exocorriges.com · Web viewEXPLORERS 3. AREA OF FOREIGN LANGUAGES. ENGLISH. THIRD YEAR. COMPULSORY PRIMARY EDUCATION. INDEX. 1. THEORETICAL JUSTIFICATION FOR THE PROJECT 3. 2. METHODOLOGY

EXPLORERS 3

AREA OF FOREIGN LANGUAGES

ENGLISH

THIRD YEAR

COMPULSORY PRIMARY EDUCATION

Explorers 3 – Oxford University Press1

INDEX

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

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

3. KEY COMPETENCES....................................................................................5

4. ATTENTION TO DIVERSITY........................................................................19

5. CURRICULUM..............................................................................................21

5.1. OBJECTIVES.........................................................................................21

5.2. CONTRIBUTION OF THIS AREA TO THE ACQUISITION OF KEY

COMPETENCES...........................................................................................26

5.3. CONTENTS............................................................................................27

5.4. ASSESSMENT CRITERIA......................................................................31

6. PROGRAMME OF UNITS.............................................................................33

7. TIMING EXPLORERS 3: YEAR 20--/20--*....................................................77

Anexo I. THE DEVELOPMENT OF KEY COMPETENCES USING

EXPLORERS 3..............................................................................................129

Annex II. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH

DEPARTMENT................................................................................................138


1. THEORETICAL JUSTIFICATION FOR THE PROJECT

THE advantages and opportunities offered by the current educational legislation

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

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

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

the Explorers project.

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

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

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

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

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

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

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

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

based.

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

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

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

autonomy and personal initiative.

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

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

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

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

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

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

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

their autonomy and independence.


2. METHODOLOGY

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

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

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

cooperation, help and gratitude.

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

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

games or activities designed to motivate students.

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

four skills: reading, writing, listening and speaking.

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

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

provide new opportunities to practise material already encountered.

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

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

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

language to be revised in an entertaining context.

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

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

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

from the real world

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

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

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

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


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

classsroom

Drama and Total Physical Response

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

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

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

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

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

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

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

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

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

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

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

a real context.

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

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

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

upon their environment and peers.

3. KEY COMPETENCES

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

traditional components (objectives, contents, teaching methods and assessment

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

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

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

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

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

fact that the results help guide cbetweens to take decisions regarding students’

learning gives us some idea as to how educational processes are conditioned by this

element in the sense of being much more functional. In sixth grade of primary school


the decision as to whether pupils are promoted to the subsequent level is partly based

on whether or not they have acquired the key competences, as a result of which they

become a reference for student assessment.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

different contents which are worked on in the classroom (concepts, procedures and

attitudes), an example of integral training of the pupil. To summarise, we are

acknowledging that the academic instiitution wil not only prepare students in the

knowledge of technical and scientific know-how, but also as citizens, so they should

evince a series of civic and intellectual attitudes which imply respect towards others,

being responsible, team-work...

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

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

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

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

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

this tool to obtain the information necessary at any given moment (obviously, after

analysing its quality). If we also bear in mind that it is often impossible to consider in

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

competence, that of learning to learn.


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

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

demands of their personal and working lives are as follows:

Competence in linguistic communication

Mathematical competence.

Competence in knowledge of and interaction with the physical world.

Data processing and digital competence.

Social and civic competence.

Cultural and artistic competence.

Learning-to-learn.

Autonomy and personal initiative.

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

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

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

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

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

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

encourages constructive relationships with others and with the environment.

Learning to communicate meaning establishing links with other people and

cultures. It is fundamental in resolving conflict and for peaceful coexistence.

Acquiring this competence involves a command of oral and written language in a

variety of contexts and the functional use of at least one foreign language.

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

mathematical operations, symbols and mathematical reasoning to produce and

express information. Students learn about quantitative and spatial features and

resolve everyday problems. The acquisition of this competence means applying

skills and attitudes which allow for mathematical reasoning, understanding of

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

mathematical language integrating mathematical concepts with other types of

knowledge.


COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD

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

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

and the consequences of different activities designed to improve and preserve

conditions for life, of other people, and other living things. This competence implies

the acquisition of scientific rational thought which enables the student to interpret

information and make decisions with autonomy and personal initiative, and to use

ethical values in personal and social decisions.

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

the communication of information and its transformation into knowledge. Aspects

such as the access to, and selection of information are included, and the

transmission of this information in different formats. Students learn to use ITC as an

essential media for information and communication. The acquisition of this

competence involves use of technology to solve problems efficiently and having a

critical attitude towards the information available.

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

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

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

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

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

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

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

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

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

and responsibility.

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

evaluating a variety of cultural and artistic statements, and treating them as a

source of pleasure and personal enrichment and as part of the cultural patrimony of

different societies. Appreciation and enjoyment of art and other cultural statements


and an open and receptive attitude to the variety of art forms lead to the

conservation of a common cultural legacy and encourages the student’s own

creative capacity.

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

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

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

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

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

intellectual processes.

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

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

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

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

a critical approach to the development of individual or group projects.

How is each key competence attained by using this material?

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

denands of daily teaching practice at any given time.:

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

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

preparation:

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

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

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

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

constructive relationships with others and with the environment. Learning to

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


fundamental in resolving conflict and for peaceful coexistence. Acquiring this

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

and the functional use of at least one foreign language.

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

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

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

University Press offer a wide range of activities which encourage authentic

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

skills and opportunities for personalisation

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

the structures presented in the unit SB págs.6 - 7,16-17, 26-27, 36-37, 46-47,

56-57,. In the third lesson of each unit the personalised short story is

dramatised SB págs. 8,18,28,38,48,58. The fourth lesson of each unit includes

activities which improve pronunciation SB págs. 9,19,29,39,49,59

DATA PROCESSING AND DIGITAL COMPETENCE

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

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

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

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

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

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

information available.

