to guess what it is about. -Ss play in pairs.

21. L /S /R 21. T /Ss – PW

21. 15-20’

22. Understand written phrases with “was” and “wasn’t”.

22. AB, p. 45 Act. 1 Read and answer. -Ss read the phrases to identify what it is about.

22. R 22. IW 22. 5-10’ (H)

23. Write phrases saying where different people were or weren't “I was at the (cinema) but I wasn’t at the (park)”.

23. AB, p. 45 Act. 2. Write questions. Ask a friend to answer. -Ss write phrases about the characters on p. 45 CB. -In pairs, Ss read the phrases of a friend and try to guess what it is about. .

23. L/S/R/W 23. IW- PW

23. 10’

24. Complete phrases to say where the character in the pictures was on different days of the week. .

24. AB, p. 45 Act. 3. Write the story about Joe’s brother. -Ss look closely at the pictures. Oral phrases can be done as a preliminary activity. -Complete the phrases about Joe's brother.

24. R /W 24. IW 24. 10-15’ (H)

25. Build and understand phrases containing structures: “I was / I wasn’t (at the park) yesterday ..

25. TB, p. 97 The sentence-building machine -Ss cut out the phrases in the “Sentence Strips”. -Play « Change ». T says a phrase : « I was at school yesterday ». Ss build it in their machine. Ss have to build a new one but changing only one or two words.

25. L /S /R 25. T /Ss 25. 10-15’

* Use correctly and distinguish the use of “Was” and “were”.

* Use correctly and distinguish the use of “Was” and “Wasn’t”.

* Reflect on the building of interrogative phrases and the answers with the verb “To be” in simple past.

* Write questions and answers using the simple past of the verb “to be”.

Grammar activities

* AB p. 79 Act. 1. Look and think. Write “was” or “were”.

* AB, p. 79 Act. 2. Write “was” or “wasn’t”.


* AB, p. 79 Act. 4. Find the questions and answers.

* R /W

* R /W

* L /S

* R /W

* IW

* IW

* T /Ss

* IW

* 10’ (H)

* 5-10’ (H)

* 10’

* 10’ (H)



Session 5

26. Practise the /TH/ (Thin) sound. Learn a tongue twister.

26. TB, p. 64 L46 Preliminary activity. -T shows the “Tongue Twister” poster. -Pronunciation of the /th/ (Thin) sound and tongue twister practice.

26. L /S /R 26. T /Ss 26. 5-10’ -CB-AB-CD1- “Tongue Twister” poster. -PMB, p. 23. One photocopy per student (Optional).-PMB, p. 24. One photocopy per student (Optional).

27. Understand texts about the children who meet some celebrities.

27. CB, p. 46. Act. 1 L81 Listen and read. -T writes the title of the reading on the board : “Celebrity snaps!”. I: Snap = photo. Ss look at the pictures. Discuss what the reading will be about. Ss say what they know about the celebrities in the photos. -T draws two columns on the board: “Clothes” and “Weather”. Ask which words related with these categories they think they will find in the texts. Write them on the board. -Ss read the texts and note down the words they find that belong to these categories. -Compare the words they found with the words on the board. Clothes: “T-shirt, shorts, swimsuit, jumper, coat, scarf, hat, gloves”. Weather: “Hot, sunny, cloudy, cold, snowing”. -Ss read the texts again to check if they are understood. -T makes assertions about the characters: :”Leonardo di Caprio was at the park”. Ss have to say what text they belong to. -Ss read the texts while they listen to them. -T: “Where would you like to be? At the beach with David Beckham, at the birthday party with Jennifer López or at the park with Leonardo di Caprio? Why? (Because I like... / football/ he’s my favourite film star”.

27. L /S /R

27. T /Ss 27. 20-25’

28. Rewrite the phrases correcting content errors.

28. AB, p. 46 Act. 1 write the sentences correcting the mistakes. -Ss read the phrases and correct them.

28. R/W 28. IW 28. 10-15’ (H)

29. Invent a famous character and write a text with information about him/her.

29. AB, p. 46 act. 2. Invent a celebrity snap. Draw. -Ss write a text using the texts on p. 46 CB as a model.

29. R/W 29. IW

29. 10-15’ (H)




30. Revise unit vocabulary completing the picture dictionary.

30. AB, p. 66-67 Picture dictionary. -Pre: look at and comment the picture dictionary with the Ss. -Ss complete it looking up in the book.

30. R /W 30. T /Ss – IW

30. 10-15’ (H)

* Understand short texts about what other people do and where they are.

* Write short texts about what other people do and where they are.

* Write a short personal text about what they did last weekend.

* Use the Spanish-English dictionary to look up words.

* Use the English-Spanish dictionary to look up words. .

* Use the dictionary to look up words.

Reinforcement and/or extension activity.

* PMB p. 24 Act. 1. Read Liam’s diary for the school holidays. Write the days.

* PMB, p. 24 Act. 2. Write Liam’s diary for the other two days. Use these words.

* PMB, p. 24. Act. 3. Write about your weekend.

Techniques for using the dictionary activities.

* PMB, p. 23 Act. 1 Use the dictionary to find the shops. Write. * PMB, p. 23 Act. 2. Use a dictionary to find the words. Match and write the shops.

* PMB, p. 23 Act. 3. Use a dictionary to find two more shops. Write and draw.

* R /W

* R /W

* R /W

* R /W

* R /W

* R /W

* IW

* IW

* IW

* IW

* IW

* IW

* 10-15’ (H)

* 15’ (H)

* 10’ (H)

* 10’ (H)

* 10’ (H)

* 10-15’ (H)


Session 6

31. Revision and oral practice of questions and answers : “What time do you go to bed? What time does school start? Are you wearing grey socks?”. Introduction and oral practice of questions and answers: “Who was your first friend? Was it windy yesterday?”.

31. TB, p. 82 Preliminary activity. -T uses the “Questions poster” to review the questions: “What time do you go to bed? What time does school start? Are you wearing grey socks?” and to practise questions: “Who was your first friend? Was it windy yesterday?”.



32. CB, p. 47. Act. 1 L82 L83 Listen and repeat. -Pre: look closely at the frames. -Ask questions about each frame to practise comprehension: V1: “Who’s in the picture? What do Tessie and Alex want? Does Sam want to go? Does he go?” V2: “Why is Sam sad? When was his birthday? V3: “Where does Sam want to go? Where do

32 L /S /R 32 T /Ss – GW

32 20-25’


Tessie, Alex, and Fiona want to go?”. V4: “What’s in the music shop? Is Sam happy now?”. -Play L82 Ss listen and repeat every phrase. -Play L83 practise pronunciation of these phrases: “When was your birthday? It was on Thursday”. -Ss can act out the story in groups.

33. Practise oral comprehension of dialogues.

33. AB, p. 47 Act. 1 L84 Listen and complete the chart. -Pre: Look closely at the photographs. -Ss do the activity while they listen to L84

33. L/S/R/W

33. T /Ss -IW 33. 10-15’

34. Complete a written dialogue. 34. AB, p. 47 Act. 2. Write with a friend. Act out. -Ss complete the dialogue in pairs and later read it out to the rest of the class.

34. L/S/R/W

34. PW

34. 10-15’


-Ss fill in the questions using the given words and then match them with the answers.

35. R /W 35. IW 35. 5-10’ (H)


Session 7

36. Practise the song: “Was it windy on Monday?”.

36. TB, p.102 Preliminary activity. -Ss chant the song again: “Was it windy on Monday?”.

36. L /S 36. T /Ss 36. 5-10’ -CB-AB-CD1

37. Preparing the end of the unit activity.

37. CB, p. 48. Act. 1 L85 Look at the picture. What’s happening? Listen to the detective and look at her notebook. -Ss play “Alibi” in groups of 4. Two Ss are suspects and the other two are police officers. Suspects think up an alibi for Saturday and Sunday. The detectives question them. If the two suspects say the same thing, they are “innocent” and if they make a mistake, they are “guilty”. -Ss look closely at the pictures and at the notebook with the alibis. -L85: Ss listen to the dialogue, look at the the detective's notes and try to discover why the detective says they are guilty. -Explain what the project in the unit will be about. -Practise questions and answers with the Ss.

37. L /S /R 37. T /Ss 37. 10-15’

38. Practise questions and answers to know where other people were on certain days.

38. CB, p. 47 AB, p. 91. Final activity -Make groups of 4. In each group, 2 are police officers,and 2 play the role of suspects. The two

38 R/W 38 GW – PW T /Ss

38 20-25’


suspects complete their notebooks and try to memorize their alibis. The two detectives memorize the questions of the interrogation. Each detective interrogates one suspect and fills in the notebooks. T compares the detective's two notebooks to decide whether the suspects are “innocent” or “guilty”. -Ss switch roles.

39. Write a text about where a person was and what he/she was doing on specific days.

39. CB, p. 47 Act. 2. Prepare your diary. AB, p. 91 Write your report. -Look closely at the text on p. 48 and discuss it. -Each student writes a report on the suspect interrogated in act. 38.

39. L /S/ R

39. IW

39. 15-20’


Session 8

40. Revise the vocabulary in the unit. 40. TB, p. 104 Preliminary activity. -T asks what the unit was about. -Look at the words in the picture dictionary. T: “Tell me ... long words; words which end in ‘y’; words with double letters; words where c is pronounced ‘k’; words where c is pronounced ‘s’.

40. L /S /R 40. T /Ss 40. 5-10’

-CB-AB-CD1-PMB, p. 25. One photocopy for each student (Optional).


41. CB, p. 49. Act. 1 L86 Listen and sing. -Pre: Before opening the book, T writes “Wax Coliseum”. Ask if they have visited any wax museum. Explain what they are like and what characters of the XX century they could see in one. -Ss listen to the song and say what 3 celebrities are being talked about. -T: “What was Elvis? (a singer). Where was he from? (America). What was Princess Diana? (The Princess of Wales married to the prince who was going to be the next king). Where was she from? (britain). What was Picasso? (An artist). Where was he from? (Spain)”. -Explain the vocabulary they do not understand. -Ss listen to and sing the song following the text in the book.

41. L /S /R 41. T /Ss 41. 15-20’

42. Revise different aspects worked throughout the unit.

42. CB, p. 49 Play the game. -Make a team of 4 and hand out a sheet of paper to each team. Each team chooses a secretary to note down the answers. -Activities to be done: *Spell out the word in the picture. *Write all the places of the town they know . *Order the words in a phrase. *Answer the question with “Where were you on Saturday afternoon?”

42. L/S/R/W

42. T /Ss – GW

42. 10-15’

43. Do written activities for students to check their learning level.


43. R/W 43. IW

43. 10-15’ (H)



44. AB, p. 49 Write and colour. -Pre: T gets students to think about what they have done in the unit before they evaluate the proposed aspects.

44. L/S/R/W

44. T /Ss - IW

44. 10’

* Match famous people of the twentieth century with their trade..

* Oral comprehension of 3 famous people and their professions.

* Write texts about famous people..

Reinforcement and/or extension activities with the song (Wax Coliseum)

*PMB, p. 25 Act. 1. look at the twentieth century celebrities and write.


*PMB, p. 25 Act. 3. The Wax Coliseum is looking for twenty-first century models. Write and draw.

*R/W

*L/R/W

*/R/W

* IW

*T /Ss

*IW

*5-10’ (H)

*10’

*10’

UNIDAD 6. Holiday FunObjectives Activities Skills Interaction Time Material

Session 1

1. Introduce the unit topic. 1. CB, p. 42 TB, p. 90 Preliminary activity. Ss read the title of the unit and look at the vocabulary in the pictures. T asks what they think they will do in this unit (luggage they could take with them this holiday).

1. L /S /R 1. T /Ss 1. 5’ -CB-AB-CD1

2. Introduce and practise the oral expression of : “kite, skateboard, sunglasses, camera, torch, map, surfboard, tennis racket, canoe, tent”.

2. CB, p. 50 L 87 Listen and repeat. -Books closed. T asks what things that they could take when they go on holiday do they know how to say in English: T writes them on the board. -Open the book. Check what words coincide with those said. -Play L87. Ss listen and point out the words in the book. -PLay L87. Ss listen and repeat.

2. L /S /R 2. T /Ss 2. 10-15’

3. Listen to the story. 3. CB, p. 50-51 L88 Listen to the story. -Pre: discuss the first frame: “Who can you see? Where are they? (In Aunt Ellie’s laboratory) What are they looking at? (Information about a holiday). -Ss listen to the story. -Ss make a summary of the story in LL1. -Ss listen to it again. -Ss say which words of the vocabulary in Act. 2 have appeared and which words they knew already. T introduces the words they don't know.

3. L /S /R 3. T /Ss 3. 10-15’


4. Introducing structures: : “I want to go to (the beach). I want to take (my surfboard)”.

4. TB p. 107 Structures 1 / CB p. 50-51 -Look at the phrases in the box: “I want to go to (the beach). I want to take (my surfboard)”. Look for them in the comic to put them into context. -Practise the oral expression of these phrases.

4. L / S/ R 4. T /Ss 4. 10’

5. Practise written expression of the new vocabulary.

5. AB, p. 50 Act. 1 Write. -Ss write the words of the objects related with the holiday.

5. R /W 5. IW 5. 5-10’ (H)

6. Write phrases about where some celebrities would like to go on holiday and what they want to take with them.


6. W 6. IW 6. 5-10’ (H)


Session 2

7. Revise vocabulary related with holidays.

7. TB, p. 108 Preliminary activity. -T uses mime to pretend she/he is preparing the luggage to go on holiday. Ss are to guess each object.

7. L /S 7. T /Ss 7. 5-10’ -CB-AB-CD1 -PMB. One photocopy of p. 26 per student (Optional).

8. Practise the language in the story. 8. CB, p. 50-51. L88 Listen to the story. -Ss explain what they remember of the story they listened to in the previous session. They should say as much as possible in English. -Ss listen to the story and follow it in their books. -T reads phrases ; Ss have to say what number of frame they belong to. -T reads phrases Ss have to decide what characters say them. -T chooses a frame and gives the first speech bubble. A student has to read the following one. Encourage the use of adequate intonation.

8. L /S /R 8. T /Ss 8. 10-15’

9. Introduce and practise the : “Do you want to go to (the water park)?” structure..

9. TB p. 108-109 Structures 2 / CB p. 50-51 -Look at the phrase in the box “Do you want to go to the water park?”. Ss look for it in the story to put it into context. . -Practise oral expression of these phrases.

9. L / S/ R 9. T /Ss 9. 10’

10. Practise oral comprehension of the structures introduced in sessions 1 and 2.

10. AB, p. 51 act. 1. L89 Listen and trace. -Ss listen to L89 and build the phrases with what they hear. -Ss listen to L89 and trace with a pencil the phrases they hear. -Pairs: S1 builds a phrase; S2 follows the words with what was said in the substitution table. .

10. L/S/R/W

10. T /Ss- PW

10. 10-15’

11. Practise the written expression of interrogative phrases and answers with

11. AB, p. 51 Act. 2 Look at Gracko’s suitcase. Write questions and answers .

11. L/S/R/W

11. IW – PW 11. 10-15’


the : “Do you want to go (to the beach)? Yes, I do/ No, I don’t”structure..

-Pre: Look at the pictures and build oral phrases. -Ss write the phrases.

12.Write phrases about the introduction story in the unit.

12. AB, p. 51 Act. 3. Write. -Ss write the phrases in the right bubbles.

12. R /W 12. IW 12. 5-10’ (H)

*Reinforce the written expression of vocabulary related with holidays.

*Reinforce written comprehension of phrases with the : « I want to (take a map) » structure..

*Write phrases using the : « I want to take (a canoe) ».structure.

Reinforcement and/or extension


*PMB, p. 26. Act. 2 Match.


* R /W

* R/W

* R /W

* IW

* IW

* IW

* 5-10’ (H)

* 5-10’ (H)

* 5-10’ (H)


Session 3

13. Learn the questions : “What fruit do you like? Does... play football?”

13. TB, p. 110 Preliminary activity. -Introduction and practice of the “What fruit do you like? Does... play football?” questions, using the “Questions poster”.

13. L /S 13. T /Ss 13. 10’ -CB-AB-CD1 -Questions poster.-PMB. 1 photocopy of p. 27 for each student (Optional).

14. Identify and practise the oral expression of vocabulary in semantic fields of transport, months and ordinal numbers.

14. CB, p. 52. Act. 1 L90 What can you see? Listen, point and repeat. -Ss cover the vocabulary list and look at the picture. Ss say what words related with means of transport they know in English. -In pairs, they look in the picture for each of the words on the list. -Help with the words that are more difficult. -Listen to L90. Ss listen and point out the pictures. -Listen to L90. Ss listen and point out the words. -Listen to L90. Ss listen and repeat.

14. L /S /R

14. T /Ss – PW

14. 10-15’

15. Listen to and sing the “The 31st of October is Halloween”song..

15. CB, p. 52 Act. 2 L91 Listen and chant -Revise the months of the year. -Look closely at the pictures and discuss the festivities they see and when they are celebrated. -Listen to the song. Ss look at the pictures, read and listen. -Work on comprehension: “What date is Halloween?”. -Listen to L91. Stop after each verse. ; Ss repeat.

15. L / S/ R

15. T /Ss 15. 10-15’


16. Count the syllables in different words. 16. AB, p. 52 act. 1. L92 Listen and circle the words with two syllables. -Books closed. Ss listen to the words and clap to each syllable. -Open books. In pairs, Ss decide what word in the box has three syllables.

16. L /S /R 16. T /Ss- PW

16. 5-10’

17. Practise oral comprehension of facts. 17. AB, p. 52 Act. 2. L93 Listen and tick. -L93: Ss identify the different facts and match them with the pictures.

17. L/S/R/W

17. T /Ss 17. 10’

18. Complete the written text of “The 31st of October is Halloween”song.


18. R /W 18. IW 18. 5-10’ (H)



19. Complete new verses for the song: : “The 31st of October is Halloween”

19. AB, p. 44 Act. 4. Write. -Pre. T asks oral questions about the picture: “What ‘s the date? What day is it?”. -Ss complete the new verses of the song. -Ss can create a new stanza for the song.

19. R /W 19. T /Ss – IW 19. 5-10’ (H)

* Reinforce written expression of the months of the year.

* Match typical festivities of the British culture with the months in which they are celebrated.

* Reinforce written expression of transport vocabulary.

* Reinforce written expression of transport vocabulary. .

* Reinforce written expression of holiday vocabulary. . * Classify vocabulary related with semantic fields:transport, months of the year and holiday. * Write phrases to practise structures : « She wants to go by (car) / She wants to take (a tent) » ..



* PMB, p. 27 Act. 2 Match.


* AB, p. 74 Act. 1 Write.

* AB, p. 74 Act. 2. Write and match.


* AB, p. 74 Act. 4 Write.

* R /W

* R /W

* R /W

* R /W

* R /W

* R /W

* R /W

* IW

* IW

* IW

* IW

* IW

* IW

* IW

* 5-10’ (H)

* 5-10’ (H)

* 5-10’ (H)

* 10’ (H)

* 10’ (H)

* 5-10’ (H)

* 10-15’ (H)


UNIDAD 6. Holiday FunObjectives Activities Skills Interactio

nTime Material

Session 4

20. Revise vocabulary related with : “Transports”, “Things to take on holiday” and “Dates” semantic fields.

20. TB, p. 112 Preliminary activity. -T writes on the board : « Transports, things to take on holiday, dates”. -Ss copy the three titles on a page. T dictates new words (3 per category). Ss put the words in the right place.

20. L /S 20. T /Ss 20. 10’ -CB-AB-CD1

21. Oral practice of structures: “is it a (plane ticket)? Is it (green)? Is it (The first of June)? Yes, It is. No, it isn’t” with a game.

21. CB, p. 53 Act. 1 L94 Listen and say. Play the game. -Ss look at the pictures and phrases on p. 45. -I: “Plane ticket, boat ticket, train ticket”. T. Find the ticket for the 4th of July. Is it a plane ticket? What colour is it?”. -Teach how the game works. -Oral practice of phrases with the Ss. -Play the dialogues one by one. Ss try to guess what ticket it is about. -Ss play in pairs.

21. L /S /R

21. T /Ss – PW

21. 15-20’

22. Practise reading comprehension of phrases with the “There’s a (plane ticket) for (the 2nd of February). It’s green” structure.

22. AB, p. 53 Act. 1 Read and answer. -Ss read the phrases and identify the ticket.

22. R 22. IW 22. 5-10’ (H)

23. Write phrases to describe some of the tickets in activity 21.

23. AB, p. 53 Act. 2. Write. Ask a friend to write T or F. -Ss write phrases to describe some of the tickets on p. 53 CB. -In pairs, Ss read the phrases to their partner and they try to guess if the descriptions are true or false.

23. L/S/R/W

23. IW- PW

23. 10’

24. Write short texts to explain how and when the characters want to go on holiday.

24. AB, p. 53 Act. 3. Write. -Ss look at the pictures. Oral phrases can be done as preliminary work. -Complete the phrases about the characters in the pictures.

24. R /W 24. IW 24. 10-15’ (H)

25. Build and understand phrases to revise the structures in the unit.

25. TB, p. 113 The sentence-building machine. -Ss cut out the phrases in the “Sentence Strips”. -Play « Blankety Blank ». T makes a phrase and reads it out loud leaving out a part of it. Ss build the phrase with their machines trying to complete the missing part. Points are awarded to the one who gets it right. -Ss can play in pairs or small groups.

25. L /S /R

25. T /Ss – PW GW

25. 10-15’

* Use correctly and distinguish the use of “Want” and “wants”.

* Use correctly and distinguish the use of “Want” and “Doesn’t want”.

* Reflect on the building of interrogative phrases and answers using the simple present of the verb “to want”.

Grammar activities

* AB p. 80 Act. 1. Look and think. Write “want” or “wants”.

* AB, p. 80 Act. 2. Write “wants” or “doesn’t want”. * AB, p. 80 Act. 3. Look and think.

* R /W

* R /W

* L /S

* IW

* IW

* T /Ss

* 10’ (H)

* 5-10’ (H)

* 10’


* Write questions and answers using the present simple of the verb “to want”.

* AB, p. 80 Act. 4. Write the answers and invent the questions.* R /W * IW

* 10’ (H)

UNIDAD 6. Holiday FunObjectives Activities Skills Interactio

nTime Material

Session 5

26. Practise the sound (Hamster). Learn a tongue twister.

26. TB, p. 114 L95 Preliminary activity. -T shows the “Tongue Twister” poster. -Pronunciation of the (Hamster) sound and practice of the tongue twister.

26. L /S /R

26. T /Ss 26. 5-10’ -CB-AB-CD1-“Tongue Twister” poster. -PMB, p. 28. 1 photocopy for each student (Optional).-PMB, p. 29. 1 photocopy for each student (Optional).

27. Understand texts about holiday advertisements for children and their families.

27. CB, p. 54. Act. 1 L96 Listen and read. -T writes the title of the reading on the board: “happy Holidays for Children”. Ss look at the pictures. Discuss what the reading will be about. -Make three groups. Each group reads one of the texts and then informs on : (1) where his group will go on holiday and (2) one of the activities they can do there. -Ss read the texts again. -T makes assertions about the texts to check out comprehension: “You can visit the London Eye (London city)”. Ss have to say which holiday it is about. -Ss read the texts and listen to them at the same time. -T: “Which holiday do you want to go on? Why?”.

27. L /S /R

27. T /Ss 27. 20-25’

28. Complete a chart with the information provided in several texts.

28. AB, p. 54 Act. 1 Write. -Ss try to fill in the chart by heart and later correct it looking in the CB. T can help to teach how the activity should be done: “Sandy Beach Caravan park is in... Do you remember? (Devon)”.