Information and communication technology offers the possibility to comunícate

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

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

foreign language offers the possibility to communicate using new technology

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

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

into knowledge.

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

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


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

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

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

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

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

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

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

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

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

To summarise, it implies an understanding of the social reality we live in, the ability to

deal with conflict applying ethical values and understanding of the rights and

obligations we have as citizens, showing solidarity and responsibility.

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

communication and transmission. Learning a foreign language involves an

understanding of cultural features and information related to the communities which

speak the language. This favours an understanding of the society we live in through

respect and acceptance of different cultures. Tolerance and integration are developed

and an appreciation of features of, and differences in, cultural identity.

Each unit includes activities which encourage good behaviour and respect for

others. SB págs. 6-10, 16-20.26-30, 36-40, 46-50, 56-60 At the end of the book

the festival sections reinforce awareness of the different material covered in

each unit, as do the different stories at the end of Units 1, 3 y 5 y Space

Explorers in Units 2, 4 y 6.

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

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

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

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

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

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

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

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


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

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

Artistic competence involves a basic understanding of techniques, resources and

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

arts or different aspects of so-called popular culture.

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

plays and written work both in the student’s book and the workbook. SB págs.

6-9, 16-19, 26-29, 36-39, 46-49, 56-59, 66-69… WB P.4, 6, 11, 22,

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

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

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

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

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

intellectual processes.

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

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

to learn better and which strategies to use to improve.

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

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

and motivation, for example.

Every activity in Explorers helps to develop this competence.

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

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

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

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

critical approach to the development of individual or group projects.


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

autonomy and personal initiative often involve others, this competence necessitates

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

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

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

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

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

new ones, finding solutions and putting them into practice.

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

opinions of others, etc.

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

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

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

(examples: SB pp. 6-9, 16-19, 26-29, 36-39, 46-49, 56-59, 66-69; WB pp. 12,

20,22, 27, 30, 42.)

B. KEY COMPETENCES NOT DIRECTLY RELATED TO FOREIGN LANGUAGE LEARNING

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

mathematical operations, symbols and mathematical reasoning to produce and

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

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

attitudes which allow for mathematical reasoning, understanding of mathematical

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

language integrating mathematical concepts with other types of knowledge.

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

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

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

Part of mathematical competence is the ability to interpret and express with clarity and

precision information, data and arguments.


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

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

3, 33, 60 ; WB pp, 2-5, 11, 35, 78.

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

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

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

consequences of different activities designed to improve and preserve conditions for

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

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

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

and social decisions.

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

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

of consequences and activity directed towards the improvement and preservation of

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

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

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

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

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

resources, environmental conservation, and preservation of individual and collective

health are recognised as key to quality of life.

Different activities worked upon throughout the various students’ books

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

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

books (examples: SB pp. 11-13, 21-23, 31-33, 41-43, 51-53, 61-63 WB pp. 66-

74.

Continuous learning

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

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

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


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

specific moments and in differerent situations (language is, in this sense,

paradigmatic) . For this reason, any of these competences may be achieved if not in

all, certainly in most curriculum subjects and for that reason too these competences

can be used and applied in all these subjects, regardless of in which one they have

been acquired (transversality). Being competent should guarantee the completion of

determined learnings, but also permit the attainment of others, both at school itself and

beyond, a guarantee of continuous learning (or, in this case, the capacity to

communicate in very diverse situations, some of which pupils themselves may not yet

even perceive as likely in the future).

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

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

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

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

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

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

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

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

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

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

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

at different stages during application of continuous assessment; and on the other,

there will be assessment criteria which have been formulated more with regard to their

relationship with key competences.

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

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

assessments, and because its purpose, though complementary, is different. If we

assume that key competences involve a real and practical application of knowledge,

abilities and attitudes, the way of checking or assessing whether the pupil has acquired

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

situations it is customary for the pupil to use this accumulated background (all kinds of

contents) but to respond, above all, to practical situations. In this way, when we assess

competences we are essentially, though not exclusively, assessing procedures and

attitudes, which is why we relate them to assessment criteria that are more procedural

and attitudinal.


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

pedagogical actions and to really demonstrate the competences acquired by the

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

elements of the curriculum. We have called these objective subcompetences, and

without covering all the possibilities, they do include those most closely related to the

subject curriculum and most prominent in all subjects on account of their

interdisciplinary nature.

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

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

Language–English, though not in this grade):

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

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

verbal features and respecting norms of communicative exchanges.

Understand social and cultural conventions when producing texts

Understand a variety of texts types typical of the academic setting and understand-

ing the communicative intention and formal features.

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

cultures.

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

Understand principles of word formation as a means of extending vocabulary

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

ing in specific situations.

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

ative objective.

Write texts to express ideas, feelings and experiences

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

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

Analyse critically the information obtained

Social and civic competence


Use dialogue as a basic tool for interpersonal communication and in the resolution

of conflict.

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

participation, citizenship, tolerance.

Value linguistic diversity as a cultural advantage.

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

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

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

Use a variety of sources for finding and processing information

Autonomy and personal initiative Show initiative and personal creativity

Develop social skills.

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

Competence in knowledge of and interaction with the physical world

Recognise geographical spaces and conditions where other cultures are located or

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

cultures.

Identify questions or problems and obtain conclusions based on evidence.

All these competentes and subcompetences bring into play different strategies and

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

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

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

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

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

effective the communication activities performed by means of communicative skills.

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

reading) and based on interraction or mediation.


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

integrate objectives, contents and assessment, making up units of programming.

Amongst other criteria, the design of activities and tasks has taken into account the

stages to be followed in their development, prior knowledge, integrated treatment of

linguistic components, skills and strategies, proposed final objectives and the

classroom’s potential for adaptation and diversity.

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

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

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

and tolerant towards what is different.. In this way one achieves the integral

prepararation of the individual

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

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

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

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

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

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

Religion.

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

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

some with more interrelation and in others with less:

ÁREAKEY COMPETENCES*

1 2 3 4 5 6 7 8

Science X X X X X X X X

Art X X X X X X

P.E. X X X X X X

Spanish Language X X X X X X

Foreign Language X X X X X X

Mathematics X X X X X X X X

*n.b.:


1. Linguistic communication.

2. Mathematics.

3. Knowledge of and interaction with the physical world.

4. Data processing and digital competence.

5. Social and civic..

6. Cultural and artistic.

7. Learning-to-learn.

8. Autonomy and personal initiative.

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

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

their collective treatment.

4. ATTENTION TO DIVERSITY

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

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

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

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

teaching.

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

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

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

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

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

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

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

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

teaching and planning the process of teaching-learning.

Explorers 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 CD-ROM, the teacher will find

photocopiable consolidation and extension pages for each unit. .

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

(The department can descfribe and detail these criteria and procedures here if

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

Adaptations will focus on:

1- The time and rhythm of learning

2- A more personalised methodology

3- A reinforcement of study skills

4- The improvement of procedures, habits and attitudes

5- Ways of increasing amount of counselling

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

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

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

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

need to be the key content of the adapted curriculum. Modifications to the curriculum

may be quite significant (they will probably entail the elimination of contents, objectives

and consequently of the assessment criteria which might otherwise be considered

essential).

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

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

activities. This learning can take place in the mainstream classroom with special

support, or in a separate physical space. This pupil will have the general objectives of

this stage of primary education as a reference, but will work towards those aims

through different contents and activities.


5. CURRICULUM

5.1. OBJECTIVES

General objectives of the stage

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

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

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

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

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

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

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

as well as for the assessment of competence in different languages. These guidelines

have been a key reference in the elaboration of the curriculum.

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

velop in children the skills that will enable them to:

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

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

ciety.

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

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

terest in learning

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

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

which they will relate.

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

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

abled people.


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

ficial language of the Autonomous Community and develop reading habits

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

stand 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 crit-

ical 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 encour-

age 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 of the area of foreign language

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

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

This circumstance demands the inclusion of diverse contents removed from the


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

(properly adapted)

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

achievement of an effective oral and written communicative competence in meaningful

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

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

use of communication strategies both verbal and non verbal.

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

of a foreign language during this stage will be the development of the following abilit-

ies:

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

tions, using the information provided for the execution of diverse specific tasks

related to students’ experience.

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

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

language and adopting a rspectful and co-operative attitude.

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

with the aid of patterns.

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

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

cific purpose.

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

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

language.

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

nication and understanding between people of diverse origins and cultures and

as a tool for learning different contents.


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

and use the foreign language.

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

ficient and independent acquisition of the target language.

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

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

as basic elements of communication.

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

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

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

Primary Education is an experience which is currently being adopted in numerous

schools, and stems from the premise that learning a second language at an early age

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

elementary competente in the target language, so, throughout this stage, the

knowledge, ability and experience in the languages the children know will be extremely

important in order to understand and construct meanings, structures and strategies

when participating in acts of communication.

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

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

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

acquire communicative competence in English via games and motivating activities,

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

they use the language to obtain information, express their own opinions and relate with

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

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

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

to globalise experiences whilst not forgetting the specific stage of learning in which

students find themselves.

: Methodological bases that inspire our work are as follows

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

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


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

transfer learned concepts and strategies to build meaning and attribute meaning to

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

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

and socialization.

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

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

sound effects

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

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

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

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

support for those who need it, taking into account those cases in which progress does

not respond to expectancy as well as those who may excel in their goal achievement

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

remedy these situations the programme includes extension activities for the more

advanced and reinforcement for those who may get bogged down at any time. These

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

in the photocopiable materials and the Resources Pack and notes in the Teacher’s

Book.

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

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

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

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

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

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

activities and render meaningful answers with a view to promoting communication

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

Consider both progress and the error as something natural in the learning process. Errors occur as a result of the underlying dynamism in comprehension and

progressive mastering of the new language. We understand that errors occur when the

child tries to anticipate the functioning of the language or when he transfers rules from


his mother tongue in a natural process of acquisition. It is important to note the

difference between error and mistake. Errors are believed to be systematic failings due

to lack of knowledge. These errors will be dealt with when finishing oral interactions, in

groups, taking into account that they take time to correct. A mistake is an occasional

failure due to lack of attention which may even befall native speakers. Mistakes are not

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

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

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

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

specific needs

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

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

curriculum beginning with learning about the child, then moving on to the world around

him; house, school, environment and society in general. In each unit, this development

is reflected in those topics related to other areas in the curriculum; Environmental

Education, Artistic Education, Mathematics, Physical Education, etc.

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

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

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

reference to the legislation in question.

Learning a foreign language contributes directly to the acquisition of Linguistic

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

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

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

learning of the mother tongue.

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

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

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

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


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

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

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

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

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

guage helps in the development of autonomy and personal initiative.

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

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

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

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

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

tion is authentic and functional.

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

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

cultural communication and transmission. Learning a foreign language involves the

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

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

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

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

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

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

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

helps one to understand and appreciate both similarities and differences between

people.

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

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

notwithstanding, linguistic productions with a cultural component.

5.3. CONTENTS

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

area of foreign language in the second cycle of Primary Education.


Block 1. Listen, speak and converse

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

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

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

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

communicative tasks.

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

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

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

expressions in recognised communicative situations. Hence the presence in the

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

communication technology.

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

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

Block 1. Understand, speak and converse

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

structions or explanations, controlled oral exchanges or recordings on audiovisual

or IT sources to extract global or specific information.

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

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

less controlled contexts.

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

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

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

and group activities.

Development of basic strategies to improve comprehension and oral expression:

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

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

Assessment of the foreign language as an instrument of communication.