28. R/W 28. IW 28. 10-15’ (H)

29. Write a text to advertise a summer holiday.

29. AB, p. 54 Act. 2. Look at the poster and write. -Ss write a text for the “Summer Sports Camp” ad.

29. R/W 29. IW

29. 10-15’ (H)

30. Revise the vocabulary in the unit filling in the picture dictionary.

30. AB, p. 67-68 Picture dictionary. -Pre: Look at and comment the picture dictionary with Ss. -Ss complete it looking up in the book.

30. R /W 30. T /Ss – IW

30. 10-15’ (H)

* Practise reading comprehension of the texts. * Write a postcard with information from some notes. .* Use the Spanish-English dictionary to look up words. * Use the English-Spanish dictionary to look up words. * Use the dictionary to look up words.

Reinforcement and/or extension activities. * PMB p. 29 Act. 1. Read the postcards. Complete the sentences.* PMB, p. 29. Act. 2. Look at the notes. Write the postcard from Sam.Activities on dictionary use techniques.* PMB, p. 28 Act. 1 Use the dictionary to find the words. Write. * PMB, p. 28 Act. 2. Use a dictionary to find the words. Write. * PMB, p. 28 Act. 3. Use a dictionary to find two more words. Write and draw.

* R /W* R /W* R /W* R /W* R /W


* 15’ (H)* 15’ (H)* 10’ (H)* 10’ (H)* 10-15’ (H)



Session 6

31. Revision and oral practice of questions: “Were you at home last night? What time does school start? Does... play football?”. Introduction and oral practice of questions: “How do you come to school? Do you want to go to the beach?”.

31. TB, p. 116 Preliminary activity. -T uses the “Questions poster” to revise questions : “Were you at home last night? What time does school start? Does... play football?” and to practise “How do you come to school? Do you want to go to the beach?” questions.


32. Overall comprehension of the dialogue. Understand specific information in the dialogue. Pronunciation practice..

32. CB, p. 55. Act. 1 L97 L98 Listen and repeat. -Pre: look at the frames. -Ask questions about each frame to practise comprehension: : V1: “Who’s in the picture? What are Sam and his family doing? What does Sally want to take?” V2: “What does Sam want to take? What does mum say?” V3: “Where is dad going? What does he want to get? What does Sam do?”. V4: “Are Sam and Sally happy now? What does Tessie say?” -Play L97 Ss listen and repeat each phrase. -Play L98 practise pronunciation of : “Where are you going? To the beach” phrases. -Ss can act out the story in groups.

32 L /S /R 32 T /Ss – GW

32 20-25’

33. Oral discrimination of vocabulary related with summer holidays..

33. AB, p. 55 Act. 1 L99 Listen and tick. -Pre: Look at the photographs. -Ss do the activity while they listen to L99.

33. L/S/R/W

33. T /Ss -IW 33. 10-15’

34. Complete a written dialogue. 34. AB, p. 55 Act. 2. Write with a friend. Act out. -Ss complete the dialogue in pairs and then read it out to the rest of the class.

34. L/S/R/W

34. PW

34. 10-15’

35. Match questions with suitable answers. 35. AB, p. 55 Act. 3 Fill in the gaps and match.

-Ss fill in the questions using the given words and then match them with the answers.

35. R /W 35. IW 35. 5-10’ (H)


Session 7

36. Practise “The 31st of October is Halloween” song..

36. TB, p.118 Preliminary activity. -Ss chant : “The 31st of October is Halloween” song once again..

36. L /S 36. T /Ss 36. 5-10’ -CB-AB-CD1

37. Prepare to do the final activity in the unit.

37. CB, p. 56. Act. 1 L100 Listen and read. -Ss look at the chart on p. 55 Cb and read the

37. L /S /R 37. T /Ss 37. 10-15’


dialogue next to it. They try to figure out what the activity is about. -Ss ask questions to check if they know the vocabulary in the different sections of the interview: “Do you want to go to a caravan next to the beach/ a hotel in the city/ a mountain camp? Do you want to go by plane/ Car/ train? Do you want to go in July?” -Ss listen to the interview. Ss follow it in their books. -Ss listen to the interview. T makes pauses; Ss practise the questions and answers. -Ss close their books and try to remember the five questions.

38. Interview a fellow student to know what he wants to do during the holiday. Answer questions regarding what you want to do during the holiday.

38. CB, p. 56 AB, p. 93. Final activity -Make groups. Ss cut out the page with the interview. -Each student completes the column about him/herself. -Each student interviews another student in the group and completes the second column with the information obtained. -If there is time, they can interview other students.

38 L/S/R/W

38 GW – PW T /Ss

38 20-25’

39. Write a text about your holiday and that of a friend. .

39. CB, p. 56 Act. 2. Read and find the mistake. AB, p. 93 Write about yourself and a friend. -Ss read the text on p. 56 CB and look for the mistake. -Each student writes a report on his/her own holiday and about the holiday of another student with the information obtained in activity 38.

39. L /S/ R

39. IW

39. 15-20’


Session 8

40. Revise the vocabulary in the unit . 40. TB, p. 120 Preliminary activity. -T asks what the unit was about. -Look closely at the words in the picture dictionary. T: “Tell me... words ending in ‘th’; words ending in ‘er’; words with letters you don’t pronounce; easy words; difficult words”.

40. L /S /R 40. T /Ss 40. 5-10’ -CB-AB-CD1-PMB, p. 30. 1 photocopy for each student (Optional).


41. CB, p. 57. Act. 1 L101 Listen and sing. -Pre: Before opening the book, T writes “Holiday”. Look closely at the pictures and talk about the types of holiday that are depicted. -Divide the class in two groups: one focuses on the woman and the other on the man. -Ss listen to the song.

41. L /S /R 41. T /Ss 41. 15-20’


-Explain the vocabulary they do not understand. -Ss listen to and sing the song following the text in the book.


42. CB, p. 57 Play the game. -Make teams of 4 and hand out one sheet of paper per team. Each team has to choose a secretary to take down the answers. -Activities to be done : *Spell out the word in the picture. *Write the words they know related with holidays. *Order the words of a phrase. *Answer the question “Do you want to go to the beach?”

42. L/S/R/W

42. T /Ss – GW

42. 10-15’

43. Do written activities for Ss to check out their learning level.

43. AB, p. 56-57 Back to the laboratory. -Ss do proposed activities.

43. R/W 43. IW

43. 10-15’ (H)

44. Self evaluate performance in this unit. 44. AB, p. 57 Write and colour.

-Pre: T gets the students to think about what they have done throughout the unit before evaluating the proposed aspects.

44. L/S/R/W

44. T /Ss - IW 44. 10’

* Oral discrimination of the words of the song. .

* Oral and written discrimination of the words of the song. Oral and written reinforcement of key vocabulary in the song. * Reinforcement of key structures worked on in the unit. .

Reinforcement and/or extension with the song (Let’s go on holiday)

*PMB, p. 30 Act. 1. Write. Listen to the song and tick the words you hear.

*PMB, p. 30 Act. 2. Listen and circle the wrong words. Listen again and write. *PMB, p. 30 Act. 3. Write and draw. Act out with a friend.

*L /R /W

*L /R /W

* L/S/R/W

* T /Ss

*T /Ss

*IW – PW

*10’ (H)

*10’

*10-15’


EVALUATION UNITS 5-6. The Diamond Thief. Holiday Fun.Objectives Activities Skills Interaction Time Material


* Evaluate SS's oral comprehension and expression.progress.



-Note: The Ss who finish earlier can do the following individual activities until the end of the session: Finish pending activities in the AB.Finish the “Picture Dictionary”.Do some reinforcement or extension activities that were not done in the unit.

* L / R

* L /S



* 20-25’

* De 5-10’ per student, depending on the student. In case of being unable to evaluate all the students, the next evaluation session can be used to evaluate those who are missing, while the rest of the students sit for the “Reading” and “Writing test”.

One photocopy of pages . 26 and 27 of the Evaluation booklet for each student.


* Evaluate written comprehension and expression progress of the Ss.



-Note: While Ss sit for the tests, the T can continue evaluating the oral expression of Ss that could not be evaluated in the first evaluation session.

-Note: Ss that finish earlier can do the following activities individually until the end of the session.: Finish pending activities in the AB.Finish the “Picture Dictionary”.Do some reinforcement or extension activities that were not done in the unit.

* L / R

* L /S



* The whole session One photocopy o f pages 28 and 29 of the evaluation booklet for each student.


The Pop Star (Episode 4)Objectives Activities Skills Interaction Time Material

Session 1

Recall the plot of the three first episodes of the story and predict the ending

1. TB, p. 122 Preliminary activity. -Ss explain what has happened so far and where Eric and Jen are in LL1 They try to predict what will happen in the fourth episode: will kidnappers trap Eric and Jen again? Ss reason their answers.

1. L /S 1. T /Ss 1. 10’ -CB-AB-CD1


2. CB, p. 57-58 L102 Listen and read. -Pre: I: “Follow, arrest”. -Play L68. Ss listen and follow in the book. -Ask questions in LL1 about the story: “Where are Jen and Eric going? How does Eric convince people that he is Ricky Partridge? What happens to the kidnappers ? In what way has Eric changed at the end of the story? Who comes to see Eric?”. -Play L34 again. Ss point to the speaker.

2. L /S /R 2. T /Ss 2. 20-25’

3. Show comprehension of the episode of the comic by discriminating whether the phrases are true or false

3. AB, p. 58 Act. 1 Circle true or false. -Ss do the activity individually without looking in the CB. -Ss self-correct the activity looking in the CB. -Correction with all the class. .

3. R /W 3. IW – T /Ss 3. 10’ (H)

4. Practise writing of the key vocabulary in the comic reading.

4. AB, p. 58 Act. 2. Write the answers and find the secret word. -Ss do the activity individually.

4. R /W 4. IW 4. 10’ (H)

Session 2

5. Recall the episode in “The Pop Star” read in the previous session.

5. TB, p. 123 Preliminary activity. -T asks Ss in LL1 what they liked most in “The Pop Star” story and who their favourite character is (ask them to reason their answer ).

5. L /S 5. T /Ss 5. 10’ -CB-AB-CD1

6. Read and understand the episode in a comic.

6. CB, p. 58-59 L102 Listen and read. -Play L102. Ss listen and follow in the book. -Ask questions about the story in LL2: “Where do Eric and Jen go? Can they see the criminals? Are they coming? What does Eric do? Are the police in Trafalgar Square? Are Eric and Jen happy at the end of the story?”. -Play L102 again. T pauses after some lines of dialogue; Ss have to say how the story continues.

6. L /S /R 6. T /Ss 6. 20-25’

7. Understand information in a poster. Answer written questions about the information in a poster. .

7. AB, p. 59 Act. 1 Answer the questions. -Pre: the activity can be done orally. -Ss give individual, written answers to the questions.

7. R /W 7. IW 7. 10’ (H)

8. Answer questions writing “Yes, it was” or “No, it wasn’t”.

8. AB, p. 59 Act. 2. Answer the questions. -Pre: the activity can be done orally. -Ss answer the questions..

8. R /W 8. IW 8. 5-10’ (H)

EVALUACIÓN UNIDADES 1,2,3,4,5 y 6.


Objectives Activities Skills Interaction Time MaterialEvaluation Session 1

* Evaluate progress of Ss's oral comprehension and expression.


* Give the l “Speaking test 4”

-Note: The Ss who finish earlier can do the following individual activities until the session ends: Finish pending activities in the AB.Finish the “Picture Dictionary”.Do some reinforcement or extension activities that were not done in the unit.

* L / R

* L /S



* 20-25’

* 5-10’ per student, depending on the student. IN case of being unable to evaluate all the students, the next session can be used to evaluate those missing while the rest do their “Reading” and “Writing test”.

One photocopy of pages 30 and 31 of the evaluation booklet for each student. .


* Evaluate progress of Ss's written comprehension and expression.



-Note: While Ss take the tests, the T can continue evaluating oral expression of Ss not evaluated in the first evaluation session.

-Note: The Ss who finish earlier can do the following individual activities until the end of the session: Finish pending activities in the AB.Finish the “Picture Dictionary”.Do some reinforcement or extension activities that were not done in the unit.

* L / R

* L /S



* The whole session One photocopy of pages 30 and 31 of the evaluation booklet for each student. .

Festivals. ChristmasObjectives Activities Skills Interaction Time Material

Session 1

1. Learn how Christmas is celebrated in English speaking countries.

1. TB, p. 124 Preliminary activity. -Ask Ss in LL1 what they know about Christmas celebrations in English speaking countries. . -Revise: “Father Christmas, present, turkey, vegetables, Christmas pudding, Christmas tree,

1. L /S 1. T /Ss 1. 10-15’ -CB-AB-CD1- PMB, p. 31 (1 photocopy for each student ).


Happy Christmas”. -Ask what presents they expect to get this year and what they would do if they didn't like one of the presents. -Ask what the weather is like in Christmas and what it's like today. . I/ R: “Snow”.

2. Read and understand a theatre play. 2. CB, p. 60-61 L109 Listen to the play. -I: “Snow globe”. -Look at the characters that take part. -Look closely at the first picture: “Who can you see? (Kevin and dad) What can you see? (lots of presents)”. -Look closely at the second picture : “What is in the snow globe? (a girl and a house)”. -Look closely at the other pictures. Ss try to guess what happens in the play. -L109 Ss listen to the text and follow it. -T asks comprehension questions : “Where is Kevin in the first picture? Is he happy? Where is he in the third picture’ Where is Kevin in the last picture? Is Kevin happy now?”. -L109 pause after each section corresponding to a picture: ask comprehension questions of each section and clarify vocabulary.

2. L /S /R 2. T /Ss 2. 20-25’

3. Reinforce reading comprehension of the theatre play: “The Snow Globe”.

3. PMB, p. 31 Act. 1 Match the pictures and the words. -Pre: identify the characters. -Ss match the characters with what they say.

3. R /W 3. IW 3. 10’ (H)

4. Practise written comprehension of vocabulary related with Christmas.

4. PMB, p. 31 Act. 2. Match -Ss match the words with the pictures.

4. R 4. IW 4. 5’ (H)

5. Classify vocabulary in semantic fields : « food », « presents » y « Activities ».

5. PMB, p. 31 Act. 3. Write the words. -Ss classify the words.

5. R /W 5. IW 5. 5-10’ (H)


Session 2

6. Recall the theatre play “The Snow Globe”.

6. CB p. 60-61 L109 Listen to the play. -Listen once again to “The Snow Globe” theatre play. Ss follow it in their books.

6. L /R 6. T /Ss 6. 5-10’ -CB-AB-CD1- PMB, p. 32 (1 photocopy for each student ).

7. Practise oral and written comprehension of the play. Practise oral expression.

7. TB, p. 125 Cb p. 60-61 Act out. -Divide the class in groups of six. -Each group practises reading the play. -Ask the three groups to act it out in front of the other students. One performs the first part, another the second, and another the final part.

7. L /S /R 7. GW - T /Ss 7. 25-35’

8. Overall comprehension of the letter 8. PMB, p. 32 Act. 1 Read and put the pictures in 8 R 8 IW 8 10’ (H)


about Christmas. Understand specific information in the letter about Christmas.

order. -Ss read the letter and number the pictures from 1 to 4 in the same order as they appear in the text.

9 Complete the text about some aspects of Christmas celebrations

9. PMB, p. 32 Act. 2. Now write about your Christmas. -Ss take as a model the text in act. 8 and complete the text proposed.

9. R /W 9. IW 9. 10’ (H)

10. Practise the written expression of vocabulary related with Christmas.

10. PMB, p. 32 Act. 3. Write. -Ss do the crossword.

10. R /W 10. IW 10. 5-10’ (H)

Festivals. Valentine’s DayObjectives Activities Skills Interaction Time Material

Session 1

1. Learn how Valentine's Day is celebrated in English speaking countries.

1. TB, p. 126 Preliminary activity. -Ask Ss in LL1 what they know about Valentine's Day celebrations in English speaking countries. -Revision or I: “Love, cards, presents, happy Valentine’s Day”. -I/ R: “Dog, monkey, lion, penguin” and what they eat : “fruit, meat, fish, banana”.

1. L /S 1. T /Ss 1. 10-15’ -CB-AB-CD1- PMB, p. 33 (1 photocopy per student ).

2. Read and understand a theatre play. 2. CB, p. 62-63 L110 Listen to the play. -Discuss the title with the Ss. -Check out what characters take part. -Look closely at the first picture : “Who can you see? (Sally and Pete) Does Sally like Pete? Does Pete like Sally?”. -Look closely at the second picture : “What has Sally got? Is she happy? ”. -Look closely at the rest of the pictures. Ss try to guess what happens in the play. -L110 Ss listen to and follow the text. -T asks comprehension questions: “Has Pete got cards for the animals’ (Yes) has he got a card for Sally? (No) Is Sally happy? (No) have the animals got the correct cards? (No) What does Pete do? (He comes back)”. Ask Ss what could happen when Pete returns. “He speaks to Sally and he and Sally are happy”. -L110 make a pause after each section that matches a picture: ask comprehension questions about each section and clarify vocabulary.

2. L /S /R 2. T /Ss 2. 20-25’

3. Reinforce reading comprehension of the play: “Valentine’s Day at the zoo”.

3. PMB, p. 33 Act. 1 Circle true or false. -Pre: the activity can be done by heart and in oral manner.

3. R /W 3. IW 3. 10’ (H)


-Individually, each Ss decides whether the phrases are true or false and later checks it out in the CB.

4. Complete the text about Valentine's Day celebration.

4. PMB, p. 33 Act. 2. read and write. -Ss complete the text.

4. R /W 4. IW 4. 5’ (H)

5. Practise the written expression of vocabulary related with Valentine's Day.

5. PMB, p. 33 Act. 3. Write the words in the heart. Find the secret message. -Pre: words can be identified orally from the pictures.

5. R /W 5. IW 5. 5-10’ (H)

Festivals. Valentine’s DayObjectives Activities Skills Interaction Time Material

Session 2

6. Recall the “Valentine’s Day at the Zoo” play.

6. CB p. 62-63 L110 Listen to the play. -Listen again to the play “Valentine’s Day at the Zoo”. Ss follow it in their books.

6. L /R 6. T /Ss 6. 5-10’ -CB-AB-CD1- PMB, p. 34 (1 photocopy per student ).

7. Practise written and oral comprehension of the theatre play. . Practise oral expression.

7. TB, p. 127 CB p. 62-63 Act out. -Divide the class in groups of six. -Each group practises reading the play. -Ask three groups to act it out for the other students. One performs the first scene, the other the second, and the other student the final scene.

7. L /S /R 7. GW - T /Ss 7. 25-35’

8. Introduce vocabulary from the semantic field of foods.

8. PMB p. 34 Act. 1 Write. -Pre: Look at the pictures and identify the different foods. -Ss write the words under the pictures.

8 L/S/R/W 8. T /Ss - IW 8. 10’ (H)

9 Introduce verbs related with cooking activities. .

9. PMB, p. 34 Act. 2. Match. - Pre: Look closely at the pictures and identify the actions. . -Ss write the word under each picture..

9. L/S/R/W 9. T /Ss - IW 9. 10’ (H)

10. Complete a recipe with words from a list

10. PMB, p. 34 Act. 3. Complete the recipe. -Ss complete the text.

10. R /W 10. IW 10. 5-10’ (H)


CLASSROOM PROGRAMME - GALAXY 6: YEAR 2010/2011*

This classroom programme is part of the curriculum for primary education and the curriculum project for the area which OUP has designed for the Galaxy method of teaching-learning the English language.

Designing a classroom programme is a very special task, as each centre, depending on its type and curricular project, each class, depending on its diversity, and each teacher, according to his/her teaching experience, runs a different classroom programme in terms of particular characteristics but a similar one in a more general sense

Within this general context, and on the basis of openness and flexibility as a useful and efficient tool for primary school teachers, the Galaxy editorial project has prepared this classroom programme.

The abbreviations and symbols employed are as follows:

In the activities section:SB- Student’s Book TG- Teaching guide p. - page PM- Photocopy Masters BookAN – Assessment Notebook

In the skills section:DS – Communicative SkillsL- Listening Comprehension S- Oral ExpressionR- Reading Comprehension W- Written Expression

And in the interaction section: IN- InteractionIW- Individual Work GW – Group Work PW- Pair Work AC – All the ClassT-Ss- Teacher-Students


StarterObjectives Activities Skills Interaction Time Material

Session 1

Introduce Ss to a few of the main characters in the book and in Aunt Ellie's laboratory.

CB p. 2-3 Preliminary activity-Look closely at pages. 2-3: “This is Aunt Ellie”. Ask what they think she is (Inventor/ Scientist). “This is Gracko. He can talk. He’s Aunt’s Ellie’s friend. This is Lisa. This is Charlie. Aunt Ellie is their Aunt”.-Look closely at the elements and laboratory machines.:* Computer screen, indicate what places will be visited throughout the course. * The Jukebox.* Art Gallery.* Printer..*Code game.

L /S T /Ss 1. 10-15’

-CB-AB-CD 1

Present Ss with the song section in the book. Practise the “Goodbye summer, hello school” song.

CB p. 2 L1 Song: “Goodbye summer. Hello school”. -T: “This is a jukebox. It plays songs”. -Explain to the Ss that they will hear a song about the end of the summer and the beginning of school. Ask Ss to say what words they think they will hear. T writes them on the board. -Listen to the song and check which words on the board they have heard.

2. L /S /R

2. T /Ss 10’

Revise vocabulary and language from previous levels.

CB, p. 2-3. The game.-Make groups of 4 or 5 Ss. Each group picks a secretary. T points at a painting in an art gallery. Each group has 2 minutes to examine it and say names of things they know in English that relate with the subject of the painting. The secretary writes down what the other students say. T says “Stop”; the groups say the words they have written in turns. Give a point for each correct answer.

3. L/S/R/W

3. T /Ss – GW

3. 10-15’

Grasp information about the characters in the book.

AB p. 2 Act. 1 Read and match-Read the phrases and match them orally with the Ss.-Ss do the activity individually. -All the class corrects.

4. RW 4. IW 4. 5-10’

Revise vocabulary from previous levels.

AB p. 2 Act. 2 Look at Aunt Ellie’s pictures.-Ss classify the vocabulary looking at the paintings in the laboratory art gallery.

5. R /W 5. IW (H) 5. 10’ (H)

6. Review structures from previous levels.

AB p. 2 Act. 3 Write the missing word. Write the number of the picture.-Ss complete the phrases and note down which painting in the art gallery they refer to.

6 R /W 6 IW 6 10’ (H)


StarterObjectives Activities Skills Interaction Time Material

Session 2

Recall aspects of the characters in the book. Practise oral comprehension of descriptive phrases.

7. TB p. 18 Preliminary activity-Ss open the CB; T writes the names of the characters on the board. T: “He’s got glasses. She’s got grey hair. He’s wearing a blue shirt. He’s got curly black hair. He’s blue. He can speak. She’s an inventor. She’s looking at the pictures on the wall. He’s looking at the computer”. Ss have to say which character each phrase refers to

7. L /S 7. T /Ss 7. 5-10’

-CB-AB-CD1

Use a code to decipher the phrases. 8. CB p. 3 Play the code game-Look at the machine with wheels. -Ss use the symbols and words in the machine to decipher the phrases on the screen.

8 L /S /R

8 T /Ss – IW

8 10-15’

Grow familiar with the book. 9. CB p.3 Find the page-Look at the objects on the page coming out of the printer. , Ss name them in English. T writes them on the board. -Ss look for he objects in the book. T writes on the board in what page they are :Calculator (8), fruit (16), castle (26), picture (34), cheese ( 44), weak (52).