Block 2. Read and Write


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

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

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

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

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

security, the Curriculum and our project include strategies and resources such as the

use of dictionaries and other conventional or digital means of consultation for the

comprehension and composition of every type of text.



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

pupils’ linguistic competence, to use global and specific information, in the execu-

tion of a task or to enjoy reading.

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

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

identifying the most important information, deducing the meaning of unknown

words and expressions.

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

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

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

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

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

Block 3: Knowledge of the language

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

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

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

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



Linguistic knowledge.


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

target language and their use as fundamental aspects of comprehension

and production of brief oral texts.

o Recognition and use of previously employed vocabulary and basic forms

and structures particular to the target language. .

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

familiar oral expressions and establishment of analytical relation between

spelling and sound.

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

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

and final version) using highly structured models.

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

Reflection upon learning.

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

expressions with gestures and visual elements, observation of models,

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

vocabulary, forms and structures of the language.

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

process.

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

the possibilities afforded by this technology.

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

of teamwork.

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

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

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

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

intercultural communication.



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

the target language is spoken.


Knowledge of some similarities and differences in everyday customs and use of ba-

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

our own.

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

ent culture to one’s own

5.4. ASSESSMENT CRITERIA

The Real Decreto de Enseñanzas Mínimas establishes the following assessment

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

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

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

listening to and looking at the person who is speaking.

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

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

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

tion in everyday situations such as routines, habits, language in class or simu-

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

pupils’ attitude when participating in exchanges and their degree of interest in

the contributions of others.

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

familiar and of interest to pupils.

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

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

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

and extract familiar words and expressions which appear in longer expressions

although the text is not understood in its entirety.

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

about familiar topics and with a specific purpose.

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

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

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

to extract general and specific information, employing fundamental reading


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

guistic context, and transferring knowledge of known languages.

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

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

digital form.

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

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

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

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

and the knowledge of the relationship between sound and spelling.

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

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

ative contexts.

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

rhythm, stress and intonation when participating actively by listening to repeat-

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

models.

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

panying communication with gestures, using visual and bilingual dictionaries,

recovering, seeking and compiling information about familiar topics in different

sources and identifying certain personal features which help them to learn bet-

ter.

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

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

and clarification, gradually more autonomous use of bilingual dictionaries and

some basic technology. It will also assess the ability to evaluate their own pro-

gress, to provide examples of strategies to learn better and the acquisition of a

degree of autonomy in the spontaneous use of simple, everyday forms and

structures.

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

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

language.


This criterion assesses whether pupils have an attitude of curiosity towards

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

and also the capacity to appreciate linguistic diversity as an enriching element

of society and value sociocultural particularities of speakers of other languages.

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

spoken and compare them with their own.

This criterion assesses the capacity to observe and identify differences and sim-

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

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

ising with people.

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

tools specific to each teaching unit.

6. PROGRAMME OF UNITS

This programme and timing constitutes a timing and learning model for 3rd year of Primary Education, based on a 68-hour year, and considers the specific objectives of

English as a subject.

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

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

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

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

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

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

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

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

available teaching hours.


STARTER UNIT: HELLO

BLOCK 1 - Oral communication: listening, speaking and conversing

Participate in oral exchanges:

- Identify the numbers from 1-20 in numerical and written form.

- Converse using greetings, numbers, colours, months of the year,

comparatives and present simple of be y got, using the expressions: How

are you? What´s your name? How old are you? I´m seven. my birthday is in

May. Is it a bike?...

Understand simple oral texts within the classroom context:

- Sing a song

BLOCK 2 - Written communication: reading and writing

General comprehension and identification of specific vocabulary in different simple

texts, appropriate to their age and related to vocabulary studied in previous levels.

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

Complete simple sentences with words studied.

Read a song.

Identify specific words.

BLOCK 3 - Knowledge of the language

Revise and identify the vocabulary from the unit:

- related to greetings, numbers, colours, months….

- Interests: word groups.

Understand and correctly apply grammatical aspects:

How are you? What´s your name? How old are you? I´m seven. my birthday is in

May. Is it a bike?...

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

phonics, song.

Use revision strategies and reflection upon language studied.

BLOCK 4 - Socio-cultural aspects and intercultural awareness

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

different classroom activities.

Show a respectful attitude towards people who speak another language and have

a different culture to one's own.


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

cultures where the target language is spoken.

II. CONTENTS


Participation in oral exchanges:

- Identification of numbers from 1-20 in numerical and written form (SB&WB

P.2-3)

- Dialogues using greetings, numbers, colours, months of the year, y present

simple de be y got, using the expressions : How are you? What´s your

name? How old are you? I´m seven. my birthday is in May. Is it a bike?...

.We´ve got two brothers. (SB, P.3,4)

Comprehension of simple oral texts within the classroom context:

- Canción (SB, P.3)



texts, appropriate to their age and related to vocabulary studied in previous levels.

( SB P.2-5)

Use of basic reading comprehenson strategies (Listen and read). (SB, P.4)

Completion of simple written texts with words studied (WB, P.2-5)

Read a song. (SB, P.3)

Identification of and differentiation between sounds in specific vocabulary and

song (SBP.3)


Revision and identification of unit vocabulary:

- related to greetings, numbers, colours, months….(SB P.2-5 y WB P.2-5)


Comprehension and correct application of grammatical aspects:

- I´m seven.When is your birthday Is it a bike? Yes , it is (SB, P.2-5)

Recognition and representation of aspects of sound, rhythm, stress and intonation:

song (SB, P.3)

Use of revision strategies and reflection upon studies. (SB&WB, P.2-5)



Learn basic forms of socialising in the target language, participating in different

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



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

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

5)

Take advantage of learning opportunities created within and beyond the classroom

context .(SB&WB, P.2-5)

Active participation in activities and group work.(SB, P.2-4)

III. KEY COMPETENCES

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

competence in communication, in particular:

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

unit:

- Converse using greetings, asking age, name…(SB, P.2-5)

The activity sections in the WB P.2-5

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

petences via the course using internet resources.