9 L /S /R 9 IW or PW T /Ss

9 5-10’

Practise oral comprehension to obtain specific information.

10. AB p. 3 Listen and trace-Ss listen to the dialogue and join each character with its favourite colours, foods, animals and sports. -Ss complete the phrases with the collected information.

10. L/S/R/W

10. T /Ss - IW

10. 15’

Practise writing the phrases using a code. 11. AB, p. 3 Act. 2 Look at the code. Write and answer. write questions using the code. Ask a friend.-Ss use the code in the CB p. 3 to decipher the questions and answer them. -Ss write questions using the code and ask another student.

11. L/S/R/W

11. IW – PW

11. 10’

The Ghost Knight (Episode 1)Objectives Activities Skills Interaction Time Material

Session 1

1. Contextualize “The Ghost Knight” comic. 1. TB, p. 20 Preliminary activity. -T draws a simple castle on the board I: “Castle”.Ask in LL1 who could live in such a castle (ask them to reason the answer). I: “Sword”, who do they think could use a sword I: “Knight” (remark on the fact that the k is

1. L /S 1. T /Ss 1. 10-15’

-CB-AB-CD1


silent). I: “Ghost”. Ask it they believe in ghosts and if they know any ghost stories. -Explain they will be reading a story about a castle, a sword and a knight. Ss have their books closed and the title: “The Ghost Knight”. Ask them what they think could happen in the story.

2. Listen, read and understand the episode in the comic.

2. CB, p. 4-5 L3 Listen and read. -Ss look at the story and explain what they think it is about. Ask for the names of the characters. (Marc and Cathy). -Play L3. Ss listen and follow in the book. -Ask questions in LL1 about the story. Where are Marc and Cathy, where professor Simpson works,, etc. -Play L3 again. Ss point out the speaker.

2. L /S /R 2. T /Ss 2. 20-25’

3. Match phrases with the characters they refer to in order to show your comprehension of the episode in the comic.

3. AB, p. 4 Act. 1 Match the sentences with the characters. -Pre: the activity can be done orally. -Ss do the activity individually.

3. R /W 3. IW 3. 10’ (H)

4. Build phrases ordering the words. 4. AB, p. 4 Act. 2. Make sentences. -Ss order the words to build phrases. - T corrects together with all the group-class.

4. R /W 4. IW 4. 5-10’(H)


Session 2

5. Recall the episode of “The Ghost Knight” read in the previous session.

5. TB, p. 21 Preliminary activity. -Conversation with the Ss about episode 1 of “The Ghost Knight”. Ask which words in English they remember. -Tell them they will be reading the episode again.

5. L /S 5. T /Ss 5. 10’ -CB-AB-CD1


6. CB, p. 4-5 L3 Listen and read. -Play L3. Ss listen and follow in the book. . -Ask questions in LL2 about the story: “Who is looking for a castle? (Professor Simpson) Who wants to go home? (Mark) Who wants a hotel in the wood? (Tommy Cash) Who wants to help the professor? (Cathy) Who sees a ghost? (Mark)” -Play L3 again. T pauses. Ss have to decide

6. L /S /R 6. T /Ss 6. 20-25’


how the story continues. 7. Reinforce key vocabulary in the reading. 7. AB, p. 5 Act. 1 Label the picture.

-Ss write the words in the right place. 7. R /W 7. IW 7. 5-

10’(H)

8. Practise written structures : “Yes, it is; No, it isn’t; Yes, he/she has; No, he/she hasn’t”.

8. AB, p. 5 Act. 2. Answer the questions. -Ss answer the questions. -T corrects with all the group-class.

8. R /W 8. IW – T /Ss 8. 5-10’(H)

9. Complete the phrases with vocabulary from the story.

9. AB, p. 5 Act. 3 Write. -Ss complete the phrases looking at the pictures.

9. R /W 9. IW 9. 5’ (H)

UNIDAD 1. School and computersObjectives Activities Skills Interaction Time Material

Session 1

1. Introduce the unit topic. 1. CB, p. 6 / TB, p. 22 Preliminary activity. Ss read the title of the unit and look at the vocabulary in the pictures. T asks what they think they'll be doing in this unit (about school and computers).

1. L /S /R 1. T /Ss 1. 5’ -CB-AB-CD1

2. Introduce and practise oral expression of vocabulary in the semantic field of school subjects: “Maths, English, French, History, Geography, Science, Art, Music, PE, ICT”.

2. CB, p. 6. L4 Listen and repeat. -Books closed. T writes on the board: “School subjects”. Ask which subjects they know in English, T writes them on the board. -Open the book. Check what words coincide with those said. -Play L4. Ss listen and point out the words in the book. -Play L4. Ss listen and repeat. -Game: “Guess the word” T: “It starts with ‘g’. It ends in ‘c’. It ends in ‘h’”.Ss have to guess the word.

2. L /S /R 2. T /Ss 2. 10-15’

3. Listen to the story. 3. CB, p. 6-7 L5 Listen to the story. -Pre: discuss the first frame : “Who can you see? (Aunt Ellie, Lisa and Charlie). Where are they? (In Aunt Ellie’s laboratory) What are they looking at? (Information about a futuristic school)”. -Ss listen to the story. -Ss make a summary of the story in LL1. -Ss listen to it again. -Ss say which words in the vocabulary of Act. 2 have appeared and which words they know already. T introduces unknown words.

3. L /S /R 3. T /Ss 3. 10-15’

4. Introducing structures: “It’s got eight legs. It hasn’t got wings. It can walk. It can’t fly”.

4. TB p. 23 Structures 1 / CB p. 7 -Look closely at the phrases in the box « It’s got eight legs. It hasn’t got wings. ». Look for them in the comic to put them into context.

4. L / S/ R 4. T /Ss 4. 10’


-Remember “it’s got” and “it hasn’t got”are contracted forms of “It has got” and “It has not got”. Ss explain the difference between “It’s got” and “It hasn’t got”. -Look closely at the phrases in the box “It can walk. It can’t fly”. Look for them in the comic to contextualize. Make them aware of the contraction and ask for the difference between both phrases. -Practise the oral expression of these phrases.



5. R /W 5. IW 5. 5-10’ (H)

6. Practise written expression of the structures in activity 4 combined with new vocabulary.

6. AB, p. 6 act. 2. Write about Jenny. Write about yourself. -Pre: can be done orally. -Ss do the activity individually.

6. R /W 6. IW – T /Ss 6. 10’ (H)

7. Reinforce the writing of phrases using “Can / can’t”.

7. AB, p. 6 Act. 3 Write. -Ss complete the phrases.

7. R /W 7. IW 7. 5-10 (H)


Session 2

8. Revise the school subjects vocabulary.

8. TB, p. 24 Preliminary activity. -T says terms or expressions in LL1 or LL2. Ss name the subject they are related with. You can make teams and give a point for each correct answer. The teams can choose between saying or writing the name of the subjects. -Ball (PE), Bonjour (French), map (Geography), 6 times 6 is 36 (Maths), Computer (ICT), Mozart and Beethoven (Music), Kings and queens (History), write a letter (English), Paint a picture (Art), plant reproduction (Science).

8. L /S 8. T /Ss 8. 5-10’ -CB-AB-CD1 -PMB. One photocopy of p. 1 for each student (Optional).

9. Practise the language in the story.

9. CB, p. 6-7. L5 Listen to the story. -Ss explain what they remember of the story they heard in the previous session. They should say as much as they can in English. -Ss listen to the story and follow it in the book. -T reads phrases ; Ss have to say the number of the corresponding frame. -T reads phrases ; Ss have to identify the character that says them. -T chooses a frame and says the first speech bubble. A Ss has to read the following one. Encourage use of correct intonation.

9. L /S /R

9. T /Ss 9. 10-15’

10. Introducing structures : “It lives in the jungle. It doesn’t live in the ocean”.

10. TB p. 24-25 Structures 2 / CB p. 6-7 -Look at the phrases in the box “It lives in the jungle. It doesn’t live in the ocean”. Look for them in the comic to contextualize. T writes them on the board and Ss look closely at the structures (lives/ Doesn’t live) : « Why is there an ‘s’ on ‘lives’ ? (why the pronoun “it” is the subject). Remark: does not= doesn’t. -Write the phrases on the board. Make clear for the Ss that “haven’t” = “have not” y “Hasn’t” = “has not”. -Practise the oral expression of these phrases. T says an affirmative phrase and Ss make it negative.

10. L / S/ R

10. T /Ss 10. 10’


11. AB, p. 7 act. 1. L6 Listen and trace. -Ss listen to L6 and build the phrases they hear. -Ss listen to L6 and trace with a pencil the phrases they hear.

11. L/S/R/W

11. T /Ss- PW IW

11 10-15’


-Pairs00: S1 builds a phrase ; S2 follows the words with what was said in the substitution table. -Ss use the table to build phrases about themselves and another student.

12. Practise the written expression of phrases using the : “It lives/ It doesn’t live; It can / It can’t; It’s got / It hasn’t got” structures.

12. AB, p. 7 Act. 2 Write. Draw and write. -Ss write phrases about a monkey and another animal using the substitution boxes in act. 11.

12. R /W 12. IW 12. 10’ (H)

13. Practise written comprehension of the phrases in the session about history.

13 AB, p. 7 Act. 3 Match and write. -Ss write a summary of the story matching the halves of the sentences. -It can be done by heart first and then correcting the exercise looking at pages 6-7 of the CB.

13. R /W

13. IW 13. 10’ (H)

* Reinforce written comprehension and expression of vocabulary in the semantic field of school subjects * Practise written expression of the “I like (Maths). I don’t like (PE) structures”.



* PMB, p. 1. Act. 2. Draw and write.

* R /W

* R /W

* IW

* IW

* 5-10’ (H)

* 10’ (H)


Session 3

14. Learn the questions : “Did you go to the park? Did you stay home? Did you play a computer game? Did you do homework?”.

14. TB, p. 26 Preliminary activity. -T asks questions : “Did you go to the park? Did you stay home? Did you play a computer game? Did you do homework?” I: “Yes, I did/ No, I didn’t”. -Ask the Ss to build new questions looking at the pictures. -Ss continue practising questions and answers in pairs.

14. L /S 14. T /Ss 14. 10’ -CB-AB-CD1 -Poster “Weekend”.-PMB. 1 photocopy of p. 2 for each student (Optional).

15. Identify and practise oral expression of vocabulary from semantic fields of “school objects” and “school activities”.

15. CB, p. 8. Act. 1 L7 What can you see? Listen, point and repeat. -Ss cover the vocabulary list and look at the picture. Ss name the school objects and activities they know. -In pairs, they look in the pictures for each of the words in the lists. -Help with the difficult words. -Listen to L7. Ss listen and point out the pictures. -Listen to L7. Ss listen and point out the words. -Eucharist L7. Ss listen and repeat.

15. L /S /R

15. T /Ss – PW

15. 10-15’

16. Listen to and sing the “Len likes Maths and Geography” song. Practise the third person singular of the present simple of the verb “ have got”. Practise vocabulary from semantic fields of “School objects” and “School activities”.

16. CB, p. 8 Act. 2 L8 The song -Listen to L8. Ss look at the pictures, read and listen. -Work on comprehension: “Is Len a good student? What school subjects does he like? What school objects has he got?”. -Listen to L8. Ss listen and mark the rhythm with their hand. -Listen to L8. Stop after each verse; Ss repeat.

16. L / S/ R

16. T /Ss 16. 10’

17. Count the syllables in different words. .

17. AB, p. 8 act. 1. L9 Listen and circle the words with two syllables. -Books closed. Ss listen to the words and clap to each syllable.

17. L /S /R

17. T /Ss- PW

17. 5-10’


-Open books. In pairs, Ss decide which words in the box have two syllables. 18. Practise oral comprehension to obtain specific information.

18. AB, p. 8 Act. 2. L10 Listen and match. -Ss listen and match each character with their school objects.

18. L/S/R/W

18. T /Ss - IW

18. 5-10’

19. Complete the written text of the “Len likes Maths and Geography”song.


19. R /W 19. IW 19. 5-10’ (H)

20. Complete new verses for the “Len likes Maths and Geography” song..

20. AB, p. 8 Act. 4. Write. -Pre. Orally, T asks questions about the picture: “Who is this? What does she like?”. -Ss complete the new verses of the song.

20. R /W 20. T /Ss – IW

20. 5-10’ (H)

* Revise the written expression of school objects. * Reinforce writing of phrases using the “I’ve got”.structure.* Complete the dialogue. Practise structures : “Have you got...? Yes, I have. No, I haven’t”.





* R /W* R /W

* R /W

* IW* IW

* IW

* 5-10’ (H)* 5-10’ (H)

* 5-10’ (H)


Session 4

21. Revise the names of school activities.

21. TB, p. 28 Preliminary activity. -T chooses one of the activities on p. 8 CB. Ss have three guesses to figure out which activity it is. If they don't, the point goes to the T.

21. L /S /R

21. T /Ss 21. 5-10’

-CB-AB-CD1

22. Structure practice: “Do you like ... –ing? Yes, I do/ No, I don’t” with a game.

22. CB, p. 9. Act. 1 L11 Listen and say. Play the game. -Ss look at the chart and the phrases on the page. -Ss cover the dialogue and listen to it. T pauses after each answer; Ss have to say who is eliminated. -Do the same with the second dialogue. -Play the third dialogue without stopping. . -Discuss with the Ss the questions in the dialogue. -Practise pronunciation of the phrases with the Ss. -Ss play in pairs. .

22. L /S /R

22. T /Ss – PW

22. 15-20’

23. Identify characters from the reading of phrases that explain what they like and dislike doing.

23. AB, p. 9 Act. 1 Write the names -Ss read the phrases and identify the character they refer to.

23. R 23. IW 23. 5-10’ (H)

24. Write phrases to describe what the characters in the picture like or dislike.

24. AB, p. 9 act. 2. Write. Ask a friend to write the numbers. -Ss write phrases to describe the activities characters like or dislike doing. -In pairs, Ss read each other's phrases and try to identify them in the chart on p. 9 CB.

24. L/S/R/W

24. IW- PW

24. 10’

25. Complete phrases using the “like” verb form and the names of the

25. AB, p. 9 Act. 3. Read and write. -Look closely at and comment graphics with Ss.

25. L/S/W/R

25. T /Ss – IW

25. 10’ (H)


activities done in school. -Ss complete the phrases with the information in the graphics. 26. Build affirmative and negative phrases in present simple. .

26. TB, p. 29 The sentence-building machine. -Ss cut out the phrases in the “Sentence Strips”. -Play at “Who am I?”. A student thinks of someone in the class. T builds 5 affirmative sentences about that person. Ss have to guess who it is. -Ss play the “Who am I?” game.

26. L /S /R

26. T /Ss 26. 10’

* Observe and comment how the present simple of verbs “to like” and “ have got” work.* Complete phrases with affirmative or negative verb form in present simple of the verbs “to live” or “ have got”. * Complete texts with affirmative or negative verb forms in present simple of the verbs “to live” or “have got”.* Observe and discuss how to build interrogative phrases in present simple using the verb “to like” and how these phrases are answered. * Writing interrogative phrases and answers using the present simple of the verb “to like”.

Grammar activities * AB p. 75 Act. 1. Look and think. * AB p. 75 Act. 2. Write.




* L /S* R /W

* R /W

* L /S

* R /W

* T /Ss* IW

* IW

* T /Ss

* IW

* 10’ (H)* 5-10’ (H)

* 5-10’ (H)

* 10’

* 5-10’ (H)


Session 5

27. Practise the /follow/ y /cold/ sounds. Learn the tongue twister.

27. TB, p. 30 L12 Preliminary activity. -T shows the “Tongue Twister” poster. Teach the tongue twister: “Follow the hippo onto the boat”. -Pronunciation of the /follow/ y /cold/ sounds. -Identify the two sounds T writes /on/ and /hippo/ on the board with a 1 and 2 respectively. T says words and Ss say if the word is pronounced like 1 or 2.

27. L /S /R

27. T /Ss 27. 5-10’

-CB-AB-CD1- “Tongue Twister”poster. -PMB, p. 3. One photocopy for each student (Optional).-PMB, p. 4. One photocopy for each student (Optional).-Dictionary (One for each student ).

28. Overall comprehension of a reading. Understand specific information in the reading.

28. CB, p. 10. Act. 1 L13 Listen and read. -T writes the title of the reading on the board : “Year 6 Project: How we use our computers”. Ss look closely at the photographs. Discuss what the reading will be about. Ask the Ss which words about computers could appear in the text. T writes them on the board. -Divide the Ss in four groups: one for each paragraph. Ss look for the words in their paragraph. -Discuss with the Ss how to find out the meaning of words they don't know: : dictionaries, similar words in LL1, pictures, context. Give the example using “Download pictures”. -Ss re-read the texts. -Check text comprehension. T says phrases: Ss have to say who the children refer to in these phrases: “She makes

28. L /S /R

28. T /Ss – GW

28. 20-25’


invitations for her friends. His dad helps him, etc”. -Ss read the texts again while they listen to them. -Ask what they enjoy the most when using their computer and what they think it's most useful for..

29. Complete phrases with information from a written text.

29. AB, p. 10 Act. 1 Write -Pre: Try to complete orally recalling the information in the text. -Ss do the activity.

29. L/S/R/W

29. T /Ss -IW

29. 10-15’ (H)

30. Write a text about the use given by someone to a computer. .

30. AB, p. 10 act. 2. Write. -Ss write a text with the information provided in the picture and following the model on p.10 CB.

30. R /W

30. IW

30. 10’ (H)

31. Revise vocabulary related with activities that can be done with a computer. Practising structures . “Do you (watch DVDs)?” Yes, I do/ No, I don’t”.

31. AB, p. 10 Act. 3. What do you do on the computer? Tick. Then ask your friend. -Ss tick the activities they do on their computers. -In pairs they ask each other questions about these activities.

31. L/S/R/W

31. IW – PW

31. 10’


32. AB, p. 60-61 Picture dictionary . -Pre: look at and comment the picture dictionary with the Ss. -Ss complete it looking up in the book.

32. R /W

32. T /Ss – IW

32. 10’ (H)

* Understand specific information in texts. * Write texts to express which school activities you like or dislike and what school objects you have. * Use the English-Spanish dictionary to look up words. * Use the Spanish-English dictionary to look up words. Identify which word in a group does not belong in a specific semantic field. * Use the dictionary to look up words. Write a descriptive text about their school.

Reinforcement and/or extension activities. * PMB p. 4 Act. 1. Look at the pictures. Read and write the names.* PMB, p. 4 Act. 2 Look at the other two pictures. Write.Activities on dictionary use techniques * PMB, p. 3 Act. 1 Use a dictionary to find the words. Write the numbers. * PMB, p. 3 Act. 2. Use a dictionary to find the odd one out. Write.

* PMB, p. 3 Act. 3. Now use a dictionary to draw and write about your school.

* R /W* R /W

* R /W

* R /W

* R /W

* IW* IW

* IW

* IW

* IW

* 10-15’ (H)* 10-15’ (H)* 10’ (H)* 10’ (H)

* 10-15’ (H)


Session 6

33. Oral practice of the questions and answers: “How do you spell science? What’s tour favourite subject? Can you speak french?”.

33. TB, p. 32 Preliminary activity. -T: “I’m thinking of a question”; Ss have to guess what it is . T draws on the board the same number of lines as the words in the question. . “How do you spell Science? = _ _ _ _ _”. T writes the words one by one until Ss complete the question .

33. L /S /R 33. T /Ss 33. 5-10’ -CB-AB-CD1-Questions poster.



34. CB, p. 11. Act. 1 L14 L15 Listen and repeat. -Pre: look at the photographs and the names of the boys and girls. Play the dialogue of frame 1. T: “Who is this? What is Sam doing? (He’s waiting for Fiona and Alex). Do the same thing with the rest of the frames. Introduce the expressions they don't know. -Play L14. Ss listen and repeat each phrase. -Play L15 and practise the pronunciation of these phrases : “Do you like Maths? Yes; I do”. -Ss can act out the story in groups.

34. L /S /R

34. T /Ss – GW

34. 20-25’

35. . Understand oral phrases to obtain specific information about the preferences of other people.

35. AB, p. 11 Act. 1 L16 Listen and draw the faces. Write. -Pre: Look closely at the information in the chart. -Ss do the activity while they listen to L16. -Ss complete the phrases.

35. L/S/R/W

35. T /Ss -IW 35. 10-15’

36. Complete a written dialogue. 36. AB, p. 11 act. 2. Write with a friend. Act out. -Ss complete the dialogue in pairs and then read it for the rest of the class.

36. L/S/R/W

36. PW

36. 10-15’

37. Match questions with the suitable answers.

37. AB, p. 11 Act. 3 Fill in the gaps and match. -Ss complete the questions using the words provided and then match them with the answers.

37. R /W 37. IW 37. 5-10’ (H)


Session 7

38. Practise the “Len likes Maths and Geography”song.

38. TB, p. 34 Preliminary activity. -Ss chant the “Len likes Maths and Geography”song again.

38. L /S 38. T /Ss 38. 5-10’ -CB-AB-CD1

39. Preparing the final activity in the unit. . Practise questions and answers to obtain information about the school activities that a boy or a girl like to do and the school objects they have or don't have.

39. CB, p. 12. Act. 1 L17 Listen and read. -Ss listen to the dialogue in L17 and look at Bessie's personal card. They try to guess which the final task in the unit will be. -Play L17. Ss repeat the questions and answers one by one. -Close the book and ask the Ss if they remember the six questions.

39. L /S /R 39. T /Ss 39. 15-20’

40. Interview another student to fill in an index card with the information about the school activities he/she likes or dislikes doing and the school objects he/she has.

40. CB, p. 12 AB, p. 83. Final activity -Ss interview each other in pairs and complete the chart on p. 83 AB.

40. L/S/R/W

40. PW 40. 10-15’

41. Correct a text with the information in the chart. .

41. CB, p. 12 act. 3. Read and find the mistake. -Ss read the text about Tessie and correct the mistake there is.

41. R/W 41. IW

41. 5-10’


42. Write a text about another student with the information collected in activity 40.

42. CB, p. 12 Act. 4 AB, p. 83 Write about your friend. -Ss write a text about the friend they interviewed in activity 36. They can use the text about Tessie (CB, p. 12) as a model.

42. R /W 42. IW 42. 10’ (H)


Session 8

43. Revise the vocabulary in the unit.

43. TB, p. 36 Preliminary activity. -T asks about what the unit was about. -Look at the words in the picture dictionary . T: “Tell me ... the two longest words (calculator, dictionary); the shorter words; words ending in –ing; a word where ‘ph’ is pronounced like ‘f’; words with letters that aren’t pronounced; easy words; difficult words”. Ask the Ss why some words are easier.

43. L /S /R

43. T /Ss 43. 5-10’

-CB-AB-CD1-PMB, p. 5.1 photocopy for each student (Optional)

44. Listen, read, understand and sing the song.

44. CB, p. 13. Act. 1 L18 Listen and sing. -Pre: T writes “World Wide Web” on the board. Explain they will be listening to a song about the Internet. -Ss listen to the song twice with their books closed. T asks which words they recognize and writes them on the board. -Ss read the song. A first quick reading to look for the words on the board. They can say other words they already know. -Explain the vocabulary they don't understand. -Ss read it again and try to memorize it. -T reads the song and stops every now and then: Ss continue the words.. -Ss listen and sing following the text in the book.

44. L /S /R

44. T /Ss 44. 15-20’


45. CB, p. 13 Final activity -Make pairs or groups and hand out a sheet of paper to each pair/group. -Activities to be done: *Spell out the word in the picture. *Write all the subjects they remember. *Decipher the phrase proposed. *Answer the question with “Yes, I do / No, I don’t”. -The groups or pairs can exchange their sheets and correct each other or involve all the class in the correction process. T can give points for every correct answer.

45. L/S/R/W

45. T /Ss PW o GW

45. 10-15’

46. Do written activities for the Ss to check their learning level.


46. R/W 46. IW

46. 10-15’ (H)


47. AB, p. 13 Write and colour. -Pre T gets Ss to think about what they have done throughout the unit before they evaluate the proposed aspects.

47. L/S/R/W

47. T /Ss - IW

47. 10’ (H)

* Oral discrimination of the words in the song.

Reinforcement and/or extension activities on the song (Have you got a hero?)

*L /R /W * T /Ss *10’


* Oral and written discrimination of the words in the song. Oral and written reinforcement of key vocabulary in the song. * Reinforce key structures worked on throughout the unit.

*PMB, p. 5 Act. 1. Write.

*PMB, p. 5 Act. 2. Listen to the song and write the correct words.

*PMB, p. 5 Act. 3. Write with a friend. Act out.

*L /R /W

* L/S/R/W

*T /Ss

*PW

*10’

*10-15’

UNIDAD 2. Around the worldObjectives Activities Skills Interaction Time Material

Session 1

1. Introduce the unit topic. 1. CB, p. 14 TB, p. 38 Preliminary activity. Ss read the title of the unit and observe the vocabulary in the pictures. T asks them what they think they will do in this unit (countries).

1. L /S /R 1. T /Ss 1. 5’ -CB-AB-CD1

2. Introduce and practise the oral expression of : “Britain, Spain, Ireland, Germany, France, Italy, the USA, Morocco, China, Argentina”.

2. CB, p. 14. L19 Listen and repeat. -Books closed. T writes on the board : “Countries”. Ask the Ss to say all the countries they know in English ; T writes them on the board. -Open the book. Check which words coincide with those they said. -Play L19. Ss listen and point out the words in the book. -Play L19. Ss listen and repeat.

2. L /S /R 2. T /Ss 2. 10-15’

3. Listen to the story. 3. CB, p. 14-15 L20 Listen to the story. -Pre: discuss the first frame: “Who can you see? Where are they? (In Aunt’s Ellie’s laboratory) What are they looking at? (Aunt Ellie’s trumpet)”. Look at frames 2 and 3: “Who is it? How old is she? What is she making?” -Ss listen to the story. -Ss make a summary of LL1 of the story. -Ss listen to it again. -Ss say which words of the vocabulary in Act. 2 have appeared and which words they know. T introduces the words they don't know.

3. L /S /R 3. T /Ss 3. 10-15’

4. Introducing structures : “I was happy. They were happy”.

4. TB p. 39 Structures 1 / CB p. 15 -Look closely at the phrases in the box “I was happy. Gracko was happy. They were happy”. Look for them in the comic to put them in to context. -Get them to see the difference of use between “was” and “were”. -Practise the oral expression of these phrases.

4. L / S/ R 4. T /Ss 4. 10’

5. Practise written expression of the new 5. AB, p. 14 Act. 1 Write. 5. R /W 5. IW 5. 5-10’


vocabulary referred to countries. -Ss write the words individually and paint the flags.

(H)

6. Practise the written expression of the structures in activity 4 combined with the new vocabulary.

6. AB, p. 14 act. 2. Read and write. -Pre: can be done orally. -Ss do the activity individually.

6. R /W 6. IW – T /Ss 6. 5-10’ (H)

7. Discriminate between the use of “He/ she was” and “They were”.

7. AB, p. 14 Act. 3 Write. -Ss look closely at the pictures and write adequate phrases.

7. R /W 7. IW 7. 5-10’


Session 2

8. Talk about countries. 8. TB, p. 40 Preliminary activity. -T says the capital of a country ; Ss say or write the country it belongs to : “Paris (France); Rome (Italy); Washington (USA); London (Britain); Berlin (Germany); Rabat (Morocco); Buenos Aires (Argentina); Dublin (Ireland); Beijing (China); Madrid (Spain)”.


9. Practise the language in the story.

9. CB, p. 40-41. L20 Listen to the story. -Ss explain what they remember of the story they heard in the previous session. They should say as much as possible in English. -Ss listen to the story and follow it in their books. -T reads phrases ; Ss have to say the number of the frame they belong to. -T reads phrases; Ss have to say which character says them. -T chooses a frame and says the first bubble. A student has to read the next one. Encourage the use of adequate intonation.

9. L /S /R 9. T /Ss 9. 10-15’

10. Introducing the structure : “I lived in Italy”.

10. TB p. 40-41 Structures 2 / CB p. 14-15 -Look closely at the phrase in the box “I lived in Italy”. -Explain how adding –d or –ed to a verb, makes it refer to the past. Look in the text for other forms in the past. -T: “Look at picture 2. Aunt Ellie lived in Ireland. Is that now or in the past?”. Do it with other phrases. -Ss practise making phrases and pretending to be grown up, they talk about their past. T : « Italy » ; SS : « I lived in Italy » ; T : « Animals » ; Ss : « I liked animals ».

10. L / S/ R

10. T /Ss 10. 10’


11. AB, p. 15 act. 1. L21 Listen and trace. Act. 2 Write sentences. -Ss listen to L21 and build the phrases with what they hear. -Ss listen to L21 and trace with a pencil the phrases they hear. -Pairs: S1 builds a phrase; S2 continues with the words said in the substitution table. -Ss uses the table to build phrases about the characters in the pictures.

11. L/S/R/W

11. T /Ss- IW 11. 10-15’

12. Reinforce comprehension of the story introduced in the unit.

12. AB, p. 15 Act. 3. Write. -Ss rewrite the phrases correcting mistakes.

12. R /W 12. IW 12. 10’ (H)

*Reinforce the written


* PMB, p. 6. Act. 1 Write. * R /W * IW * 5-10’ (H)


expression of vocabulary related with countries.

*Practise written expression of phrases using the : « (In 1991) he / she was (In Italy) ».structures.


* R /W * IW * 5-10’ (H)


Session 3

13. Learn and practise the questions: : “Did you buy a book? Did you watch TV? Did you eat pizza? Did you wear a tracksuit?”.

13. TB, p. 42 Preliminary activity. -Introduce the questions using the poster and making sure the Ss understand them. -Revise the answers : “Yes, I did/ No, I didn’t”. -Practise the questions with some Ss. -Point at the pictures in the poster and ask the Ss to make new ones. -Ss can practise in pairs.

13. L /S 13. T /Ss 13. 10’ -CB-AB-CD1 -Poster “Weekend”.-PMB. 1 photocopy of p. 7 for each student (Optional).

14. Identify and practise oral expression of the vocabulary in semantic fields: fruits, feelings or disposition and free time activities.

14. CB, p. 16. Act. 1 L22 What can you see? Listen, point and repeat. -Ss cover the word list and look closely at the pictures. Ss say the words they know of each semantic field. -In pairs, look in the picture for every one of the words in the lists. -Help with the words that are more difficult. -Listen to L22. Ss listen and point out the pictures. -Listen to L22. Ss listen and point out the words. -Listen to L22. Ss listen and repeat.

14. L /S /R 14. T /Ss – PW

14. 10-15’

15. Listen to and sing “The king was brave and happy” song.

15. CB, p. 16 Act. 2 L23 The song -Listen to L23. Ss look at the pictures, read and listen. -Work on comprehension: “What was the king’s name? Was he sad? What musical instrument did he play? What sports did he play? What countries did he sail to? What did he pick in Spain?”. -Listen to. L16 Ss listen and mark the rhythm with their hand. -Listen to L16. Stop after each verse ; Ss repeat.

15. L / S/ R 15. T /Ss 15. 10’


16. AB, p. 16 act. 1. L24 Listen and circle the words with two syllables. -Books closed. Ss listen to the words and clap to each syllable. -Open books. In pairs, Ss decide which words in the box have two syllables.

16. L /S /R 16. T /Ss- PW

16. 5-10’


17. AB, p. 16 Act. 2. L25 Listen and match. -Ss listen and match the objects with the characters.

17. L/S/R/W

17. T /Ss - IW 17. 5-10’

18. Complete the written text of the song “The king was brave and happy”.


18. R /W 18. IW 18. 5-10’ (H)


19. Complete new verses for the “The king was brave and happy”song..

19. AB, p. 8 Act. 4. Write. -Pre. T asks oral questions about the picture : “Is the queen happy? What sport can you see? What musical instruments can you see?” . -Ss complete the new verses in the song.

19. R /W 19. T /Ss – IW 19. 5-10’ (H)

* Reinforce written expression of vocabulary in the unit.

* Practise written expression to talk of past events.

Reinforcement and/or extension activity .



* R /W

* R /W

* IW

* IW

* 5-10’ (H)

* 5-10’ (H)


Session 4

20. Revise vocabulary in semantic fields « Leisure-time activities », « Feelings » and « Fruit ».

20. TB, p. 44 Preliminary activity. -Ss write vertically in their notebook the word « Strawberries »to make an acrostic with the words of the vocabulary worked on in session 3. There is only one letter that cannot be used: : w.

20. L /S 20. T /Ss 20. 5-10’ -CB-AB-CD1

21. Practising structures: “She likes... / she liked ; She lives... / She lived; She plays ... / She played” with a game.

21. CB, p. 17. Act. 1 L26 Listen and say. Play the game. -Ss look closely at the chart and the phrases on the page -Ss cover the dialogue and listen to the first dialogue of L1. Use this dialogue to show how the phrases are used and how to figure out which phrase it is. -Do the same with the second dialogue. -Play the third dialogue without stopping. -Discuss with the Ss the questions in the dialogue. -Practise the pronunciation of phrases with the Ss. -Ss play in pairs..

21. L /S /R 21. T /Ss – PW

21. 15-20’

22. Practise comprehension of phrases that contrast past events with recent events: “In 1970 she lived in Ireland. Now she lives in England”.

22. AB, p. 17 Act. 1 Read. True or false? Write T or F. -Ss read the phrases and decide if they're true or false.

22. R 22. IW 22. 5-10’ (H)

23. Write phrases to talk about past and present events. .

23. AB, p. 17 act. 2. Write. Ask a friend to write T or F. -Ss write phrases to explain facts about the past and present of the characters of the game in act act. 21. -In pairs, Ss read one another's phrases and say if they're true or false according to information in the chart on p p. 17 CB.

23. L/S/R/W

23. IW- PW

23. 10-15’

24. Write phrases to practise structures: “When I was six I (played tennis). Now I (play football)”.

24. AB, p. 17 Act. 3. Write about yourself. -Ss write phrases about themselves using the pictures.

24. R /W 24. IW 24. 10’ (H)

25. Build phrases in present and past.

25. TB, p. 45 The sentence-building machine. -Ss cut out the phrases in the “Sentence Strips”. -Play “Me too”. Each student builds a phrase. T plays music

25. L /S /R 25. T /Ss 25. 10’


and Ss go round and round in the classroom. When the music stops, they have to look for a friend with the same sentence they chose. When T says “All change”, Ss have to build another sentence.

* Look closely at and discuss the affirmative, negative and interrogative forms of the past simple of the verb “to be”

* Complete phrases with different persons of the past simple of the verb to be.* Look at and comment the present simple and past simple affirmative form of the verb “To like”.* Complete phrases with verb forms in present simple or past simple of the verb “to like”.

Grammar Activities

* AB p. 76 Act. 1. Look and think.




* L /S

* R /W

* L /S

* R /W

* T /Ss

* IW

* T /Ss

* IW

* 10’

* 10’ (H)

* 10’

* 10’ (H)


Session 5

26. Practise the s /Maths/ y /Art/ sounds. Learn a tongue twister.

26. TB, p. 46 L27 Preliminary activity. -T shows the “Tongue Twister” poster. -Pronunciation of words with the /Maths/ y /Art/ sound and tongue twister practice.

26. L /S /R 26. T /Ss 26. 5-10’ -CB-AB-CD1- “Tongue Twister” poster. -PMB, p. 8. one photocopy for each student. (Optional).-PMB, p. 9. One photocopy for each student (Optional).-One Atlas for each student or pair of students (Optional).

27. Overall comprehension of the text. Understand specific information in the reading.

27. CB, p. 18. Act. 1 L28 Listen and read. -T writes on the board the title and subtitle of the reading: “Robin Hood. Brave outlaw of Sherwood Forest. Robin Hood’s helpers”. Ss look at the pictures. Discuss what the reading will be about. -Ask them to say which words they think will appear in the text. T writes them on the board. -Make three groups and assign a part of the text to look for the words on the board. -Comment on strategies to find out the meaning of new words Try out strategies with : “robbed money, legend, nobody knows, true love, archery”· -Ss read the text again. -Check out text comprehension: “Was Robin Hood a real person? (We don’t know) Where did he live? (In Sherwood Forest) Why is he famous (Because he robbed from rich people and gave the money to the poor people) Who can you tell me about Little John? (He was tall, strong and kind. He was Robin Hood’s deputy) What can you tell me about Friar Tuck? (He was fat and happy. He loved eating) What can you tell me about Will Scarlet (He was short and brave. he wasn’t strong. He was Robin Hood’s cousin) What can you tell me about Maid Marion (She was beautiful and brave. She was Robin Hood’s true

27. L /S /R

27. T /Ss 27. 20-25’


love)”. -L28 Ss listen to the text and follow it in their books. -T: “What new things do you know about Robin Hood?”.

28. Practise reading comprehension of “Robin Hood”.

28. AB, p. 18 Act. 1 Read and tick. -Ss point out the right answers.

28. R/W 28. IW 28. 10 (H)

29. Practise reading comprehension of descriptive phrases about the characters in the “Robin Hood” reading.

29. AB, p. 18 act. 2. Write the names. -Ss read the phrases and identify who they describe.

29. R/W 29. IW

29. 10’ (H)


30. AB, p. 61-62-63 Picture dictionary -Pre: look at and comment the picture dictionary with Ss. -Ss fill it in looking up things in the book.

30. R /W 30. T /Ss – IW

30. 10-15’ (H)

* Understand short written texts. * Write phrases to describe events that happened in the past of the characters in the pictures. * Use the English-Spanish dictionary to look up words. . * Use the Spanish- English dictionary to look up words. * Use the dictionary to look up new words.

Reinforcement and/or extension activities * PMB p. 9 Act. 1. Read Sally’s diary for the school holidays. Write the days.* PMB, p. 9 Act. 2 Write Sally’s diary for the other two days. Activities on dictionary use techniques. * PMB, p. 8 Act. 1 Match * PMB, p. 8 Act. 2. Use a dictionary and an atlas to find the countries.* PMB, p. 8 Act. 3. Now use a dictionary to find two more countries. Write and draw.

* R /W* R /W* R /W

* R /W

* R /W

* IW* IW* IW

* IW

* IW

* 10-15’ (H)* 15’ (H)

* 10’ (H)* 10’ (H)* 10-15’ (H)


Session 6

31. Oral practice of the questions and answers: “Where were you yesterday? Was Robin Hood brave? How old are you?”

31. AB, p. 32 Preliminary activity. -T: “I’m thinking of a question”; Ss have to guess what it is about. T writes on the board as many lines as words in the question: “Where were you yesterday? = _ _ _ _”. T writes the words one by one until the Ss get it right. -Ss can do the activity in pairs.

31. L /S 31. T /Ss 31. 5-10’ -CB-AB-CD1


32. CB, p. 19. Act. 1 L29 L30 Listen and repeat. -Pre: look at the frames. -Ask questions about each frame to practise comprehension : V1: “Who is this? (Fiona, Sam and Alex) Where was Fiona last night (At the cinema) Who was with her? (Tessie). V2: “What was the name of the film? (Dead men don’t speak) What type of film was it? (It was an horror film) What does Alex ask? (Were you scared?). V3: What does Fiona say? (Me? scared? Of course y wasn’t scared). V4: Who comes in? (Tessie) Was Tessie

32. L /S /R 32. T /Ss – GW

32. 20-25’


scared? (Yes) And Fiona? Was Fiona really scared? (Yes!) -Play L29. Ss listen and repeat each phrase. -Play L30 and practise pronunciation of the phrases : “Were you scared? Of course y wasn’t scared”. -Ss can act out the story in groups.

33. Understand oral phrases. Practise the written expression of phrases in the past.

33. AB, p. 19 Act. 1 L31 Listen and write the number. -Pre: Examine the pictures. -Ss do the activity while they listen to L31.

33. L/S/R/W

33. T /Ss -IW 33. 10-15’

34. Complete the written dialogue. 34. AB, p. 19 act. 2. Write with a friend. Act out. -Ss complete the dialogue in pairs and then read it out for the rest of the class.

34. L/S/R/W

34. PW

34. 10-15’

35. Match questions and answers. 35. AB, p. 19 Act. 3 Fill in the gaps and match.

-Ss complete the questions using the words provided and then match them with the answers.

35. R /W 35. IW 35. 5-10’ (H)


Session 7

36. Practise the song “The king was brave and happy”.

36. TB, p. 50 Preliminary activity. -Ss chant “The king was brave and happy” song again..

36. L /S 36. T /Ss 36. 5-10’ -CB-AB-CD1


37. CB, p. 20. Act. 1 AB p. 85 Make cards. Choose a name for your king or queen. -Ss make some cards in order to play later.

37. L/S/R/W

37. T /Ss – IW

37. 10-15’

38. Comprehensive reading of the instructions of the game. Practise the necessary language to play the game.

38. CB, p. 20.Read the instructions. Listen and read. Play the game. -Read the instructions to know how to play the game. . -Practise the necessary language to play the game. -Play in groups of four.

38. L/S/R 38. T /Ss – GW

38. 20-25’

39. Write a text to describe things that happened to an invented character.

39. CB, p. 20 Act. 3. AB p. 85 Write about your king or queen. Draw. -Read the text of the model on p. 20 Cb. -Ss write their texts and illustrate them.

39. L /S/ R

39. T /Ss – IW

39. 15-20’


Sessio 40. Revise the vocabulary in the unit. 40. TB, p. 52 Preliminary activity. 40. L 40. T /Ss 40. 5-10’ -CB


n 8 -T asks what the unit was about. -Look closely at the words in the picture dictionary. T: “Tell me ... words ending in ‘-es’; ending in ‘-y’; a word with two ‘c’s; A word with two ‘p’s”.

/S /R -AB-CD1-PMB, p. 10.1 photocopy for each student (Optional).

41. Listen, read, understand and sing a song.

41. CB, p. 21. Act. 1 L33 Listen and sing. -Pre T writes “One hit wonder” on the board. Ss try to guess what it means (A person who was successful with just one song). Talk about singers in “Operación Triunfo”. In the United Kingdom there was a similar program called “Fame Academy”. -Books closed.: Ss listen to the song and say the words they were able to understand. T writes them on the board. -Ss read the song. A quick reading the first time to look for the words on the board. They can say other words they know. -Explain the vocabulary they don't understand. -Ss read it again and try to memorize it. -T reads the song and stops every now and then: Ss continue the words. -Ss listen to and sing the song following the text in the book.

41. L /S /R

41. T /Ss 41. 15-20’


42. CB, p. 21 Play the game. -Make teams of 4 and hand out a sheet of paper per team. Each team chooses a secretary to take down the answers. -Activities to be done : *Spell out the word in the picture. *Write all the countries they remember. *Decipher a phrase. *Answer the question.

42. L/S/R/W

42. T /Ss – GW

42. 10-15’

43. Do written activities for students to evaluate their learning level.


43. R/W 43. IW

43. 10-15’ (H)


44. AB, p. 21 Write and colour. -Pre T gets Ss to reflect on what they've done throughout the unit before they evaluate the aspects proposed.

44. L/S/R/W

44. T /Ss - IW 44. 10’

* Oral discrimination of the words of the song. * Oral discrimination of the words of the song. Oral and written reinforcement of the key vocabulary of the song. * Reinforce key structures worked on throughout the unit.

Reinforcement and/or extension with the song (Football Crazy)

*PMB, p. 10 Act. 1. Listen to the song and tick the words you hear.

*PMB, p. 10 Act. 2. Listen again and match.

*PMB, p.10 Act. 3. Look at the pictures and write.

*L /R

*L /R /R

* R/W

* T /Ss

*T /Ss

*IW

*10’

*10-15’

*10-15’


EVALUATION UNITS 1-2. School and computers. Around the worldObjectives Activities Skills Interaction Time Material


* Evaluate oral comprehension and expression progress of the Ss.



-Note: The Ss that finish earlier can do the following activities individually until the end of the session: Finish pending activities in the AB.Finish the “Picture Dictionary”.Do some reinforcement or extension activities not done in the unit.

* L / R

* L /S



* 20-25’

* De 5-10’ per student depending on the student. In case of being unable to evaluate all the students, the next session can be used to evaluate the remaining students while the rest do the “Reading” and “Writing test”.

One photocopy of pages 18 and 19 in the evaluation booklet for each student.


EVALUATION UNITS 1-2. School and computers. Around the worldObjectives Activities Skills Interaction Time Material


* Evaluate the written comprehension and expression progress of the students.



-Note: While Ss take their tests, teachers can continue evaluating the oral expression of students that were not evaluated in the first evaluation session.

-Note: The Ss that finish earlier can do the following activities individually until the end of the session: Finish pending activities in the AB.Finish the “Picture Dictionary”.Do some reinforcement or extension activities that were not done in the unit.

* L / R

* L /S



* The whole session

One photocopy of pages 20 and 21 of the Evaluation booklet for each student.


Session 1

1. Recall the plot of the first episode of “The Ghost Knight”.

1. TB, p. 54 Preliminary activity. -Ask in LL1 what happened to Cathy and Mark in the first episode of the story, what Cathy discovered and what happened with the sword and why the children run away at the end of the episode.

1. L /S 1. T /Ss 1. 10’ -CB-AB-CD1

2. Read and understand an episode in the comic.

2. CB, p. 22-23 L34 Listen and read. -Ss look at the story and explain what they think will happen. . R “Knight, ghost, hundreds of years ago”. I: “Horse, rider, ride, falls off, die”. -Play L34. Ss listen and follow in the book -Ask questions in LL1 about the story: What's the knight's name? What did he want to do hundreds of years ago, was he a good rider? Why was the whole village so scared? How is Lance going to die? Where are Cathy, Mark and Lance

2. L /S /R 2. T /Ss 2. 20-25’


going at the end of the story? -Play L34 again. Ss point out who the speaker is. .

3. Show comprehension of the episode in the comic distinguishing between true or false phrases.

3. AB, p. 22 Act. 1 True or false? Write T or F. -Ss do the activity individually. -Idea-sharing session.

3. R /W 3. IW – T /Ss 3. 10’ (H)

4. Practise written comprehension of the episode in the comic. .

4. AB, p. 22 Act. 2. Make sentences. -Ss order the words to build phrases about the episode in the comic.

4. R /W 4. IW 4. 10’ (H)


Session 2

5. Recall the episode of “The Ghost Knight” read in the previous session.

5. TB, p. 55 Preliminary activity. -T writes on the board: “Mark, Cathy, Professor Simpson, Lance” and asks the Ss what role these characters play in the story. -Make groups. Each group of Ss takes turns to say words and phrases of the second episode of the story.