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

- Dialogues and communicative exchanges (SB pp 2-5).

- Socialising and participating in classroom activities, establishing and accepting

norms of coexistence:

- Expressing one´s own ideas and listen to those of others, putting oneself in

their place ..

Artistic and cultural competence Sing a song . (SB, P.3).

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

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

for learning diverse contents and information ( SB P.2-5)


Act out a short story: ( SB P.4)

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

vocabulary learnt..

Manage one’s own abilities. (WB, páginas 2-5).

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

Use reference material suggested for the unit.

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

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

nicative activities in the unit: Dialogues, etc.

Organise personal work as a strategy to progress in learning.

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

human activity develop, and the ability to interact therein.

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

of mathematical expression and reasoning.

This competence involves the knowledge and use of basic mathematical elements

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

This competence is developed in the unit via WB pág 2-3

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

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

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

Literary genres

Dialogue (SB P.4)

Production of oral and written texts:

Reproducir una canción (SB P.3)

V. TREATMENT OF DIVERSITY


Reinforcement activitiesAdditional and alternative activities; TRB

Workbook (Starter Unit – pp 2-5)

Activities in the reference sections:

- Vocabulary: (Starter Unit)

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

VI. ASSESSMENT

Formative assessmentStarter Unit (SB P.2-5)

Completion of WB activities (Starter Unit pp. 2-5).

Self-assessmentTeacher´s Resource CD-ROM

Assessment criteria


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

different communication contexts related to the contents of the unit:

- Starter Unit Test Audio, Tests and Resource CD-ROM 1.

- Listening Test and Resource, CD-ROM 1, SB pág 2-5 ;PMB) Tests Starter

Unit,

- Express oneself and interact correctly and fluently in different

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

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

CD-ROM 1 y PMB). (SB&WB, P.2-5)

- Act out a conversation (Role-play – (SB P.4) Speaking Tests, TR CD-ROM 1 y

PMB).

- Describe photographs (Photo description (SB P.2 y 5) - Speaking Tests, TR

CD-ROM 1).


Understand the information contained in written texts from various sources

(Reading ( SB P.2-5; WB P.2-5) -Test and Resource, CD-ROM 1)


Complete texts with different resources (Writing (WB pág 2-5)- TR CD-ROM 1

PMB)


Vocabulary

Learn and extend Vocabulary (Vocabulary- Test and Resource, CD-ROM 1,

- related to the Vocabulary of greetings, colours, months and numbers. (SB & WB

P.2-5)


Grammar

Understand and use correctly the grammatical structures learnt in the unit:

(Grammar - TR CD-ROM 1, How are you? What´s your name? How old are you? I

´m seven. my birthday is in May. Is it a bike?....

Phonetics

Apply knowledge acquired regarding pronunciation.

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

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


Show interest and curiosity regarding learning the target language and recognise

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

Identify cultural or geographical elements typical of English-speaking countries and

cultures. Teacher´s Resource Pack CD-ROM

UNIT 1: IN THE COUNTRY

I TEACHING OBJECTIVES



- Identify the names of different objects related to el camping.

- Converse using vocabulary related to objetos para ir the camping e

insectos, using I have got/ I haven´t got/ Have you got? I can and using the

expressions Have you got a compass? Yes, I have./ I can see a bee


- Listen to and act out a short story.


- Sing a song .

- Understand a story.



texts, appropriate to their age and related to nature

Use of basic reading comprehenson strategies(Point and answer).

Complete simple written texts with words studied.

Read a short story, a song.

Identify sounds /s/ y /k/.



- Related to camping equipment and insects.



- Have you got a compass? Yes, I have./ I can see a bee.

Use and differentiate between sounds and letters.


phonics, song.

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








II. CONTENTS



- Identification of names of objects related to camping and insects (SB&WB

P.6-15)


- Dialogues using Vocabulary related to camping equipment and insects,

using the present simple and using the expressions Have you got a

compass? Yes, I have./ I can see a bee

- (SB&WB, P.6-15, WB P.8 y 66)


- a short story. (SB, P.8,11 y 14-15)


- Narration (SB, P.11)



texts, appropriate to their age and related to camping equipment and insects ( SB

P.6-15 WB P.6-15 y 66-67)

Use of basic reading comprehenson strategies. (SB, P.8 , 10, 11-15 )


Read a short story, a song and a narration. (SB, P.8,11y 14-15)


chant (SB&WB, P.9 y 10)



- related to camping and insects.(SB& WB P.7-15)



- Have you got a compass? Yes, I have./ I can see a bee (SB&WB, P.6-

15, WB P.8 y 66)

Use of and differentiation between sounds and letters . (SB&WB, P.10)

Recognition and representation of aspects of sound, rhythm, acentuación y

entonación: phonics, song (SB&WB, P.9 y 10)

Use of revision strategies and reflection upon studies. (WB, P.7-15)



classroom activities. (SB& WB P.7-15)


cultures where the target language is spoken. (WB, P.66 TB P.45)


Be receptive to and learn mathematical forms ( SB P.10, WB pág11)

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

P.7-15)


context .(SB&WB, P.7-15 )

Active participation in activities and group work.(SB&WB, P.7-15 )





unit:

- Talk about objetos related to camping and insects… (SB, P.6 15)

- Narration (SB, P.11-12 WB pág 68)

- Act out a dialogue (SB, P.8).



petences via the course using internet resources. ( SB P.11, TB P.49-50)


- Dialogues and communicative exchanges ( SB pp 7-15, TB P.52).




their place ..

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


(Cultural lessons: Australia WB P.66, TB P.45)






vocabulary learnt..