5. L /S 5. T /Ss 5. 10’ -CB-AB-CD1


6. CB, p. 22-23 L34 Listen and read. -Play L34. Ss listen and follow in the book. -Ask questions in LL2 about the story: “Was Lance good with a sword? (Yes) Was Lance a good rider? (No) Did Lance fight the dragon? (No) What colour was the dragon? (Green. And its eyes were bright yellow) Did Lance fall in the water? (Yes) Did he die? (Yes)”. -Play L3 again. T pauses after some lines of dialogue: Ss have to say how the story continues.

6. L /S /R 6. T /Ss 6. 20-25’

7. Revise part of the key vocabulary in episode 2 of the comic.

7. AB, p. 23 Act. 1 Circle the odd word out. -Pre: the activity can be done orally -Ss circle the words that belong in a different semantic field.

7. R /W 7. IW 7. 10’ (H)

8. Practise written comprehension 8. AB, p. 23 Act. 2. Match the sentences with the pictures. -Ss match the phrases with the pictures.

8. R /W 8. IW 8. 5-10’ (H)

9. Practise written comprehension 9. AB, p. 23 Act. 3. Write. 9. R /W 9. IW 9. 5-10’


-Ss complete the phrases with the words proposed..

(H)

UNIDAD 3. The Space PiratesObjectives Activities Skills Interaction Time Material

Session 1

1. Introduce the unit topic. 1. CB, p. 24 TB, p. 56 Preliminary activity. Ss read the title of the unit and look closely at the vocabulary in the pictures. T asks them what they think they will be doing in this unit (Parts of the city ).

1. L /S /R 1. T /Ss 1. 5’ -CB-AB-CD1

2. Introduce and practise oral expression of. e: “traffic lights, zebra crossing, river, bridge, bus stop, train station, town hall, hospital”.

2. CB, p. 24. L38 Listen and repeat. -Books closed. T writes on the board: “Town centre”.. Ask Ss to say all the places and things they see in the centre of town that they know in English. ; T writes them on the board. -Open the book. Check which words coincide with the words they said. -Play L38. Ss listen and point out the words in the book. -Play L38. Ss listen and repeat.

2. L /S /R 2. T /Ss 2. 10-15’

3. Listen to the story. 3. CB, p. 24-25 L39 Listen to the story. -Pre: comment the first frame : “Who can you see? Where are they? (In Aunt Ellie’s laboratory) What are they looking at? (Information about Space Pirates)”. Look closely at the first frame : “Who is at the window? (Space Pirates)”. -Ss listen to the story. -Ss make a summary of the story in LL1. -Ss listen to it again. -Ss say which words of the vocabulary in Act. 2 have appeared and which words they know already. T introduces the words they don't know.

3. L /S /R 3. T /Ss 3. 10-15’

4. Introducing structures: “Turn right, turn left, go straight on, go to the (traffic lights)”.

4. TB p. 57 Structures 1 / CB p. 24-25 -Look closely at the phrases in the box “Turn right, turn left, go straight on, go to the (traffic lights)”. Look for them in the comic to put them into context.. -Practise the oral expression of these phrases.

4. L / S/ R 4. T /Ss 4. 10’


5. AB, p. 14 Act. 1 Write. -Ss write the words.

5. R /W 5. IW 5. 5-10’ (H)

6. Practise written expression of directions Reinforce comprehension of : « Turn left, turn right, go straight on ».

6. AB, p. 24 Act. 2. Write. -Look closely at the « Remember »box. -Pre : the activity can be done orally. -Ss write the addresses.

6. R /W 6. IW 6. 10’ (H)



Session 2

7. Revise the vocabulary in the semantic field of places and elements of the city.

7. TB, p. 58 Preliminary activity. -T draws little by little, things and places from p. 24 CB : Ss have to guess what element it is. -T can ask a student to draw elements.

7. L /S /R 7. T /Ss 7. 5-10’ -CB-AB-CD1 -PMB. One photocopy of 11 for each student (Optional).

8. Practise the language in the story. 8. CB, p. 24-25. L39 Listen to the story. -Ss explain what they remember of the story they heard in the previous session. They should say as much as possible in English. -Ss listen to the story and follow it in their books. -T reads the phrases ; Ss have to say the number of the frame they belong in. -T reads the phrases Ss have to say who the speaker is. -T picks a frame and says the first bubble. A student has to read the next one. Encourage the use of adequate intonation.

8. L /S /R 8. T /Ss 8. 10-15’

9. Introducing and practising structures: “Where’s the (town hall?) Go past a hospital”.

9. TB p. 58-59 Structures 2 / CB p. 24-25 -Observe the phrases in the box: “Where’s the (town hall)? Go past the hospital” and look for them in the comic in order to put it into context.. -Examine the contraction : « Where’s= Where is ». -Practise the structure : “Where’s the... ?”. T write the name of places on the board and point at them; different Ss ask questions . T: “Town hall” Ss: “Where’s the (town hall)?”

9. L / S/ R 9. T /Ss 9. 10’


10. AB, p. 25 act. 1. L40 Listen and trace. Act. 2 Write. -Ss listen to L40 and build the phrases they hear. -Ss listen to L40 and trace with a pencil the phrases they hear. -Ss complete the phrases looking at the street guide and the boxes.

10. L/S/R/W

10. T /Ss- IW

10. 10-15’


11. AB, p. 25 Act. 3. Match and write. -Ss read and write phrases from the story to make a summary.

11. R /W 11. IW 11. 10’ (H)


*Reinforce written comprehension and expression of structures in the unit.

*Complete short written texts to give directions..





* R /W

* R /W

* R /W

* IW

* IW

* IW

* 5-10’ (H)

* 5-10’ (H)


* 5-10’(H)


Session 3

12. Learn the phrases : “I went to the cinema. I played football. I stayed with a friend. I did homework”.

12. TB, p. 60 Preliminary activity. -T presents and practises the phrases : “I went to the cinema. I played football. I stayed with a friend. I did homework”. -T asks the Ss to think of different endings for the first two phrases (they can use the pictures as a reference) ”. -T: “What did you do last weekend?”. Ss can continue working in pairs.

12. L /S 12. T /Ss 12. 10’ -CB-AB-CD1 - “Questions” poster.-PMB. 1 photocopy of p. 12 for each student. (Optional).

13. Identify and practise the oral expression of vocabulary from the semantic fields of parts of a city and prepositions. .

13. CB, p. 26. Act. 1 L41 What can you see? Listen, point and repeat. -Ss cover the word list and look closely at the picture. Ss say the parts of the city and the prepositions they know. -In pairs, they look in the picture for each of the words in the lists. -Help with the difficult words. -Listen to L41. Ss listen and point out the pictures. -Listen to L41. Ss listen and point out the words. -Listen to L41. Ss listen and repeat.

13. L /S /R 13. T /Ss – PW

13. 10-15’

14. Listen to and sing the “Excuse me. Where’s the church?”song. Practise vocabulary and language in the unit.

14. CB, p. 26 Act. 2 L42 Listen and chant -Look closely at the pictures. -Listen to the song. Look at the pictures, read and listen. -Work on the comprehension: “What questions does the man ask? (Excuse me, where’s the church?”. -Listen to L42 Ss listen and mark the rhythm with the hand. -Listen to L42. Stop after each verse; Ss repeat.

14. L / S/ R 14. T /Ss 14. 10-15’

15. Count the syllables in different words. 15. AB, p. 26 act. 1. L43 Listen and circle the words with two syllables. -Books closed. Ss listen to the words and clap to each syllable. -Books open. In pairs, Ss decide which words in the box have two syllables.

15. L /S /R 15. T /Ss- PW

15. 5-10’

16. Practise oral comprehension to obtain the right answer.

16. AB, p. 26 Act. 2. L44 Listen and tick. -Ss listen and identify the number of places proposed.

16. L/S/R/W

16. T /Ss - IW

16. 10’

17. Complete the written text of the “Excuse me, where’s the church?”song.


17. R /W 17. IW 17. 5-10’ (H)

18. Complete new verses for the “Excuse me, where’s the church?”song.

18 AB, p. 26 Act. 4. Write. -Pre. T asks oral questions about the picture: “What is there in the street? (a museum, a café, a library). -Ss complete the new verses of the song.

18. R /W 18. T /Ss – IW

18. 10’ (H)


* Reinforce the written expression of the vocabulary of places in the city. * Reinforce the written expression of the language in the unit. * Practise written expression of the vocabulary of places in the city. * Practise the written expression of phrases using the “In my town there’s... In my town there isn’t..:”structures.* Practise the written expression of directions to get to different places.

Reinforcement and/or extension activities * PMB, p. 12. Act. 1 Write.* PMB, p. 12. Act. 2. Write.* AB, p. 71 Act. 1 Write.* AB, p. 71 Act. 2. Write.* AB, p. 71 Act. 3. Write.

* R /W* R /W* R /W* R /W* R /W


* 5-10’ (H)* 10’ (H)* 10-15’ (H)* 10’ (H)* 10’ (H)


Session 4

19. Revise vocabulary from previous units. 19. TB, p. 62 Preliminary activity. -Play at matching words. Ss open the Cb in p. 26. T says the words one by one ; Ss have to say what place or places of the city match each word.

19. L /S/R 19. T /Ss 19. 5-10’

-CB-AB-CD1

20. Practising structures: “Is it Saturn Street? Is it next to the café? Yes, it is. No, it isn’t” with a game. .

20. CB, p. 27. Act. 1 L45 Listen and say. Play the game. -Ss look closely at the map and the phrases on p. 27. -Practise pronunciation of the phrases with the Ss. -Play the dialogues in L45 one at a time ; Ss try to guess what place they refer to. -Ss play in pairs.

20. L /S /R 20. T /Ss – PW

20. 15-20’

21. Identify places on a street map as from the reading of the phrases.

21. AB, p. 27 Act. 1 Read. Write the place. -Ss read the phrases and identify the corresponding place on the map on p. 27 CB.

21. R 21. IW 21. 5-10’ (H)

22. Write phrases to identify places on a street map.

22. AB, p. 27 act. 2. Write. Ask a friend to write the place. -Ss write phrases to describe places in the map on p. 27 CB. -Ss in pairs identify the places described by their friend.

22. L/S/R/W 22. IW- PW

22. 10-15’

23. Write phrases to express the location of buildings in a street.

23. AB, p. 27 Act. 3. Invent a street. Draw. Write. -Ss look at the clue and decide the position of places and pictures. -Next, they write where the buildings are.

23. R /W 23. IW 23. 10-15’ (H)

24. Build and understand phrases containing these structures: “Go to (the bank), Go past (the bank), Turn right / left”.

24. TB, p. 63 The sentence-building machine. -Ss cut out the phrases in the “Sentence Strips”. -Make two groups. T gives instructions: one group writes them with their sentence building machine and another group draws a map. -In groups of three they take turns to give instructions, write them and draw the map.

24. L /S /R 24. T /Ss 24. 10-15’

* Look closely at the use of prepositions: “next to”, “opposite” and “between”.

Grammar activities

* AB p. 77 Act. 1. Look and think. * L /S * T /Ss * 10’


* Complete phrases with these prepositions: “next to”, “opposite” and “between”.

* Understand phrases to identify the situation of places on a street map.

* Write phrases with “there’s” y “there are”.



* AB, p. 77 Act. 4. Look and think. Write.

* R /W

* R /W

* L/S/R/W

* IW

* IW

* T /Ss - IW

* 5-10’ (H)

* 10’ (H)

* 10’ (H)


Session 5

25. Practise and distinguish the /u/ y /u:/ sounds.. Learn a tongue twister.

25. TB, p. 80 L46 Preliminary activity. -T shows the “Tongue Twister” poster. -Pronunciation of words with the /u/ y /u:/ sounds.

25. L /S /R 25. T /Ss 25. 5-10’

-CB-AB-CD1- “Tongue Twister”poster. -PMB, p. 18. One photocopy for each student. (Optional).-PMB, p. 19. One photocopy for each student (Optional).

26. Understand the texts about legends.

26. CB, p. 28. Act. 1 L47 Listen and read. -T writes the title of the reading.on the board: “fact or fiction? Are these legends true? What do you think? Atlantis. El Dorado””. Ss look closely at the pictures. Discuss what the reading will be about. -Ss read the texts and try to figure out the new words. -Discuss the new words with the Ss. -Ss re-read the texts to check if they understand them properly. T checks comprehension. T says phrases; Ss have to say which of the legends they refer to: “This place was in Colombia. This place was an island in the Atlantic Ocean. The island disappeared under the water. They covered the king in gold dust. He sailed in the middle of a lake. The king of all gods was angry with the people. Spanish explorers looked for the gold. There was a temple on the island. The king made a huge wave appear in the sea. The king dropped the gold treasure into the water”. -Ss re-read the texts at the same as time they listen to them. -Ask what places they'd like to visit and why.

26. L /S /R 26. T /Ss 26. 20-25’

27. Practise reading comprehension of the phrases.

27. AB, p. 28 Act. 1. Read. Which legend: Atlantis (A) or El Dorado (D)? -Ss read the phrases and decide what legend they refer to.

27. R/W 27. IW 27. 10-15’ (H)

28. Complete the text about the legend of the Atlantis.

28. AB, p. 28 act. 2. Write about Atlantis. -Pre: can be done orally. -Ss complete the text .

28. R/W 28. IW

28. 10’ (H)

29. Write short texts about the legends of Camelot and Xanadu.

29. AB, p. 28 Act. 3. Now write about more legendary places. -Ss complete the first text and write the second.

29. R /W 29. IW 29. 10’ (H)


30. Revise the vocabulary in the unit, completing the picture dictionary.

30. AB, p. 63-64 PIcture dictionary. -Pre: look at and comment the picture dictionary with the Ss. -Ss complete it looking up in the book.

30. R /W 30. T /Ss – IW

30. 10-15’ (H)

* Practise the comprehension of short texts. * Practise the written expression of short texts to indicate directions to get to different places. * Use the English-Spanish dictionary to look up words. * Understand a text to follow the directions on a map. * Write directions to follow on the street map.

Reinforcement and/or extension activities. * PMB p. 14 Act. 1. Read the directions. Complete the questions.* PMB, p. 14 Act. 2 read the questions. Write the directions.Activities on dictionary use techniques. * PMB, p. 13 Act. 1 Use a dictionary to find the words. Write.* PMB, p. 13 Act. 2. Now follow the directions to find the treasure. Put a cross.* PMB, p. 13 Act. 3. draw a map and hide the treasure. Write directions.

* R /W* R /W* R /W* R /W* R /W


* 10-15’ (H)* 15’ (H)* 10’ (H)* 10-15 (H)* 10-15’ (H)


Session 6

31. Revision and oral practice of questions and answers: : “Do you want to go to the cinema? Where are you going tonight? where’s the bus stop?”.

31. TB, p. 66 Preliminary activity. -T uses the “Questions poster” to review the questions: “Do you want to go to the cinema? Where are you going tonight? Where’s the bus stop?”. -T draws a line for each word in the question. Ss have to guess the questions. -Ss can ask similar questions and practise in pairs.

31. L /S 31. T /Ss 31. 5-10’ -CB-AB-CD1


32. CB, p. 29. Act. 1 L48 L49 Listen and repeat. -Pre: look closely at the frames. -Ask questions about each frame to practise comprehension: V1: “Where are Sam and Alex going? (To the bookshop) Where are Fiona and Tessie going? (To the pet shop)”. V2: “Where are they going to meet? (At the café) What time are they going to meet? (At 12 o’clock)”. V3: “Where are Tessie and Fiona? (At the café) What’s the time? (12 0clock) Are they happy? (No, they are angry) Where are Sam and Alex (at the café) What’s the time? (12 o’clock) Are they happy? (No, they’re angry)”. V4: What’s the problem? (They are at different

32 L /S /R 32 T /Ss – GW

32 20-25’


cafés!)”. -Play L48. Ss listen and repeat each phrase. -Play L49 and practise pronunciation of phrases: “Do you want to meet at 12 o’clock? Yes. Let’s meet at the café”. -Ss can act out the story in groups.

33. Understand oral dialogues to obtain specific information.

33. AB, p. 29 Act. 1 L50 Listen and match. -Pre: Look closely at the photographs. -Ss do the activity while they listen to L50.

33. L/S/R/W

33. T /Ss -IW 33. 10-15’

34. Complete the written dialogue. 34. AB, p. 29 act. 2. Write with a friend. Act out. -Ss complete the dialogue in pairs and then read it out to the rest of the class.

34. L/S/R/W

34. PW

34. 10-15’

35. Match questions with the suitable answers.


35. R /W 35. IW 35. 5-10’ (H)


Session 7

36. Practise the “Excuse me. Where’s the church?”song.

36. TB, p. 68 Preliminary activity. -Ss chant the “Excuse me. Where’s the church?”song once again..

36. L /S 36. T /Ss 36. 5-10’ -CB-AB-CD1

37. Preparing for the final activity in the unit.

37. CB, p. 30. Act. 1 Listen and follow. Use your map and play the game. -Ss look closely at the street map and listen to L51 while they follow the route on the map. -Explain what the project in the unit will be about. -Practise the phrases in L51

37. L /S /R 37. T /Ss 37. 10-15’

38. Oral practice of comprehension and expression of directions to get to different parts of the city.

38. CB, p. 30 AB, p. 87. Final activity -Ss cut out the map and the cards. -In pairs : S1 thinks of a place and tells S2 what it is (the castle) and places it on the map. S2: “Where’s the castle?” and follows the instructions S1 gives on the map.. S2 places the castle on his/her map and they check if it is in the right place. Ss exchange roles.

38. L /S 38. IW – PW 38. 20-25’

39. Comprehensive reading of a text with directions on a map. Write a text about directions that can be followed in a street map to get to different places. .

39. CB, p. 30 Act. 2. Follow the directions. Complete your map. Write directions for a friend. -Ss look closely at the map and the text in the CB. -Ss write on the map in the AB p. 87 “My house” and hang cards with different places of the city and write a route to get to it from the train station.

39. L /S/ R

39. T /Ss – IW PW

39. 15-20’



Session 8

40. Revise the vocabulary in the unit. 40. TB, p. 70 Preliminary activity. -T asks what the unit was about. -Look at the words in the picture dictionary. T: “Tell me ... the longest single words; places or things with two words; words with two vowels together”.

40. L /S /R

40. T /Ss 40. 5-10’

-CB-AB-CD1-PMB, p. 15. One photocopy for each student. (Optional).41. Listen to, read, understand and

sing a song. 41. CB, p. 31. Act. 1 L52 Listen and sing. -Pre: Before opening the book, T writes on the board: : “The City of the Future”. Ss explain how they imagine what life will be like in a city of the future. ”. Ss say words they think they will hear. -Ss listen to the song and check if they were right. -Explain the vocabulary they don't understand. -Ss re-read it and try to memorize it. -Ss listen to and sing the song following the text in the book.

41. L /S /R

41. T /Ss 41. 15-20’


42. CB, p. 31 Play the game. -Make teams of 4 and hand out a sheet of paper per team. Each team chooses a secretary to write down the answers. -Activities to be done: *Spell out the word in the picture. *Write all the places and elements of a city that they remember. *Decipher a phrase. *Answer the question “Where’s the cinema?”.

42. L/S/R/W

42. T /Ss – GW

42. 10-15’



43. R/W 43. IW

43. 10-15’ (H)


44. AB, p. 31 Write and colour. -Pre T gets students to reflect about what they have done throughout the unit before they evaluate the aspects proposed.

44. L/S/R/W

44. T /Ss - IW 44. 10’

* Oral identification of the phrases in the song. * Oral discrimination of words.

* Write a short text about some aspects of a city of the future.

Reinforcement and/or extension on the song (The City of the Future)

*PMB, p. 15 Act. 1. Listen to the song and tick the pictures you hear.

*PMB, p. 15 Act. 2. Listen again and correct the mistakes. *PMB, p. 15 Act. 3. Draw and write about a city of the future.

*L /S

*L/S/R/W

*R/W

* T /Ss

* T /Ss

* IW

* 10’

* 10’

* 10’


(H)

UNIDAD 4. A Helping HandObjectives Activities Skills Interaction Time Material

Session 1

1. Introduce the unit topic. 1. CB, p. 32 TB, p. 72 Preliminary activity. Ss read the title of the unit and look at the vocabulary in the pictures. T asks what they think they'll be doing in this unit (Helping with the housework).

1. L /S /R 1. T /Ss 1. 5’ -CB-AB-CD1

2. Introduce and practise the oral expression of e: “Cook the dinner, tidy the bedroom, wash the dishes, clean the floor, water the plants, walk the dog, empty the bin, clean the windows”.

2. CB, p. 32 L53 Listen and repeat. -Books closed. T writes on the board : “A helping hand”. Ask Ss to say which words and expressions they know in English related with housework. ; T writes them on the board. -Open the book. Check which words coincide with those they said. -Play L53. Ss listen and point out the words in the book.. -Play L53. Ss listen and repeat.

2. L /S /R 2. T /Ss 2. 10-15’

3. Listen to the story. 3. CB, p. 32-33 L54 Listen to the story. -Pre: discuss the first frame: “Who can you see? Where are they? (In Aunt Ellie’s laboratory) What are they looking at? (Sarah, a girl who lived 200 years ago)2. -Ss listen to the story. -Ss make a summary of the story in LL1. -Ss listen to it again. -Ss say which words in the vocabulary of Act. 2 have appeared and which words they already know. T introduces the words they don't know.

3. L /S /R 3. T /Ss 3. 10-15’

4. Introducing structures : “She cleaned the windows. He emptied the bin”.

4. TB p. 73 Structures 1 / CB p. 32-33 -Look closely at the phrases in the box: “She cleaned the windows. He emptied the bin”. Look for them in the comic to put them into context. -Practise the oral expression of these phrases . T: “Wash the dishes”; Ss: “Yesterday Robohelp washed the dishes”.

4. L / S/ R 4. T /Ss 4. 10’


5. AB, p. 32 Act. 1 Write. -Ss complete a list of household tasks.

5. R /W 5. IW 5. 5-10’ (H)

6. Complete written phrases in the past about housework..

6. AB, p. 32 Act. 2. Write. -Pre: look at the pictures. -Ss complete the phrases.

6. W 6. IW 6. 5-10’ (H)

UNIDAD 4. A Helping Hand


Objectives Activities Skills Interaction Time MaterialSession 2

7. Revise housework vocabulary. 7. TB, p. 74 Preliminary activity. -Make groups. Each group has to remember the names of 8 domestic chores without opening the book (they can say them or write them) T can help acting them out.


8. Practise the language of the story. 8. CB, p. 32-33. L54 Listen to the story. -Ss explain what they remember of the story they heard in the previous session. They should say as much as possible in English. -Ss listen to the story and follow it in their books. -T reads phrases: Ss have to say the number of the frame they belong to. -T reads phrases ; Ss have to say which character says them. -T chooses a frame and says the first speech bubble. A student reads the next. Encourage the use of adequate intonation.

8. L /S /R 8. T /Ss 8. 10-15’

9. Introducing and practising structures : “Did he empty the bin? Yes, he did. No, he didn’t”.

9. TB p. 74-75 Structures 2 / CB p. 32-33 -Look at the phrases in the box “Did he empty the bin? Yes, he did/ No, he didn’t”. -Practise oral expression of these phrases. Make three groups. T says a housework task: : « Tidy the room ». The first group asks the question, the second group gives an affirmative answer and the third one gives the negative answer.

9. L / S/ R

9. T /Ss 9. 10’


10. AB, p. 33 act. 1. L55 Listen and trace. -Ss listen to L55 and build the phrases they hear. -Ss listen to L55 and trace with a pencil the phrases they hear. -In pairs: S1 builds a phrase ; S2continues the words with what was said in his/her substitution table.

10. L/S/R/W

10. T /Ss- PW

10. 10-15’

11. Practise the written expression of the following structures: “Did he (play football) (last Thursday)? Yes, he did. No, he didn’t”.