Use reference material

Manage one’s own abilities in the Review sections (WB, pági.13 TB P.33, 39, 46,

48).

Autonomy and personal initiative Assume responsibility for tasks and activities set out in the unit (WB, pp. 6-15 , TB

P.35, 37, 41, 48)







human activity develop, and the ability to interact therein. TB P.44, 46





This competence is developed i n the unit via : WB P.11 .



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

Literary genres

Dialogue (SB P.8 y 14-15)

Narration ( SB P.11)



Complete a description (, WB pág 10 y 12)

Reproduce a dialogue/song (SB pp 8 y 14-15)

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

Workbook (Unit 1 – pp 6-15)


- Pronunciation bank (Unit 1-SB&WB, P.10)

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

VI. ASSESSMENT

Formative assessmentUnit 1 (SB P.6-12)

Cumulative review (Starter-Unit 1, SB P.11-13)

Completion of WB activities (Unit 1, pp. 6-12 y 14-15).

Self-assessmentProgress review (Unit 1 - WB, pp. 13).

Assessment criteria




- Unit 1 Test Audio, Tests and Resource CD-ROM 1.

- Listening Test and Resource, CD-ROM 1; SB pág 6-15) Tests Unit 1,


communicative situations:


CD-ROM 1;

- Act out a conversation (Role-play - Speaking Tests, TR CD-ROM 1; SB P.8).

- Describe photographs (Photo description - Speaking Tests, TR CD-ROM 1;

SB P.6, WB P.11




(Reading -Test and Resource, CD-ROM 1; SB P.8-15; WB P.6-15)

Complete texts with different resources (Writing - TR CD-ROM 1; WB pág 8-13)


Vocabulary


- related to camping equipment and insects.


Grammar


(Grammar - TR CD-ROM 1,

- Have you got a compass? Yes, I have./ I can see a bee (SB&WB, P.6-

15, WB P.8 y 66)

.

Phonetics

Apply knowledge acquired regarding pronunciation .( SB& WB P.10)

Reflection upon learning

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

15)



linguistic diversity as an enriching element. (SB P.11-13;WB, P.66 )


cultures. (TB P.33)

UNIT 2: LET´S PLAY




- Identify the names of different objects related to sports and musical

instruments


- Converse using vocabulary related to sports or musical instruments which

students can or cannot play, using I can / I can´t / can you? and using the

expressions I can play football. I can´t play the piano. Can you play the

guitar?Yes , I can. /No , I can´t



- Sing a song .




texts, appropriate to their age and related to nature

Use of basic reading comprehenson strategies (Point and answer).



Identify sounds /v/ y /b/.



- related to sports or musical instruments.



I can play football. I can´t play the piano. Can you play the guitar?Yes , I

can. /No , I can´.



phonics, song.










II. CONTENTS



- Identification of names of objects related to sports and musical instruments

(SB&WB P.16-25)

- Dialogues using Vocabulary related to sport and musical instruments and

using the expressions I can play football. I can´t play the piano. Can you

play the guitar?Yes , I can. /No , I can´t (SB&WB, P.16-15, WB P.18 y 68)



- Song (SB, P.19)




texts, appropriate to their age and related to sport and musical instruments ( SB

P.16-25 WB P.16-25 y 68-69)








- related to el deporte e instrumentos musicales.(SB& WB P.17-25)



I can play football. I can´t play the piano. Can you play the guitar?Yes , I can. /No ,

I can´ t (SB&WB, P.16-25, WB P.18 y 68)



phonics, song (SB&WB, P.19 y 20)










P.17-25)








unit:

- Talk about objects related to sport and musical instruments … (SB, P.16 -25)







- Dialogues and communicative exchanges ( SB pp 17-25, TB P.62, 68).




their place ..




(Cultural lessons: Australia WB P.68, TB P.66, 67)





vocabulary learnt..



68, 70).


P.56, 58, 68, 69)







human activity develop, and the ability to interact therein.





This competence is developed in the unit via : SB P.20 WB P.19 .





Literary genres











VI. ASSESSMENT





Assessment criteria




- Unit 2 y Unit 1&2 Test Audio, Tests and Resource CD-ROM 1.

- Listening Test and Resource, CD-ROM 1; SB pág 16-25) Tests Unit 2, and

1&2





CD-ROM 1;



SB P.16, WB P.21






Vocabulary


- related to sports and musical instruments


Grammar



I can play football. I can´t play the piano. Can you play the guitar?Yes , I

can. /No , I can´ t (SB&WB, P.16-25, WB P.18 y 68)

.

Phonetics



Assess use of basic strategies which favour progress in learning . ( SB&WB

P.P.16-25)





cultures. (TB P.67)

UNIT 3: CLOTHES





- Identify the names of items of clothing and seasons of the year.

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

year, using the present continuous and using the expressions I´m wearing

sunglasses.What is he/she wearing?He´s/ She´s wearing a scarf



- Sing a song .




texts, appropriate to their age and related to ways of dressing




Identify sounds /s/ y /



- related to items of clothing and seasons of the year.



I´m wearing sunglasses.What is he/she wearing?He´s/ She´s wearing a scarf



phonics, song.










II. CONTENTS



- Identification of items of clothing and seasons of the year (SB&WB P.26-

35)

- Dialogues using Vocabulary related to items of clothing and seasons of the

year and using the expressions I´m wearing sunglasses.What is he/she

wearing?He´s/ She´s wearing a scarf

- (SB&WB, P.26-35, WB P.28 y 70)







texts, appropriate to their age and related to items of clothing and seasons of the

year ( SB P.26-35 WB P.26-35 y 70-71)

Use of basic reading comprehenson strategies. (SB, P.28 , 30-35 )







- related to items of clothing and seasons of the year.(SB& WB P.27-35)


Comprehension and correct application of grammatical features:

- I´m wearing sunglasses.What is he/she wearing?He´s/ She´s wearing a

scarf (SB&WB, P.26-35, WB P.28 y 70)











Be receptive to and learn mathematical forms ( SB P.29, WB pág26, 30)


P.27-35)








unit:

- Talk about objects related to ítems of clothing and seasons of the year … (SB,

P.26 -35)












their place ..



(Cultural lessons: India WB P.70, TB P.88,89 y 91)





vocabulary learnt..



92).


P.78, 96)







human activity develop, and the ability to interact therein. TB P.83






This competence is developed in the unit via : ( SB P.29, WB pág26, 30).




Literary genres











VI. ASSESSMENT





Assessment criteria





- Unit 3Test Audio, Tests and Resource CD-ROM 1.





CD-ROM 1;



SB P.26, WB P.31






Vocabulary


- related to items of clothing and seasons of the year.


Grammar



- I´m wearing sunglasses.What is he/she wearing?He´s/ She´s wearing a

scarf (SB&WB, P.26-35, WB P.28 y 70).

Phonetics




P.P.26-35)






cultures. (TB P.89)

UNIT 4: MY BEDROOM




- Identify the names of different objects related to parts of a house y adverbs

of place.

- Converse using vocabulary related to objects related to parts of the house y

adverbs of place, using There´s and using the expressions There´s a mirror.

Where is the bin?It´s under the table



- Sing a song .




texts, appropriate to their age and related to types of house




Identify sounds /



- related to parts of a house y adverbs of place.



- There´s a mirror. Where is the bin?It´s under the table




phonics, song.









II. CONTENTS



- Identification of names of objects related to parts of a house y adverbs of

place. (SB&WB P.36-45)

- Dialogues using Vocabulary related to parts of a house y adverbs of place

and using the expressions There´s a mirror. Where is the bin?It´s under the

table

- (SB&WB, P.36-45, WB P.38 y 72)







texts, appropriate to their age and related to parts of a house y adverbs of place

( SB P.36-45 WB P.36-45 y 72-73)









- related to objects related to parts of a house y adverbs of place.(SB& WB

P.37-45)



- - There´s a mirror. Where is the bin?It´s under the table (SB&WB,

P.36-45, WB P.38 y 72)












P.37-45)








unit:

- Talk about parts of a house y adverbs of place … (SB, P.36 45)












their place ..



(Cultural lessons: Japan WB P.72, TB P.113)





vocabulary learnt..


Manage one’s own abilities in the Review sections (WB, pági.43 TB P.100, 106,

114).


P.101,107, 112)













This competence is developed in the unit via : SB P.39 WB P.36 .




Literary genres


Narration ( SB P.41 WB 72)









VI. ASSESSMENT

Formative assessment


Unit 4 (SB P.36-42)




Assessment criteria




- Unit 4 & 3-4Test Audio, Tests and Resource CD-ROM 1.

- Listening Test and Resource, CD-ROM 1; SB pág 36-45) Tests Unit 4 & 3-

4,




CD-ROM 1;



SB P.36, WB P.41






Vocabulary


- related to parts of a house y adverbs of place.


Grammar




- There´s a mirror. Where is the bin?It´s under the table (SB&WB, P. 3

6-45, WB P.38 y 72)

.

Phonetics




P.P.36-45)



linguistic diversity as an enriching element. (SB pág41-43;WB, P.72 )


cultures. (TB P.111)

UNIT 5: WILD ANIMALS




- Identify the names of wild animals and their parts.

- Converse using vocabulary related to wild animals and their parts , using It

can/ It can´t/ Has it got big ears? Yes, It has/ No it hasn´t/ and using the

expressions It can swim. It can´t walk. Has it got feathers?/ It´s gor feathers.

It hasn´t got claws



- Sing a song .




texts, appropriate to their age and related to wild animals





Identify sounds /z/ y /s/.



- related to wild animals and their parts .



It can swim. It can´t walk. Has it got feathers?/ It´s gor feathers. It hasn´t

got claws.



phonics, song.









II. CONTENTS



- Identification of names of wild animals and their parts(SB&WB P.46-55)

- Dialogues using Vocabulary related to wild animals and their parts and

using the expressions It can swim. It can´t walk. Has it got feathers?/ It´s gor

feathers. It hasn´t got claws

- (SB&WB, P.46-55, WB P.48 y 74)








texts, appropriate to their age and related to wild animals and their parts ( SB P.46-

55 WB P.46-55 y 74-75)








- related to wild animals and their parts .(SB& WB P.47-55)



- It can swim. It can´t walk. Has it got feathers?/ It´s gor feathers. It hasn´t got

claws (SB&WB, P.46-55, WB P.48 y 74)












P.47-55)









unit:

- Talk about wild animals and their parts… (SB, P.46- 55 TB P.129)







- Dialogues and communicative exchanges ( SB pp 47-55, )




their place ..



(Cultural lessons: Morocco WB P.74, TB P.133)





vocabulary learnt..


Manage one’s own abilities in the Review sections (WB, pági.53 TB

P.121,127,135).



P.125, 134)







human activity develop, and the ability to interact therein. TB P.131, 133





This competence is developed in the unit via :SB pág 50 WB P.48 .




Literary genres








Workbook (Unit 5– pp 46-55)




VI. ASSESSMENT



Completion of WB activities (Unit 5, pp.4 6-52 y 54-55).


Assessment criteria




- Unit 5Test Audio, Tests and Resource CD-ROM 1.





CD-ROM 1;



SB P.46, WB P.51







Vocabulary


- related to wild animals and their parts.


Grammar



It can swim. It can´t walk. Has it got feathers?/ It´s gor feathers. It hasn´t

got claws (SB&WB, P.46-55, WB P.48 y 74).

Phonetics




P.P.46-55)



linguistic diversity as an enriching element. (SB P.51-53;WB, P.74)


cultures. (TB P.133)

UNIT 6: CAMPING




- Identify the names of different food and times of the day when students eat.