11. AB, p. 33 Act. 2 Write questions. Ask a friend to answer. -Ss write interrogative phrases using the annotations provided. -In pairs, Ss ask questions and answer them.

11. L/S/R/W

11. IW – PW 11. 10-15’

12.Practise reading comprehension of the introduction story in the unit.

12. AB, p. 33 Act. 3. Write. -Ss correct the phrases and re-write them.

12. R /W 12. IW 12. 5-10’ (H)

*Reinforce written expression of the housework vocabulary. L

*Building phrases about the housework they do every day.

*Write phrases in the past about the





* R /W

* R /W

* R /W

* IW

* IW

* IW

* 5-10’ (H)

* 5-10’ (H)


housework done the day before. * 10’(H)


Session 3

13. Introduce and practise these phrases: “I bought a book. I ate sweets. I watched a DVD. I wore my favourite T-Shirt”.

13. TB, p. 76 Preliminary activity. -T introduces and practises pronunciation of the phrases with the Ss -Ss think up other endings for the phrases: “I bought a book/ sweets/ a dvd”.

13. L /S 13. T /Ss 13. 10’ -CB-AB-CD 2 - “Questions”poster..-PMB. 1 photocopy of p. 17 for each student (Optional).

14. Identify and practise oral expression of the vocabulary in semantic fields of: parts of a house and furniture and objects that can be found in a house.

14. CB, p. 34. Act. 1 L56 What can you see? Listen, point and repeat. -Ss cover the word list and look at the picture. Ss say what parts of a house and things that can be found in a house they know how to say in English. -In pairs, they look in the book for each one of the words in the lists. -Help with the words that are more difficult. -Listen to L56. Ss listen and point out the pictures. -Listen to L56. Ss listen and point out the words. -Listen to L56. Ss listen and repeat.

14. L /S /R

14. T /Ss – PW

14. 10-15’

15. listen to and sing the “There’s a TV in the living room” song.

15. CB, p. 34 Act. 2 L57 Listen and chant -Look at the pictures. T: “What’s this? (A TV) where is it? (In the living room) What is there in the bedroom’ (A poster)”. R: “There’s..:” y “Favourite”. -Listen to the song Ss look at the pictures, read and listen. -Listen to L57 Ss listen and mark the rhythm with their hand. -Listen to L57. Stop after each verse. ; Ss repeat..

15. L / S/ R

15. T /Ss 15. 10-15’

16. Count the syllables in different words. 16. AB, p. 34 act. 1. L58 Listen and circle the words with two syllables. -Books closed. Ss listen to the words and clap to each syllable. -Open books. In pairs, Ss decide what words in the box have three syllables.

16. L /S /R

16. T /Ss- PW

16. 5-10’

17. Practise oral comprehension of vocabulary in the semantic field of things that can be found in a house.

17. AB, p. 34 Act. 2. L59 Listen and match. -L59 Ss match each element in the room with the room it's in.

17. L/S/R/W

17. T /Ss – IW

17. 5-10’

18. Complete the written text of the song “There`s a TV in the living room”.


18. R /W

18. IW 18. 5-10’ (H)

19. Complete new verses for the “There’s a TV in the living room” song..

19. AB, p. 34 Act. 4. Write. -Pre: Look closely at the pictures. -Ss complete the new verses of the song.

19. R /W

19. T /Ss – IW

19. 5-10’ (H)


Reinforce written expression of the parts of a house. * Reinforce the written expression of the vocabulary of things in a house using the structure: “There’s a (TV) in the (bedroom)”* Reinforce vocabulary of things that can be found in a house. * Reinforce vocabulary in the following semantic fields:: « Housework », « Rooms » y « Things in a house ».* Reinforce the writing of phrases about the housework done by a character the day before.

Reinforcement and/or extension activities. * PMB, p. 17 Act. 1 Write.* PMB, p. 17 Act. 2 Write and tick.* AB, p. 72 Act. 1 Write. Draw.



* R /W* R /W* R /W

* R /W

* R /W

* IW* IW* IW

* IW

* IW

* 10’ (H)* 10’ (H)* 10’ (H)

* 10’ (H)

* 10’ (H)

* 10’ (H)


Session 4

20. Revise vocabulary of the parts of a house.

20. TB, p. 78 Preliminary activity. -T gives clues and Ss have to guess which part of the house it is: : You sleep in this room (Bedroom); You cook in this room (kitchen); You eat in this room (dining room); You have a shower in this room (Bathroom); You keep the car here (garage); You play football here (Garden); You watch the television in this room (Living room)”.

20. L /S 20. T /Ss 20. 10’ -CB-AB-CD2

21. Practising structures: “Did Robohelp wash the dishes? Yes, he did. No, he didn’t” with a game.

21. CB, p. 35 Act. 1 L60 Listen and say. Play the game. -Ss look at the pictures and the phrases on p. 35. -Teach them how the game works. -Oral practice of the phrases with the Ss. -Play the dialogues one by one. Ss try to answer correctly. -Ss play in pairs.

21. L /S /R

21. T /Ss – PW

21. 15-20’

22. Practise reading comprehension of phrases with the following structure: “Robohelp (emptied the bin)”.

22. AB, p. 35 Act. 1 Read. True or false? Write T or F. -Ss read the phrases and check if they are true or false looking at the pictures on p.35 CB.

22. R 22. IW 22. 5-10’ (H)

23. Write phrases about housework done or not done by someone.

23. AB, p. 35 Act. 2. Write. Ask a friend to write T or F. -Ss write true or false phrases about the tasks Robohelp has or hasn't done. -In pairs, Ss read their partner's phrases and decide if they are true or false.

23. L/S/R/W

23. IW- PW

23. 10’

24. Reinforce the written expression of phrases describing the housework done by someone.

24. AB, p. 35 Act. 3. Write more sentences about Robohelp. -Ss look closely at the pictures. Oral phrases can be done as a preliminary activity. -Each student writes the phrases.

24. R /W 24. IW 24. 10-15’ (H)

25. Build and understand the phrases containing these structures: “I (get up) / he

25. TB, p. 79 The sentence-building machine. -Ss cut out the phrases in the “Sentence Strips”.

25. L /S /R

25. T /Ss 25. 10-15’


(gets up) at (one o’clock) ». -Play « Family fortunes”. T calls a student to the board and builds a sentence leaving one word blank. : “My mum tidied the..:”. Ss pick a word from the sentence strips to complete the phrase. The student at the board reads his/her phrase. All students who have used the same word, get a point.

* Examine and discuss the present and past simple of the verb “To clean”.

* Complete the phrases with “Clean, cleans cleaned”.

* Look closely at and discuss how to build an interrogative sentence with a regular verb in present and past simple.

* Complete interrogative phrases and answers with “Does, doesn’t, did, didn’t”.

Grammar activities


* AB, p. 78 Act. 2. Write “clean”, “cleans” or “cleaned”. * AB, p. 78 Act. 3. Look and think.

* AB, p. 78 Act. 4. Write “Does”, “Doesn’t”, “Did” or “Didn’t”.

* L /S

* R /W

* L /S

* R /W

* T /Ss

* IW

* T /Ss

* IW

* 10’

* 5-10’ (H)

* 10’

* 10’ (H)


Session 5

26. Practise the /ei/ y /e/ sounds. Learn the tongue twister.

26. TB, p. 64 L46 Preliminary activity. -T shows the “Tongue Twister” poster. -Pronunciation of words containing the /e/ and /ei/ sound. -Tongue twister practice.

26. L /S /R 26. T /Ss 26. 5-10’ -CB-AB-CD2- “Tongue Twister”poster. -PMB, p. 18. One photocopy for each student (Optional).-PMB, p. 19. One photocopy for each student (Optional).

27. Understand a text about children's life in Victorian Great Britain.

27. CB, p. 36. Act. 1 L62 Listen and read. -T writes on the board the title of the reading: “Children in Victorian Britain”. Explain that Queen Victoria was the Queen of Great Britain from 1837 to 1901. Ss look closely at the pictures. Discuss what the reading will be about. -Ss read the texts. -Help to understand new words. -Ss re-read the texts to make sure they are understood. -Check comprehension of the text : “Did Thomas live in Ireland? (No, he lived in England); How many brothers and sisters did he have? (Six); Was his family rich? (No. They were very poor); Where did Thomas work? (In a factory); Was he often tired and cold? (Yes); Did Mary live in a little house? (No, she lived in a big house); Did Mary work in a factory? (No, she didn’t); Did Mary go to school? (No, she didn’t); Who cooked the food and cleaned the house? (The servants)”. -Ss re-read the texts listening to them at the

27. L /S /R

27. T /Ss 27. 20-25’


same time. . -Ask Ss to give four differences between the way Thomas and Mary lived and how we live nowadays.

28. Practise reading comprehension of the text: “Children in Victorian Britain”.

28. AB, p. 36 Act. 1 Tick the correct answer. -Ss choose the correct answers.

28. R/W 28. IW 28. 10-15’ (H)

29. Complete the chart with information in a text. Write the text as from the information in a chart.

29. AB, p. 36 act. 2. Read about Matthew and fill in the chart. Write about Alice. -Ss complete the chart about Matthew as from the reading of a text about him. -Ss write a text about Alice with the information provided in the chart.

29. R/W 29. IW

29. 15’ (H)


30. AB, p. 64-65-66 Picture dictionary. -Pre : Look at and comment the picture dictionary. -Ss complete it looking up things in the book.

30. R /W 30. T /Ss – IW 30. 10-15’ (H)


Session 5 (Continuation) * Practise reading comprehension of short

texts.

* Reinforce the writing of phrases about domestic chores that someone did or didn't do.

* Use the English-Spanish dictionary to look up words.


* Use the dictionary to look up new words.


* PMB p. 19 Act. 1. mark is on holiday. Complete the notice in his holiday home.

* PMB, p. 19 Act. 2 Mark is ready to go. Look at the picture. Write.

Techniques for using the dictionary activities.

* PMB, p. 18 Act. 1 Use the dictionary to find the words. Match.

* PMB, p. 18 Act. 2. Use a dictionary to tick the things in your bedroom. Write.

* PMB, p. 18 Act. 3. Use a dictionary to find two more things in your bedroom. Write and draw.

* R /W

* R /W

* R /W

* R /W

* R /W

* IW

* IW

* IW

* IW

* IW

* 10-15’ (H)

* 10-15’ (H)

* 10’ (H)

* 10’ (H)

* 10-15’ (H)

UNIDAD 4.A Helping HandObjectives Activities Skills Interaction Time Material

Session 6

31. Introduction and oral practice of the following questions: “Did you wash the

31. TB, p. 82 Preliminary activity. -T: “I’m thinking of a question”. T draws on the

31. L /S 31. T /Ss – PW

31. 5-10’ -CB-AB


dishes last night? What’s (Ea) doing? have you got a computer in your house?”.

board : _ _ _ _ _ ? = (Did you wash the dishes?)”: Ss say words until they guess the phrases. -When the three questions are on the board, Ss can ask similar questions in pairs.

-CD2


32. CB, p. 37. Act. 1 L63 L64 Listen and repeat. -Pre: look closely at the frames. -Ask questions about each frame to practise comprehension: V1: “Who says this? (Fiona, Alex and Sam) Where are they going? (To a party) What’s the problem? (Alex can’t find his mobile phone)”. V2: “what are they doing? (Looking for the phone) Where is Fiona looking? (On the desk) Where is Sam looking? (Under the bed) What question does Sam ask? (did you leave it in the kitchen?)”. V3: Is it in the bin? (Mo, it isn’t) Is it in the fridge? (No, it isn’t) What does Alex say? (Can you ring my number, please?)”. V4: Where is the telephone? (In Alex’s pocket)”: -Play L63 Ss listen and repeat each phrase. -Play L64 and practise pronunciation of the phrases: “did you leave it in the living room? No, I didn’t”. -Ss can act out the story in groups.

32 L /S /R 32 T /Ss – GW

32 20-25’

33. Oral discrimination of a dialogue about furniture and electric appliances.

33. AB, p. 37 Act. 1 L65 Listen and tick the places you hear. Write. -Pre: Look closely at the pictures. T : “What’s this?”. -Ss do the activity while they listen to L65.

33. L/S/R/W

33. T /Ss -IW 33. 10-15’

34. Complete a written dialogue. 34. AB, p. 37 act. 2. Write with a friend. Act out. -Ss complete the dialogue in pairs and then read it to the rest of the class.

34. L/S/R/W

34. PW

34. 10-15’

35. Match questions with their suitable answers.

35. AB, p. 37 Act. 3 Fill in the gaps and match. -Ss complete the questions using the given words and then match them with the answers. .

35. R /W 35. IW 35. 5-10’ (H)


Session 7

36. Practise the “There’s a TV in the living room”song.

36. TB, p.38 Preliminary activity. -Ss chant the : “There’s a TV in the living room”song once more..

36. L /S 36. T /Ss 36. 5-10’ -CB-AB-CD2


37. Preparing for the final activity in the unit.

37. CB, p. 38. Act. 1 L66 Listen and read. -Ss look at and read the questionnaire next to it. -Explain what the project in the unit will be about. -L66. Ss listen to the dialogue and follow it in the book. -L66. Ss listen to the dialogue looking at the pictures in the chart. . -Practise questions and answers with the Ss.

37. L /S /R 37. T /Ss 37. 10-15’

38. Ask questions and give answers to a fellow student about the housework you do at home.

38. CB, p. 38 AB, p. 89. Final activity -Ss interview another student and complete the chart. They should interview up to 6 fellow students.

38. L/S/R/W

38. PW 38 20-25’

39.Understand the information in a bar chart. Understand the text in a bar chart. . Make bar charts and texts that describe them.

39. CB, p. 38 Act.2 Read and find the mistake. AB, p. 89 Write about your friends. -Ss look at the graphs, read the texts and look for mistakes. -Ss make bar graphs with the information in act. 38 and they write texts to express the result of the graphs.

39. L/S/R/W

39. T /Ss - IW

39. 15-20’


Session 8

40. Revise the vocabulary in the unit. 40. TB, p. 86 Preliminary activity. -T asks what the unit was about. -Look closely at the words in the picture dictionary. T: “Tell me ... words which end in ‘-y’; words which end in ‘-er’; words where ‘c’ is pronounced /k/”.

40. L /S /R

40. T /Ss 40. 5-10’

-CB-AB-CD2-PMB, p. 20. One photocopy for each student. (Optional).41. Listen to, read, understand and

sing a song. 41. CB, p. 39. Act. 1 L67 Listen and sing. -Pre.: before opening the book, T writes “welcome back” on the board. Ss try to guess what it means. Explain they will be listening to a song about a person who's been away and who gets asked about his trip around the world. -Ss listen to the song. -Explain the vocabulary they do not understand, stanza by stanza. -Ss listen and sing the song following the text in the book.

41. L /S /R

41. T /Ss 41. 15-20’


42. CB, p. 39 Play the game. -Make a team of 4 and hand out a sheet of paper per team. Each team has to choose a secretary to write down the answers. -Activities to be done: *Spell out the word in the picture.

42. L/S/R/W

42. T /Ss – GW

42. 10-15’


*Write all the things that can be found in a house that you remember. *Decipher a phrase. *Answer the question with did she walk the dog yesterday?”



43. R/W 43. IW

43. 10-15’ (H)


44. AB, p. 39 Write and colour. -Pre: T gets Ss to reflect on what they have done throughout the unit before evaluating the aspects proposed.

44. L/S/R/W

44. T /Ss - IW

44. 10’

* Revise the vocabulary on countries.

* Match typical elements with the countries they relate to.

* Reinforce written expression of texts.

Reinforcement and/or extension with the song (Vitamin Alphabet)

*PMB, p. 20 Act. 1. Circle the nine countries in the word snake.

*PMB, p. 20 Act. 2. Listen to the song and match the pictures with the countries.

*PMB, p. 20 Act. 3. Daw and write about you.

*R/W

*L/R/W

*/R/W

* IW

*T /Ss

*IW

* 5-10’ (H)

* 10’

* 10-15’ (H)

EVALUATION UNITS 3-4. The Space Pirates. A Helping Hand.Objectives Activities Skills Interaction Time Material





-Note: The Ss that finish earlier can do the following activities individually until the session ends.:Finish pending activities in the AB.Finish the “Picture Dictionary”.Do some reinforcement or extension activities not done in the unit.

* L / R

* L /S



* 20-25’

* 5-10’ per student, depending on the student. In case of being unable to evaluate all the students, this can be done in the next evaluation session, evaluating the remaining students while the rest sit for the “Reading” and

One photocopy of pages 22 and 23 of the Evaluation booklet for each student.


“Writing test”.

EVALUATION UNITS 3-4. The Space Pirates. A Helping Hand.Objectives Activities Skills Interaction Time Material


* Evaluate Ss written comprehension and expression progress.



-Note: While Ss take their tests, the T can continue evaluating oral expression of students that were not evaluated in the first evaluation session.

-Note: The Ss that finish earlier can do the following activities individually until the session ends.:Finish pending activities in the AB.Finish the “Picture Dictionary”.Do some reinforcement or extension activities not done in the unit.

* L / R

* L /S



* The whole session

One photocopy of pages . 24 and 25 of the Evaluation booklet for each student.

The Ghost Knight Star (Episode 3)Objectives Activities Skills Interaction Time Material

Session 1

1. Revise the language from previous units. 1. TB, p. 88 Preliminary activity. -Revision of vocabulary: things and places in the city as well as indications to get somewhere. . R: “Museum, castle, hotel, river, chemist, police station”. T asks questions about their city:: “Is there a (museum) in your town? Where is it?”.

1. L /S 1. T /Ss 1. 10’ -CB-AB-CD2


2. CB, p. 40-41 L68 Listen and read. -Ss look closely at the story and explain what they think is going to happen . I: “Police station, zebra crossing, river”. -Play L68. Ss listen and follow in the book. -Ask questions about the story in LL1. : “Where is Professor Simpson? (In the museum) What surprised him? (seeing Lance) What does he learn on the phone? (that Cash started building a hotel) Where is Professor Simpson going? (to the police station) Why does Lance end up taking the bicycle? (Because Cathy finds it hard since Lance weighs a lot) Why doesn't Lance follow Cathy's

2. L /S /R 2. T /Ss 2. 20-25’


indications? (because he doesn't know modern city gadgets) Who falls into the river?(Lance) -Play L68 again. Ss point to the speaker.

3. Show comprehension of the episode of the comic answering the questions in writing.

3. AB, p. 40 Act. 1 Answer the questions. -Ss do the activity individually. -Idea-sharing session.

3. R /W 3. IW – T /Ss 3. 10’ (H)

4. Practise comprehension of the episode in the comic.

4. AB, p. 40 Act. 2. Make sentences. -Ss do the activity individually.

4. R /W 4. IW 4. 10’ (H)


Session 2

5. Recall the episode in “The Ghost Knight” read in the previous session.

5. TB, p. 55 Preliminary activity. -T reads some phrases from episode 3; Ss have to say which character said them.

5. L /S 5. T /Ss 5. 10’ -CB-AB-CD2


6. CB, p. 40-41 L68 Listen and read. -Play L3. Ss listen and follow in the book. -Ask questions about the story in LL2 : “Did Lance go to the museum? (Yes) Can Lance ride a bike? (No) Did Cathy jump? (Yes) Did Lance jump? (No) Where is Lance now? (In the river)”. -Play L68 again. T pauses after some lines of dialogue; Ss have to say how the story continues.

6. L /S /R 6. T /Ss 6. 20-25’

7. Reinforce the written expression of vocabulary in the semantic field of places in the city.

7. AB, p. 41 Act. 1 Write. -Ss write the names of the places in the city.

7. R /W 7. IW 7. 10’ (H)

8. Practise reading comprehension of texts with indications about how to get to different places in the city.

8. AB, p. 41 Act. 2. Look at the map and write. -Pre: the activity can be done orally. -Ss read the texts and note down the corresponding places in the city.

8. R /W 8. IW – PW 8. 10’ (H)

9. Write short texts with indications to get to places in the city.

9. AB, p. 41 Act. 3. Give directions to Lance. -Ss write the directions they will give Lance to get to the zoo and the castle.

9. R /W 9. IW 9. 10-15’ (H)

UNIDAD 5. The Egyptian treasure



1. Introduce the unit topic. 1. CB, p. 42 TB, p. 90 Preliminary activity. Ss read the title of the unit and look at the vocabulary in the pictures. T asks them what they think this unit is about (about the past).

1. L /S /R 1. T /Ss 1. 5’ -CB-AB-CD2

2. Introduce and practise oral expression of: “Yesterday I had..., I read..., I went..., I wore..., I saw..., I bought..., I ate..., I drank...”.

2. CB, p. 42 L72 Listen and repeat. -Books closed. T writes on the board: “Talking about the past”. Ask Ss to say what words they know to refer to the past in English. T writes them on the board. -Open the book. Check which words coincide with those said. -Play L72. Ss listen and point out the words in the book. -Play L72. Ss listen and repeat.

2. L /S /R 2. T /Ss 2. 10-15’

3. Listen to the story. . 3. CB, p. 42-43 L73 Listen to the story. -Pre: discuss the first frame : “Who can you see? Where are they? (In Aunt Ellie’s laboratory) What are they looking at? (An Egyptian treasure)”. -Ss listen to the story. -Ss make a summary of the story in LL1. -Ss listen to it again. -Ss say what words of the vocabulary in Act. 2 have appeared and what words they know. T introduces the words they don't know.

3. L /S /R 3. T /Ss 3. 10-15’

4. Introducing structures s: “I went to Egypt. We saw some boats”.

4. TB p. 91 Structures 1 / CB p. 42-43 -Look closely at the phrases in the box “I went to Egypt. We saw some boats”. Look for them in the comic to put them into context. -Ss look in the comic for more verbs in the past. -Practise the oral expression of these phrases.

4. L / S/ R 4. T /Ss 4. 10’


5. AB, p. 42 Act. 1 Write. -Ss complete the text with the verbs in the past.

5. R /W 5. IW 5. 5-10’ (H)

6. Complete written phrases about past events using verbs in past simple.


6. W 6. IW 6. 5-10’ (H)

UNIDAD 5. The Egyptian TreasureObjectives Activities Skills Interaction Time Material

Session 2

7. Revise vocabulary of verbs in the past.

7. TB, p. 92 Preliminary activity. -T writes on the board: : « Go, eat, drink, wear”. Then, T writes on a sheet of paper the name of a place, food, drink and clothing item, not allowing Ss to see it. -Ss have to guess them one by one. T: “Guess were I went yesterday”. Ss ask: “Did you go to the cinema?”. When Ss guess,

7. L /S 7. T /Ss 7. 5-10’ -CB-AB-CD2 -PMB. One photocopy of p. 21 for each


T asks: “Guess what I ate yesterday”. student (Optional).8. Practise the language of the

story. 8. CB, p. 42-43. L73 Listen to the story. -Ss explain what they remember of the story they heard in the previous session. They should say as much as possible in English. -Ss listen to the story and follow it in their books. -T reads the phrases ; Ss have to say the number of the frame they belong to. -T reads phrases ; Ss have to say what character says them. -T picks one frame and says the first bubble. A student has to read the next. Encourage use of adequate intonation.

8. L /S /R 8. T /Ss 8. 10-15’

9. Introduce and practise the structure: “Albert didn’t go”.

9. TB p. 92-93 Structures 2 / CB p. 42-43 -Look at the phrase in the box “Albert didn’t go”. Ss looks for it in the story to put it into context. -Observe the difference between “Albert went” and “Albert didn’t go”. -Practise the oral expression of these phrases. T says affirmative sentences: “Gracko saw a boat”; Ss have to say them in negative form: “Gracko didn’t see a boat”.

9. L / S/ R

9. T /Ss 9. 10’

10. Practise oral comprehension of the structures introduced in sessions 1 and 2 .

10. AB, p. 43 act. 1. L74 Listen and trace. -Ss listen to the L74 and build the phrases with what they hear. -Ss listen to L74 and trace with a pencil the phrases they hear. -In pairs: S1 builds a phrase; ; S2 continues the words with what was said in his/her substitution table.

10. L/S/R/W

10. T /Ss- PW

10. 10-15’

11. Practise written expression of affirmative and negative phrases with verbs in the past.

11. AB, p. 43 Act. 2 Write. -Pre: Look closely at the pictures and make oral phrases. -Ss complete the phrases.

11. L/S/R/W

11. IW – PW 11. 10-15’

12. Revise reading comprehension of the introduction story in the unit.

12. AB, p. 43 Act. 3. Match and write. -Ss build the phrases and write them to make a summary of the story.

12. R /W 12. IW 12. 5-10’ (H)

*Reinforce written expression of the verbs in the past.


*Practise written expression of phrases with verbs in the past. .

Reinforcement and/or extension activity.

* PMB, p. 21. Act. 1 match and write.


* PMB, p. 21 Act. 3. Write.

* R /W

* R /W

* R /W

* IW

* IW

* IW

* 5-10’ (H)

* 5-10’ (H)

* 5-10‘ (H)


Session 3

13. Learn and practise the questions s: “What did you do at the weekend? Where did you go? Who did you play with? When

13. TB, p. 94 Preliminary activity. -Introduction and practice of the questions: “What did you do at the weekend? Where did you

13. L /S 13. T /Ss 13. 10’ -CB-AB-CD2


did you do your homework?” go? Who did you play with? When did you do your homework?”. -Look closely at the verbs in the phrases.

-Weekend poster.-PMB. 1 photocopy of p. 22 for each student (Optional).14. Identification and practice of oral

expression of vocabulary in semantic fields of clothes, food and objects related to holidays.

14. CB, p. 44. Act. 1 L75 What can you see? Listen, point and repeat. -Ss cover the word list and look closely at the picture. Ss say the words that are related with “Clothes”, “Food and drink” y “Holiday things”. -In pairs, they look in the book for each of the words in the list. -Help with the words that are more difficult. -Listen to L75. Ss listen and point out the pictures. . -Listen to L75. Ss listen and point out the words. -Listen to L75. Ss listen and repeat.

14. L /S /R

14. T /Ss – PW

14. 10-15’

15. Listen to and sing a song: “Last week I saw a monster”.

15. CB, p. 44 Act. 2 L76 Listen and chant -Listen to the song. Ss look at the pictures, read and listen. -Work on comprehension. T: “Describe the monster. What did the boy say at first? What did the monster do? What did the boy say at the end?”. I: “Lie, wow”. -Listen to L76 Ss listen and mark the rhythm with their hand. -Listen to L76. Stop after each verse. Ss repeat.

15. L / S/ R

15. T /Ss 15. 10-15’

16. Count the syllables in different words. 16. AB, p. 44 act. 1. L77 Listen and circle the words with two syllables. -Books closed. Ss listen to the words and clap to each syllable. -Open books. In pairs, Ss decide what words in the box have two syllables.

16. L /S /R 16. T /Ss- PW

16. 5-10’

17. Distinguish the objects related with holidays in an oral dialogue. .

17. AB, p. 44 Act. 2. L78 Listen and circle. -L78: Ss identify the objects mentioned.

17. L/S/R/W

17. T /Ss 17. 10’

18. Complete the written text of the song “Last week I saw a monster”.


18. R /W 18. IW 18. 5-10’ (H)



19. Complete new verses for the : “Last week I saw a monster” song..

19. AB, p. 44 Act. 4. Write. -Pre. T asks oral questions about the pictures : “What did the monster eat? What did it drink?”. -Ss complete the new verses of the song. -Ss can create a new stanza for the song.

19. R /W 19. T /Ss – IW

19. 5-10’ (H)


* Reinforce written comprehension and expression of vocabulary in semantic fields of “Clothes”, “Holiday things” and “Food”.

* Reinforce vocabulary in semantic fields of: “Clothes”, “Holiday Things” and “Food”.

* Practise the present and past simple forms of some verbs. .

* Reinforce the written expression of vocabulary in the semantic fields of “Clothes”, “Holiday things” and “Food”.

* Reinforce the language in the unit



* PMB, p. 22 Act. 2 Find the words.

* AB, p. 73 Act. 1 Match. Write.



* R /W

* R /W

* R /W

* R /W

* R /W

* IW

* IW

* IW

* IW

* IW

* 10’ (H)

* 10’ (H)

* 10’ (H)

* 10’ (H)

* 10’ (H)



Session 4

20. Revise vocabulary from the semantic fields of “clothing” and “food”.

20. TB, p. 96 Preliminary activity. -Ss re-read the words on p. 44 of the CB for a minute and then close the book. -Make teams and ask the teams to look for: four words starting with ‘j’; one 3-syllable word; one hyphened word; the name of four milk-derived foods or food that contains milk; two objects that work on batteries.

20. L /S 20. T /Ss 20. 10’ -CB-AB-CD2

21. Practising structures: “He bought... He went... He saw... He wore...” with a game.

21. CB, p. 45 Act. 1 L79 Listen and say. Play the game. -Ss look closely at the chart and the phrases on p. 45. -Teach the way the game goes. -Practise oral phrases with the Ss. -Play the dialogues one by one. Ss try to guess what it is about. . -Ss play in pairs.

21. L /S /R 21. T /Ss – PW

21. 15-20’

22. Understand written phrases in the past. 22. AB, p. 45 Act. 1 Write the name. -Ss read the phrases to identify what it is about.

22. R 22. IW 22. 5-10’ (H)

23. Write phrases with the verb in the past. 23. AB, p. 45 Act. 2. Write. Ask a friend to write the name. -Ss write phrases about the characters on p. 45 CB. -In pairs, Ss read their friend's phrases and try to guess what they are about.

23. L/S/R/W

23. IW- PW

23. 10’

24. Write affirmative and negative phrases about events in the past.

24. AB, p. 45 Act. 3. Choose and tick or cross. Write. -Ss look closely at the pictures and write the phrases.

24. R /W 24. IW 24. 10-15’ (H)

25. Build and understand phrases that contain the following structures: “Yesterday I was/ wasn’t (at the park): Yesterday my friends were/ weren’t (at school)”.

25. TB, p. 97 The sentence-building machine. -Ss cut out the phrases in the “Sentence Strips”. -Play “Change it!”. T builds an affirmative or negative sentence. Ss have to build the opposite sentence and say it. -Ss can play in pairs.

25. L /S /R

25. T /Ss 25. 10-15’

* Complete affirmative `phrases with verb forms in the present and past simple.

* Write affirmative and negative phrases in past simple.

Grammar activities

* AB p. 79 Act. 1. Look and think. Write.

* AB, p. 79 Act. 2. Look and think. Write.

* R /W

* R /W

* IW

* IW

* 10-15’ (H)

* 10-15’ (H)



Session 5

26. Practise the /ai/ (Tiger) y /ea(r)/ (Hair) sounds. Learn the tongue twister.

26. TB, p. 64 L46 Preliminary activity. -T shows the “Tongue Twister”poster. -Pronunciation of the words with /ai/ (Tiger) y /ea(r)/ (Hair) sounds.

26. L /S /R 26. T /Ss 26. 5-10’ -CB-AB-CD2-“Tongue Twister”poster. -PMB, p. 23. One photocopy for each student (Optional).-PMB, p. 24. One photocopy for each student (Optional).

27. Understand texts about boys and girls that met celebrities.

27. CB, p. 46. Act. 1 L81 Listen and read. -Explain to Ss they will be doing a reading activity. Before they open their books, ask how they think you can infer what a text is about without having read it: title and pictures. -Open the book, read the title and look at the pictures. Ask what words they think will come up related with extinct animals. Write the words on the board. -Make three groups and assign a paragraph to each student, to look for the words on the board. -Remark on how the meaning of new words can be inferred. Ss read the text and try to understand it inferring the meaning of the new words. -Discuss with Ss the vocabulary they do not understand. -Ss re-read the text. T asks comprehension questions: “What did the dodo eat? (Fruit) Was the dod good to eat? (No) What did the pigs do? (They ate all the dodos’ fruit) Was the sea cow a fish or a mammal? (A mammal) Did it have lots of teeth? (No, it didn’t have any teeth) What did people make from the sea cow’s skin? (Shoes) Where did the tiger wolf live? (In Australia, on Tasmania) Where did it take its babies? (In a pouch like a kangaroo) Did it have a head like a tiger? (No, like a wolf)”. -Ss re-read the texts and listen to them at the same time. .

27. L /S /R

27. T /Ss 27. 20-25’

28. Fill in the chart with the information in an informative text.

28. AB, p. 46 Act. 1 Write. -Ss complete the chart as from the texts on p. 46 of the CB.

28. R/W 28. IW 28. 10-15’ (H)

29. Practise reading comprehension of a text.

29. AB, p. 46 act. 2. Write the name of the animal. -Ss read the phrases and note down the animal they refer to.

29. R/W 29. IW

29. 5-10’ (H)




30. Write texts about animals with the information provided in a card.

30. AB, p. 46 Act. 3. Write about two more extinct animals. -Pre: the activity can be done orally or doing the first text with the class as a model. -Ss write the texts with information from the cards. .

30. R /W 30. T /Ss - IW

30. 10-15’

31. Revise the unit vocabulary completing the picture dictionary.

31. AB, p. 66-67 Picture dictionary -Pre: look at and discuss with the Ss the picture dictionary. -Ss complete it looking things up in the book.

31. R /W 31. T /Ss – IW

31. 10-15’ (H)

* Practise comprehension of texts.

* Reinforce the writing of affirmative and negative phrases in the past.

* Use the English-Spanish dictionary to look up words.




* PMB p. 24 Act. 1. Look at the poster. Read and complete.

* PMB, p. 24 Act. 2. Write sentences about life in Ancient Egypt.

Techniques on the use of the dictionary activities.

* PMB, p. 23 Act. 1 Use the dictionary to find the words. Write. * PMB, p. 23 Act. 2. Use a dictionary to find the words. Write.

* PMB, p. 23 Act. 3. Use a dictionary to find two more camping words. Draw and write.

* R /W

* R /W

* R /W

* R /W

* R /W

* IW

* IW

* IW

* IW

* IW

* 10-15’ (H)

* 10-15’ (H)

* 10’ (H)

* 10’ (H)

* 10-15’ (H)

UNIDAD 5. The Egyptian Treasure.Objectives Activities Skills Interaction Time Material

Session 6

32. Learn and practise the questions orally : “What did you do at the weekend? Were you at home last night? What’s your favourite food?”.

32. TB, p. 82 Preliminary activity. -T draws on the board the same number of lines as the words in one of the questions : “What’s your favourite food?= _ _ _ _”. Ss say the words until they guess the phrase. Do it with the three questions. -In pairs Ss practise the questions and answer them.

32. L /S 32. T /Ss 32. 5-10’ -CB-AB-CD2-Weekend poster.


33. Overall comprehension of the dialogue Understand specific information in the dialogue. Pronunciation practise.

33. CB, p. 47. Act. 1 L82 L83 Listen and repeat. -Pre: look at the frames. -Ss read and/or listen to the dialogue. Learn the words and new expressions. -Ask questions about each frame to practise comprehension : V1: “Who’s in the picture’ (Alex, Sam, Fiona and Tessie) What does Alex ask? (What did you do at the weekend?) What did Fiona do at the weekend? (She cleaned the windows) Are the other children surprised? (Yes)”. V2: “Did Fiona play with her new computer game? (No) Did she watch TV? (No) Are the other children surprised? (Yes!)”. V3: Did Fiona wash the car? (Yes) Are the other children surprised? (Yes) What does Fiona say? (There was a reason)”. V4: “What was the reason? (She’s got a ticket for the football match. Her mum gave it to her because she helped at home)”. -Play L82 listen and repeat each phrase. -Play L83 practise pronunciation of the phrases : “What did you do at the weekend? I cleaned the windows”. -Ss can act out the story in groups.

33. L /S /R 33. T /Ss – GW

33. 20-25’

34. Oral discrimination of information. 34. AB, p. 47 Act. 1 L84 Listen and tick or cross. -Pre: Look at the pictures. -Ss do the activity while they listen to L84

34. L/S/R/W

34. T /Ss -IW 34. 10-15’

35. Complete the written dialogue. 35. AB, p. 47 Act. 2. Write with a friend. Act out. -Ss complete the dialogue in pairs and then read it for the rest of the class.

35. L/S/R/W

35. PW

35. 10-15’

36. Match the questions with the suitable answers.


36. R /W 36. IW 36. 5-10’ (H)


Session 7

37. Practise “Last week I saw a monster”song.

37. TB, p.102 Preliminary activity. -Ss chant the “Last week y saw a monster” song again..

37. L /S 37. T /Ss 37. 5-10’ -CB-AB-CD2

38. Preparing to do the final activity in the unit.

38. CB, p. 48. Act. 1 L85 Listen and read. -Ss look at the card of the consequences game. -Listen to L85. -Ask comprehension questions : “Which two

38. L /S /R 38. T /Ss 38. 10-15’


people met? Where did they go? What did he wear? Who did they see? ...”. -Remark that the words in each line are not from the same person

39. Practise the written expression with a game.

39. CB, p. 48 AB, p. 91. Final activity -Make groups of 4 or 10. -Read the instructions of the game (CB, p. 48). -Ss complete p. 91 of the AB (Important to hand out the pages at the same time ).

39. R/W 39. GW - T /Ss

39. 20-25’

40. Practise the reading of texts. 40. CB, p. 47 Act. 3. Read your story to the class. -Ss of each group take turns to read the “Consequences” page to the rest of the class.

40. L /S/ R

40. IW

40. 15-20’


Session 8


41. TB, p. 104 Preliminary activity. -T asks what the unit was about. -Look at the words in the picture dictionary. T: “Tell me... words with double letters; words which end in ‘t’ or ‘te’; words with ‘ea’; other words with letters you don’t pronounce; your favourite words”.

41. L /S /R

41. T /Ss 41. 5-10’ -CB-AB-CD2-PMB, p. 25. One photocopy for each student (Optional).42. Listen to, read, understand and

sing a song. 42. CB, p. 49. Act. 1 L86 Listen and sing. -Pre: Before opening the book, T writes “Secret agent (A spy/ special detective who follows people)”. T pretends to be following someone. : “What time did the secret agent see the man? Where did he see the man? Was the man handsome/ ugly/ fat/ slim/ short/ tall? What did the man eat? What did he drink? What did he say?”. -Ss listen to the song. -Explain the vocabulary they don't understand. -Ss listen and sing the song following the text in the book.

42. L /S /R

42. T /Ss 42. 15-20’


43. CB, p. 49 Play the game. -Make teams of 4 and hand out a sheet for each team. Each team chooses a secretary to write down the answers. -Activities that have to be done: *Spell out the word in the picture. *Write all the actions they remember. *Decipher a phrase. *Answer the question “What did you buy yesterday?”

43. L/S/R/W

43. T /Ss – GW

43. 10-15’

44. Written activities for students to evaluate their learning level.

44. AB, p. 48-49 Back to the laboratory. -Ss do the activities proposed.

44. R/W 44. IW

44. 10-15’ (H)



45. AB, p. 49 Write and colour. -Pre: T gets students to reflect on what they have done throughout the unit before they evaluate the aspects proposed.

45. L/S/R/W

45. T /Ss - IW

45. 10’

* Reinforce vocabulary of verbs in past simple.

* Oral discrimination of verbs in past simple.

* Complete the text to write a new stanza for the “Secret agent” song.

Reinforcement and/or extension activity with the song (Secret Agent)

*PMB, p. 25 Act. 1. Match the verbs with the pictures.


*PMB, p. 25 Act. 3. Draw and write about your secret agent.

*R/W

*L/R/W

*/R/W

* IW

*T /Ss

*IW

*5-10’ (H)

*10’

*10-15’

UNIDAD 6. Fame and FortuneObjectives Activities Skills Interaction Time Material

Session 1

1. Present the unit topic. 1. CB, p. 42 TB, p. 90 Preliminary activity. Ss read the title of the unit and look at the vocabulary in the pictures. T asks them what they think this unit will be about. (professions, how to speak of the future ).

1. L /S /R 1. T /Ss 1. 5’ -CB-AB-CD2

2. Introduce and practise oral expression of: “Doctor, teacher, detective, footballer, hairdresser, scientist, film star, singer, artist, bus driver”.

2. CB, p. 50 L 87 Listen and repeat. -Books closed . T writes on the board : “Jobs”. Ss say the professions they know in English; T writes them on the board. -Open the book. Check what words coincide with those said. -Play L87. Ss listen and point out the words in the book. -Play L87. Ss listen and repeat. .

2. L /S /R 2. T /Ss 2. 10-15’

3. Listen to the story. 3. CB, p. 50-51 L88 Listen to the story. -Pre: remark on the first frame: “Who can you see? Where are they? (In Aunt Ellie’s laboratory) What are they looking at? (Information about a fortune teller)”. -Ss listen to the story. -Ss make a summary of the story in LL1. -Ss listen to it again. -Ss say what words of the vocabulary in Act. 2 have appeared and what words they know already. T introduces the words they don't know.

3. L /S /R 3. T /Ss 3. 10-15’

4. Introducing structures: “I’m going to be a 4. TB p. 107 Structures 1 / CB p. 50-51 4. L / S/ R 4. T /Ss 4. 10’


scientist. You’re going to be a scientist”. -Look closely at the phrases in the box “I’m going to be a scientist. You’re going to be a scientist”. Look for them in the comic to put them into context. -Explain: “I’m= I am / You’re= You are”. -Practise the oral expression of these phrases.

5. Practise written expression of new vocabulary. .

5. AB, p. 50 Act. 1 Write. -Ss write the names of corresponding trades.

5. R /W 5. IW 5. 5-10’ (H)

6. Write phrases about what the weather will be like in different countries using the following structure: “In (Ireland) it’s going to be (foggy)”. Revise weather expression..

6. AB, p. 50 Act. 2. Write. -Pre: look at the pictures. The activity can be done orally. -Ss write the phrases.

6. L /S/R/W

6. T /Ss - IW 6. 10-15’ (H)


Session 2

7. Revise vocabulary in the semantic field of professions.

7. TB, p. 108 Preliminary activity. -T gives Ss clues for them to say or write the corresponding trade. : “He/ She works in a hospital. He/ she works in a laboratory. He/ She works in a school. He/ She works in a police station. He/ She often wears a uniform. Picasso was a famous... Harrison Ford is a famous... David Bisbal is a famous...”.


8. Practise the language of the story.

8. CB, p. 50-51. L88 Listen to the story. -Ss explain what they remember of the story they heard in the previous session. They should say as much as possible in English. -Ss listen to the story and follow it in the book. -T reads phrases ; Ss have to say the number of the frame they belong to. -T reads phrases ; Ss have to identify the speaker. -T chooses a frame and says the first bubble. A student reads the next one. Encourage the use of adequate intonation.

8. L /S /R 8. T /Ss 8. 10-15’

9. Introducing and practising the structure: “Gracko’s going to be a famous singer”.

9. TB p. 108-109 Structures 2 / CB p. 50-51 -Look at the phrase in the box “Gracko’s going to be a famous singer”. Ss look for it in the story to put it into context. -Explain: “Gracko’s/He’s/she’s= Gracko is/ He is / She is”. -Practise oral expression of this phrase.

9. L / S/ R 9. T /Ss 9. 10’


10. AB, p. 51 act. 1. L89 Listen and trace. -Ss listen to L89 and build phrases with what they hear. -Ss listen to L89 and with a pencil, trace the phrases they hear. -In pairs: S1 builds a phrase; S2 continues the words that were said with the substitution table.

10. L/S/R/W

10. T /Ss- PW

10. 10-15’

11. Practise written expression of phrases using this structure: “He’s

11. AB, p. 51 Act. 2 Write. -Pre: Look at the pictures and make oral phrases.

11. L/S/R/W

11. IW – PW 11. 10-15’


going to be (a doctor)”. -Ss write the phrases.

12.Reinforce comprehension of the introduction story in the unit.

12. AB, p. 51 Act. 3. Story summary. -Ss correct the phrases to make a summary of the introduction story of the unit.

12. R /W 12. IW 12. 10’ (H)

*Reinforce the written expression of vocabulary related with professions.

*Reinforce written comprehension of phrases with the structure : « I’m going to be a...».

*Write phrases that use the : “I’m going to be a ...”structure.



*PMB, p. 26. Act. 2 Follow and write.


* R /W

* R/W

* R /W

* IW

* IW

* IW

* 5-10’ (H)

* 5-10’ (H)

* 5-10’ (H)


Session 3

13. Learn and practise questions about what Ss did last weekend : “Did you go to the cinema? Yes, I did. No, I didn’t”.

13. TB, p. 110 Preliminary activity. -T points at pictures in the poster ; Ss ask pertaining questions : “Did you go to the cinema? Yes, I did. No, I didn’t”. Another option is an activity, and all who didi it raise their hands. Ask a student to say what he did : “I did my homework”. -Ss can practise questions and answers in pairs.

13. L /S 13. T /Ss 13. 10’ -CB-AB-CD2 -Weekend poster.-PMB. 1 photocopier de la p. 27 para cada alumni (Optional).

14. Identify and practise the oral expression of vocabulary in the semantic fields of adjectives to describe people and actions that will be possible in the future.

14. CB, p. 52. Act. 1 L90 What can you see? Listen, point and repeat. -Ss cover the word list and look at the picture. Ss say what words related with adjectives for describing people and actions in the future they know in English. -In pairs, they look in the picture for every word in the list. -Help with the words that entail more difficulty. -Listen to L90. Ss listen and point out the pictures. -Listen to L90. Ss listen and point out the words. -Listen to L90. Ss listen and repeat.

14. L /S /R

14. T /Ss – PW

14. 10-15’

15. Listen to and sing the “Are you going to get married?”song.

15. CB, p. 52 Act. 2 L91 Listen and chant -Look closely at the pictures and discuss them : “What questions does the mother ask? What does the boy answer?”. -Listen to the song. Ss look at the pictures, read

15. L / S/ R

15. T /Ss 15. 10-15’


and listen. -Listen to L91. Stop after each verse ; Ss repeat.

16. Count the syllables in different words. 16. AB, p. 52 act. 1. L92 Listen and circle the words with two syllables. -Books closed. Ss listen to the words and give a clap for each syllable. -Books open. In pairs, Ss decide what words in the box have two syllables.

16. L /S /R 16. T /Ss- PW

16. 5-10’

17. Understand oral descriptions. 17. AB, p. 52 Act. 2. L93 Listen and number the pictures. -Pre: Ss can remark on the pictures and describe the people and objects they see. -L93: Ss hear the descriptions and number the pictures.

17. L/S/R/W

17. T /Ss 17. 10’



18. Complete the written text of the “Are you going to get married?”song.


18. R /W 18. IW 18. 5-10’ (H)

19. Complete new verses for the “Are you going to get married?”song.

19. AB, p. 44 Act. 4. Write. -Pre. Look at and remark on the pictures. -Ss complete the new verses in the song.

19. R /W 19. T /Ss – IW

19. 5-10’ (H)

* Reinforce written expression of adjectives.

* Write the antonym of some adjectives.

* Complete phrases with the suitable adjectives.

* Reinforce written expression of professions vocabulary. * Reinforce written expression of adjectives

* Complete comparative phrases.



* PMB, p. 27 Act. 2 What’s the opposite? Write.


* AB, p. 74 Act. 1 Write the jobs. Find another job with the extra letters.

* AB, p. 74 Act. 2. Write a word to describe each person.


* R /W

* R /W

* R /W

* R /W

* R /W

* R /W

* IW

* IW

* IW

* IW

* IW

* IW

* 5-10’ (H)

* 5-10’ (H)

* 10’ (H)

* 10’ (H)

* 5-10’ (H)

* 10’ (H)

UNIDAD 6. Fame and Fortune



20. Revise vocabulary in the semantic field of adjectives.

20. TB, p. 112 Preliminary activity. -T says adjectives; Ss have to say or write their antonyms.

20. L /S /W 20. T /Ss 20. 10’ -CB-AB-CD2 21. Oral practise of structures: “I’m

(faster) than..:”with a game. 21. CB, p. 53 Act. 1 L94 L95 Listen and say. Play the game. -Ss look at the pictures and phrases on p. 45. -Teach the rules of the game. -Oral practice of the phrases with the Ss. -Play the dialogues one by one. Ss try to guess what it is about. -Ss play in pairs.

21. L /S /R 21. T /Ss – PW

21. 15-20’

22. Practise reading comprehension of comparative phrases.

22. AB, p. 53 Act. 1 Read. True or false. T or F. -Ss read the phrases and decide whether they are true or false looking at the pictures on p. 53 of the CB.

22. R 22. IW 22. 5-10’

23. Write comparative phrases. 23. AB, p. 53 Act. 2. Write. Ask a friend to write T or F. -Ss write comparative phrases about the characters on p. 53 CB. -In pairs, Ss read the phrases to their partner and they try to guess if they are true or false.

23. L/S/R/W

23. IW- PW

23. 10’

24. Practise vocabulary in the semantic field of animals.

24. AB, p. 53 Act. 3. Match. -Ss match the animals with the pictures.

24. R 24. IW 24. 5’ (H)

25. Write comparative phrases. 25. AB, p. 53 Act. 4. Write about yourself. -Ss complete the comparative phrases.

25. R /W 25. IW 25. 5-10’ (H)

26. Build and understand phrases to revise the structures in the unit.

26. TB, p. 113 The sentence building machine. -Ss cut out the phrases in the “Sentence Strips”. -Play “Go!”. In pairs, Ss have a limited time to write as many true phrases as they can about their plans for next weekend.

26. L/S/R/W

26. T /Ss – PW GW

26. 10-15’

* Reflect on the grammatical structure: “I’m going to ...” with all the persons of the verb.

* Complete phrases with “’m, ‘re, ‘s”.

* Write phrases with “going to”.

* Reflect on the building of comparative phrases. . * Write comparative phrases.

Grammar activities


* AB, p. 80 Act. 2. Write “’m”, “’re”, or “’s”.

* AB, p. 80 Act. 3. Write sentences with “going to”.


* AB, p. 80 Act. 4. Write sentences about your family and friends.

* L /S

* R /W

* R /W

* L /S

* R /W

* T /Ss

* IW

* IW

* T /Ss

* IW

* 5-10’

* 5-10’ (H)

* 5-10’ (H)

* 10’

* 10’ (H)



Session 5

27. Practise and identify the /i/ y /i:/ (Hamster) sound. Learn the tongue twister.

27. TB, p. 114 L96 Preliminary activity. -T shows the “Tongue Twister” poster. -Pronunciation of the /i/ y /i: sounds/.

27. L /S /R 27. T /Ss 27. 5-10’ -CB-AB-CD2- “Tongue Twister”.poster. -PMB, p. 28. One photocopy per student (Optional).-PMB, p. 29. One photocopy per student (Optional).

28. Understand the information in a web page about interesting facts about the body.

28. CB, p. 54. Act. 1 L97 Listen and read. -T writes the title of the reading on the board : “Interesting body facts”. Ss look closely at the pictures. Discuss what the reading will be about. Ss anticipate the words they think will appear in the text. . T writes them on the board. -Make three groups and assign a section to each. Ss look in the assigned text for the words on the board. -Ss read the text. -Remark on the words they don't understand and give strategies to know the meaning of new words. -Ss read the text again, choosing the answers they think are right. -Ss re-read the texts and listen to them at the same time. -T asks some Ss what fact interested them the most.

28. L /S /R

28. T /Ss 28. 20-25’

29. Complete phrases with the information in the text in act 27.

29. AB, p. 54 Act. 1 Write. -Ss complete the phrases. They try to do it by heart and if they are not sure, re-reading the text on p. 54 CB.

29. R/W 29. IW 29. 10-15’ (H)

30. Practise written comprehension and expression of phrases.

30. AB, p. 54 Act. 2. Match. Write some facts about kangaroos. -Ss join halves to build phrases and write them.

30. R/W 30. IW

30. 10-15’ (H)

31. Revise vocabulary in the unit completing the picture dictionary.

31. AB, p. 67-68 Picture dictionary -Pre: look at and discuss with Ss. -Ss complete it using the book.

31. R /W 31. T /Ss – IW

31. 10-15’ (H)

* Practise reading comprehension of the phrases.

* Practise writing phrases.

* Use the Spanish-English dictionary to look up words. .

* Use the English-Spanish dictionary to look up words. .


Reinforcement and/or extension activities. * PMB p. 29 Act. 1. Read and write. Write the number.

* PMB, p. 29. Act. 2. Look at the other pictures and write sentences. Write about you. Activities on dictionary use techniques. * PMB, p. 28 Act. 1 Follow and write. Use a dictionary to help you. * PMB, p. 28 Act. 2. Use a dictionary to find the words. Write.

* PMB, p. 28 Act. 3. Use a dictionary to find another job.

* R /W

* R /W

* R /W

* R /W

* R /W

* IW

* IW

* IW

* IW

* IW

* 15’ (H)

* 15’ (H)

* 10’ (H)

* 10’ (H)

* 10-15’ (H)


Draw and write.


Session 6

32. Revise and practise oral questions: “What are you going to do tonight? Does your dad like fast cars? Are you going to play tennis next weekend?”.

32. TB, p. 116 Preliminary activity. -T draws on the board the same number of lines as words in one of the questions: “What are you going to do tonight?= _ _ _ _ _ _ _ ?”. Ss say the words until they guess the phrase. Repeat with the three questions. -In pairs, Ss practise the questions and answer each other.

32. L /S /R 32. T /Ss 32. 5-10’ -CB-AB-CD2-Weekend poster.


33. CB, p. 55. Act. 1 L98 L99 Listen and repeat. -Pre: look at the frames. -Ask questions about each frame to practise comprehension. : V1: “Who is in the picture? (Tessie, Fiona, Sam and Alex) Where are Tessie and Fiona going? (To the sports centre) What are they going to play? (Tennis) Do Sam and Alex want to go with them? (Yes)”. V2: “What does Tessie say? (Let’s have a game – girls against boys) Does Alex think the boys are going to win? (Yes) Does Sam think it’s going to be difficult to win? (No)”. V3: “Who is tired? (Sam and Alex) Who are the winners? (Tessie and Fiona)”. V4: “Who is going to play tomorrow? (Fiona and Tessie) Are Sam and Alex going to play too? (No)”. -Play L98 Ss listen and repeat each phrase . -Play L99 practise pronunciation of the phrases : “Where are you going? To the beach”. -Ss can act out the story in groups.

33. L /S /R 33. T /Ss – GW

33. 20-25’

34. Oral discrimination of information about what other people will be doing next weekend.

34. AB, p. 55 Act. 1 L100 Listen and tick. -Pre: Look at the photographs and the chart. -Ss do the activity while they listen to L100.

34. L/S/R/W

34. T /Ss -IW 34. 10-15’

35. Complete a written dialogue. 35. AB, p. 55 Act. 2. Write with a friend. Act out. -Ss complete the dialogue in pairs and then read it out to the rest of the class.

35. L/S/R/W

35. PW

35. 10-15’

36. Match questions with the suitable answer.


36. R /W 36. IW 36. 5-10’ (H)



Session 7

37. Practise the “Are you going to get married?”song.

37. TB, p.118 L91 Preliminary activity. -Ss chant the “Are you going to get married?”song again..

37. L /S 37. T /Ss 37. 5-10’ -CB-AB-CD2-A dice for each pair of students. 38. Preparing the final activity in the unit.

38. CB, p. 56. Act. 1 L101 Listen and read. -Ss look at the card of the “guessing the future game”, read the dialogue and try to figure out what the activity will be about. -Ss listen to the interview in L101 and practise the phrases in the dialogue. Get them to remember the five predictions.

38. L /S /R 38. T /Ss 38. 10-15’

39. Interview another student to forecast things about his future. Oral practice of the “You’re going to ...”structure..

39. CB, p. 56 AB, p. 93. Final activity -Ss complete the card of the guessing game. -In pairs, they take turns to cast the dice and predict the different aspects of their partner's future.

39. L /S /R

39. IW – PW

39. 20-25’

40. Understand and write phrases with the “You’re going to..:” structure..

40. CB, p. 56 Act. 2. Read and say the number. AB, p. 93 Write your friend’s fortune. -Ss read the phrases of the text: “Your fortune” and say what number each belongs to. -Each student writes the predictions of their partner's future they wrote in act. 39.

40. L/S/R/W

40. T /Ss- IW

40. 15-20’


Session 8


41. TB, p. 120 Preliminary activity. -T asks what the unit was about. -Look at the words in the picture dictionary. T: “Tell me...the longest single word; words ending in ‘-or’ or ‘-er’; words with ‘ch’; words which start with ‘s’; your favourite words”.

41. L /S /R

41. T /Ss 41. 5-10’ -CB-AB-CD2-PMB, p. 30. One photocopy per student. (Optional).


42. CB, p. 57. Act. 1 L102 Listen and sing. -Pre: Before opening the book, T writes “Superhero” and asks Ss if they play games on their computers and if there is a superhero in any of these games. -Ss can predict which words and expressions will appear in the song. -Ss listen to the song. -Explain the vocabulary they don't understand. -Ss listen and sing the song following the text in the book.

42. L /S /R

42. T /Ss 42. 15-20’


43. CB, p. 57 Play the game. -Make teams of 4 and hand out one sheet of paper per team. Each team chooses a secretary to write down the answers. -Activities to be done: *Spell out the word in the picture. .

43. L/S/R/W

43. T /Ss – GW

43. 10-15’


*Write the professions they remember. *Decipher a phrase. *Answer the question “Are you going to be rich?”



44. R/W 44. IW

44. 10-15’ (H)


45. AB, p. 57 Write and colour. -Pre T gets Ss to think about what they have done throughout the unit before they evaluate the proposed aspects.

45. L/S/R/W

45. T /Ss - IW 45. 10’

* Practise comprehension of comparative phrases.

* Practise writing comparative phrases.

* Design a superhero and write a text about him/her..

Reinforcement and/or extension with the song (Superhero)

*PMB, p. 30 Act. 1. Listen to the song and circle true or false.

*PMB, p. 30 Act. 2. Listen again and match. Write.

*PMB, p. 30 Act. 3. Now design a superhero. Draw and write.

*L /R

*L /R /W

* R /W

* T /Ss

*T /Ss

*IW

*10’

*10’

*10-15’

EVALUATION UNITS 5-6. The Egyptian Treasure. Fame and Fortune.Objectives Activities Skills Interaction Time Material


* Evaluate Ss' oral comprehension and expression progress.



-Note: the Ss that finish earlier can do the following activities individually until the end of the session:Finish pending activities from the AB.Finish the “Picture Dictionary”.Do some reinforcement or extension activities not done in the unit.

* L / R

* L /S



* 20-25’

* 5-10’ per student, depending on the student. In case of being unable to evaluate all the students, the next evaluation session can be used to evaluate the remaining students while the rest of them take the “Reading” and “Writing test”.

One photocopy of pages 26 and 27 of the Evaluation booklet for each student. .

EVALUATION UNITS 5-6. The Egyptian Treasure. Fame and Fortune.Objectives Activities Skills Interaction Time Material



* Evaluate written comprehension and expression progress of Ss.



-Note: While the Ss sit for their tests, the T can continue evaluating the oral expression of students that were not evaluated in the first evaluation session.

-Note: the Ss that finish earlier can do the following activities individually until the end of the session . :Finish pending activities from the AB.Finish the “Picture Dictionary”.Do some reinforcement or extension activities not done in the unit.

* L / R

* L /S



* The whole session One photocopy of pages 28 and 29 of the Evaluation booklet for each student. .


Session 1

1. Recall the plot of the first three episodes of the story and predict the ending.

1. TB, p. 122 Preliminary activity. -Ask the Ss in LL1 where Cathy and Mark are going (back to the forest) Why are they in such a hurry ? (they want to stop Tommy Cash) Why isn't Lance with them? (He fell into the river with his bike). -Ask the Ss what they think is going to happen: Will Tommy Cash build the hotel? Will Lance reappear in the story ?

1. L /S 1. T /Ss 1. 10’ -CB-AB-CD2


2. CB, p. 57-58 L103 Listen and read. -Pre: I: “Destroy, bulldozer, hole, monument”. -Play L103. Ss listen and follow in the book. -Ask questions in LL1 about the story : “Why are Cash and Pug scared? (Because they see Lance) What does Lance think the bulldozer is? (A dragon ) What appears in the hole made by the bulldozer? (The ghost of King Olbric and the other knights of the round table) What will the place turn into now? (in a historical monument)”. -Play L103 again. Ss point out the speaker.

2. L /S /R 2. T /Ss 2. 20-25’


3. Show comprehension of the episode in the comic ordering the phrases

3. AB, p. 58 Act. 1 Put the sentences in order. -Ss read the phrases and order them. They can check if they have done it correctly by re-reading the episode in the comic. -Correct with the whole class.

3. R /W 3. IW – T /Ss 3. 10’ (H)

4. Practise comprehension of the episode in the comic.

4. AB, p. 58 Act. 2. Make sentences. -Ss order the words and phrases. Ss correct looking at the episode of the comic in the CB.

4. R /W 4. IW 4. 10’ (H)


Session 2

5. Recall the episode of “The Pop Star” read in the previous session. .

5. TB, p. 123 Preliminary activity. -T asks Ss in LL1 what they like most in the story of “The Ghost Knight” and who is their favourite character (ask them to reason their answer ).

5. L /S 5. T /Ss 5. 10’ -CB-AB-CD2


6. CB, p. 58-59 L103 Listen and read. -Play L103. Ss listen and follow in the book -Ask questions in LL2 about the story : “Why are Tommy Cash and Pug afraid? (They see Lance on the bike) Who comes out of the hole? (King Olbric and the other knights) Is there going to be a hotel in the wood? (No, there isn’t)”. -Play L103 again. T pauses after a few lines of dialogue; Ss have to say how the story continues.

6. L /S /R 6. T /Ss 6. 20-25’

7. Revise vocabulary related with professions.

7. AB, p. 59 Act. 1 Write. -Pre: the activity can be done orally. -Ss complete the phrases with professions.

7. R /W 7. IW 7. 10’ (H)

8. Revise language of previous units. 8. AB, p. 59 Act. 2. Write. draw another ghost and write sentences. -Ss complete the phrases looking closely at the pictures. . -Ss draw a ghost and write about ghosts in the past.

8. R /W 8. IW 8. 5-10’ (H)


EVALUATION UNITS 1,2,3,4,5 y 6. Objectives Activities Skills Interaction Time Material






* L / R

* L /S

* T /Ss – IW(All the group at the same time. )


* 20-25’

* 5-10’ per student, depending on the student. In case of being unable to evaluate all the students, the next evaluating session can be used to evaluate the remaining students while the rest sit for their “Reading” and “Writing test”.

One photocopy of pages . 30 and 31 of Evaluation booklet for each student.

EVALUACIÓN UNIDADES 1,2,3,4,5 y 6.Objectives Activities Skills Interaction Time Material


* Evaluate Ss written comprehension and expression progress.r



-Note: While the Ss take their tests, the T can continue evaluating oral expression of students that were not evaluated in the first evaluation session.


* L / R

* L /S



* the whole section. One photocopy of pages 32 and 33 of the Evaluation booklet for each student.



Session 1

1. Learn how Christmas is celebrated in English-speaking countries.

1. TB, p. 124 Preliminary activity. -Ss say the Christmas greetings: : “Merry Christmas” or “happy Christmas”. -Ask in LL1 what they know about how Christmas is celebrated in English speaking countries. -I: “Father Christmas, stockings”. -Talk about the subject of “Father Christmas”: “beard, Christmas party, eat jelly, eat ice-cream, play games, snow”.

1. L /S 1. T /Ss 1. 10-15’ -CB-AB-CD2- PMB, p. 31 (1 photocopy per student ).

2. Read and understand a theatre play. 2. CB, p. 60-61 L110 Listen to the play. -I: “Father Christmas everywhere”. -Remark on the characters that intervene. -Look at the first picture : “Who can you see? (Jamie and Karen) Where is Karen going? (To her sister’s school party) I: “Elf, green clothes, helper”. -Look at the second picture o: “What are Karen and Jamie doing? (Talking to the children) How is Mrs. Winter feeling? (Anxious/ worried) Do you think she is anxious about Karen and Jamie? (No)”. -Look at the rest of the pictures. Ss try to guess what happens in the play. -L110 Ss listen to the text and follow it. -T asks comprehension questions : “Where are Karen and Jamie in this play? (At a Christmas party at Karen’s sister’s school) Why is Jamie the first ‘Father Christmas’? (Because Mr. Perkins can’t be there) Does Mr. Perkins arrive? (Yes, in picture 7) Who comes in picture 6? (The real Father Christmas) How do the children know that the man in picture 6 is the real Father Christmas? (They look out of the window and see his sleigh)”. -L11 Make a pause after each section corresponding to a picture: ask comprehension questions of each section and clarify vocabulary.

2. L /S /R 2. T /Ss 2. 20-25’

3. Reinforce the reading comprehension of the theatre play “Father Christmas Everywhere”.

3. PMB, p. 31 Act. Write. -Pre: identify the characters. -Ss match the characters to what they say.

3. R /W 3. IW 3. 10’ (H)


4. PMB, p. 31 Act. 2. Match -Ss match the words with the pictures.

4. R 4. IW 4. 5’ (H)

5. Practise written expression of Christmas 5. PMB, p. 31 Act. 3. Write. Find the secret 5. R /W 5. IW 5. 5-10’


vocabulary. message. -Ss fill in the crossword.

(H)


Session 2

6. Recall the theatre play “Father Christmas Everywhere”.

6. CB p. 60-61 L110 Listen to the play. -Listen again to the “Father Christmas Everywhere” theatre play. Ss follow it in their books.


7. Practise written and oral comprehension of the theatre play. Practise oral expression.

7. TB, p. 125 CB p. 60-61 Act out. -Divide the class in groups of six. -Each group practises reading the play. -Ask three groups to act it out in front of their peers. One represents the first part, another the second and another one the final part.

7. L /S /R 7. GW - T /Ss 7. 25-35’

8. Overall comprehension of short texts about Christmas celebrations in different cultures.

8. PMB, p. 32 Act. 1 Read and match. -Ss read the texts and match them with the pictures.

8. R 8. IW 8. 10’ (H)

9. Write a text about how Christmas is celebrated.

9. PMB, p. 32 Act. 2. Write about your Christmas. -Ss use as models the texts in act. 8 and write a text about how they celebrate Christmas.

9. R /W 9. IW 9. 10’ (H)


10. PMB, p. 32 Act. 3. Look. Find the words. -Ss do the crossword.

10. R /W 10. IW 10. 5-10’ (H)

Festivals. St. Patrick’s DayObjectives Activities Skills Interaction Time Material

Session 1

1. Learn how “St. Patrick’s Day” is celebrated in Ireland.

1. TB, p. 126 Preliminary activity. -Ask the Ss in LL1 what they know about the way “St. Patrick’s Day” is celebrated in Ireland. -Explain that “St. Patrick” is the patron saint of Ireland and that the celebration is on March 17th. Talk about a “Leprechaun”, a dwarf or goblin who, according to the legend, keeps a pot full of gold hidden somewhere and that if you catch one, he will lead you to it.

1. L /S 1. T /Ss 1. 10-15’ -CB-AB-CD2- PMB, p. 33 (1 photocopy per student).

2. Read and understand a theatre play. 2. CB, p. 62-63 L111 Listen to the play. -Discuss the title with Ss: “St. Patrick’s Day”. -Check out what characters intervene -I: “pot of gold, Grandad, plant, spade, ribbon”. -Look at the first picture : “Who can you see? (Liam and Granny) What’s the weather like? (It’s raining) is Liam happy? (No) What’s Granny

2. L /S /R 2. T /Ss 2. 20-25’


doing? (She’s telling him a story)”. Ask them if they like their grandparents to tell them stories. -Look at the second picture : “Who’s this? (Bridget) Where is she? (In the wood) What has she grabbed? (A leprechaun) Why? (Because she wants his pot of gold)”. -Look at the rest of the pictures. Ss try to guess what happens in the play. -L111 Ss listen to the text and follow it. -T asks comprehension questions. “What does Bridge want? (The leprechaun’s gold) Does the leprechaun want to give it to her? (No) What does he do? (He tricks her) Does she get the gold at the end? (Yes) How? (She tricks him)”. -L111 makes a pause after each section corresponding to a picture; ask comprehension questions of each section and clarify vocabulary.

3. Reinforce the reading comprehension of the theatre play “St. Patrick’s Day”.

3. PMB, p. 33 Act. 1 Match the sentences with the speakers. -Ss match the phrases with the characters.

3. R /W 3. IW 3. 10’ (H)

4. Reinforce vocabulary related with “St. Patrick’s Day”.

4. PMB, p. 33 Act. 2. Match. -Ss match the words with the pictures.

4. R /W 4. IW 4. 5’ (H)

5. Reinforce vocabulary about “St. Patrick’s Day”.

5. PMB, p. 33 Act. 3. Write. Find the secret message. -Ss do the crossword.

5. R /W 5. IW 5. 5-10’ (H)

Festivals. St. Patrick’s DayObjectives Activities Skills Interaction Time Material

Session 2

6. Recall the theatre play “St. Patrick’s Day”.

6. CB p. 62-63 L111Listen to the play. -Listen to the “St. Patrick’s Day” play once again. Ss follow it in their book.


7. Practise oral and written comprehension of the theatre play. Practise oral expression.

7. TB, p. 127 CB p. 62-63 Act out. -Divide the class in groups of five. -Each group practises reading the play. -Ask three groups to act it out in front of their peers. One represents the first scene, the other the second, and another the third.

7. L /S /R 7. GW - T /Ss 7. 25-35’

8. Introduce cultural aspects about Ireland. 8. PMB p. 34 Act. 1 Follow the ribbons in the leprechaun’s maze. Write sentences. -Ss follow the maze to form phrases. -Discuss the information with the Ss before writing the phrases.

8. L/S/R/W 8. T /Ss - IW 8. 10’ (H)

9 Complete a text about “St. Patrick’s Day”.

9. PMB, p. 34 Act. 2. Read and write about St. Patrick’s Day”.

9. L/S/R/W 9. T /Ss - IW 9. 10’ (H)


-Pre: Look at the pictures and identify the elements. -Ss complete the text with the words proposed.


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Programación Galaxy 5-6 5º-6º Prim. English Destacados... · Web viewTIME Monday Tuesday Wed. Thursday Friday Teacher’s name and position: TIME Monday Tuesday Wed. Thursday Friday