- Converse using vocabulary related to food and times of the day when

students eat, using Do you like? Yes I do/ No, I don´t I can and using the

expressions Do you like pasta for dinner? Yes, I do./No, Idon´t.. I like

sausages




- Sing a song .




texts, appropriate to their age and related to lfood

Use of basic reading comprehenson strategies(Point and answer).



Identify sounds /d y /j/.



- related to food and times of the day when students eat.



- Do you like pasta for dinner? Yes, I do./No, Idon´t.. I like sausages.



phonics, song.









II. CONTENTS



- Identification of names of objects related to food and times of the day when

students eat (SB&WB P.56-65)


- Dialogues using Vocabulary related to food and times of the day when

students eat and using the expressions Do you like pasta for dinner? Yes, I

do./No, Idon´t.. I like sausages (SB&WB, P.56-65, WB P.58 y 76)







texts, appropriate to their age and related to food and times of the day when they

eat ( SB P.56-65 WB P.56-65 y 76-77)








- related to food and times of the day when students eat.(SB& WB P.57-65)



Do you like pasta for dinner? Yes, I do./No, Idon´t.. I like sausages

(SB&WB, P.56-65, WB P.58 y 76)













P.57-65)








unit:

- Talk about food and times of the day when students eat … (SB, P.56- 65)











their place ..



(Cultural lessons: Ecuador WB P.76, TB P.151 y 154)






vocabulary learnt..


Manage one’s own abilities in the Review sections (WB, pági.63 TB P.145 y 157).


P.143, 146 y 157)












This competence is developed in the unit via : SB pág 59 WB P.59 .




Literary genres












VI. ASSESSMENT





Assessment criteria




- Unit 6 & 5-6 Test Audio, Tests and Resource CD-ROM 1.

- Listening Test and Resource, CD-ROM 1; SB pág 56-55) Tests Unit 6 & 5-

6,




CD-ROM 1;



SB P.56, WB P.61







Vocabulary


- related to types of food and times of the day when students eat.


Grammar



- Do you like pasta for dinner? Yes, I do./No, Idon´t.. I like sausages

(SB&WB, P.56-65, WB P.58 y 76).

Phonetics




P.P.56-65)





cultures. (TB P.154


7. TIMING EXPLORERS 3: YEAR 20--/20--*

UNIT APPROX. Nº SESSIONS

APPROX. TIMING (45 MIN PER SESSION) NOTES and OBSERVATIONS

Come and explore! 1 45 min*

Hello! 4 3 hours

1 In the country 12 9 hours

2 Let´s play! 13 9 hours 45 min

3 Clothes 12 9 hours

4 My bedroom 13 9 hours 45 min

5 Wild animals 12 9 hours

6 Camping 13 9 hours 45min

Culture ,Festivals and Extensive Reading 10 7 hours y 30min*

TOTAL e.g approx 90 67 hours 45 min

Extra activities programmed by the school

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


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

Skills Interaction Material

CE Comprensión escrita

(Reading

comprehension)

P-A Profesor-alumno

(Teacher-pupil)

WB Workbook

CO Comprensión Oral

( Oral comprehension)

TI Trabajo individual

(Individual work)

SB Students’ Book

EE Expersión escrita

(Written expression)

TG Trabajo en grupo

(Group work)

TB Teacher’s Book

EO Expresiòn Oral (Oral

expression)

TP Trabajo en parejas

(Pair work)

TR CD-ROM

Teacher´s Resource CD-ROM

IO Interacción oral (Oral

interaction)

TD Todas las destrezas

(All skills)


COME AND EXPLORE

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALS1

45’Warm up. TB, P.23

Welcome students to the world of Explorers.Learn the level 3 Explorers song 3.Revise the vocabulary from levels 1 y 2Use the English alphabet with a revision game made with a gridSB

- Practise greetings.

- Learn the new song.- Introduction of the unit contents and planning of

objectives and activities. - Game of What´s Messing, Look and find to revise

vocabulary and learn new vocabulary.- End with Goodbye

CO,EO

CE, CO, EO

CE, CO, EO

P-A, TI

P-A

TI, TG, TP

TRP cBCD

Reinforcement activities-TB exercises , pp. 24-Wordlist, TB 23

Extension activities:- Optional activity: TB P.24

Play Hangman

Completion of exercises to recycle and extend Vocabulary

CE, EE

CE, EO

TI

TI, TG

WBTRP

TB

HELLO




Introduce the characters from the course.Revise greetings, numbers andcoloursSB P.2

Understand a dialogueSB, pp. 8

Say goodbye

-With Hello y the Explorers song

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

objectives and activities. - Match words and pictures .- Memorise vocabulary .- Repetition of numbers afterr hearing them

- Comprehension of a Dialogue between Sam y Sophie-Play I see

CO,EO

CE, CO, EO

CE, CO, EO

P-A, TI

P-A

TI, TG, TP

TRP SBCD

Reinforcement activities-WB exercises, pp.2-Follow and colour then write TB 26 WB p. 2-Put the poster up in class

Extension activities:- Optional activity for all and for

early finishers TB P.26

Completion of suggested exercises to reinforce and consolidate studies.Reinforcement of studies with poster


CE, EE

CE, EO

TI

TI, TG

WBTRP

TB


245’

Warm-up activity.TB P.27Learn the Hello! song!Practise and learn greetings asnd introductions.Hello, brother, sister, How are you?Revise the language of family membersPractise the numbers from 11-20: Goodbye

TB, P.27

- Listen to and learn Hello - Identification of communicative purpose of intro-

ductions- Do listening and reading exercises and Listen and

number and listen and repeat after hearing descriptions:

- Findd numbers in a picture SB P.3

CO, EO,

CE, CO,

CO, EO

P-A

TI, TP, TG

TP, TG

SB CDTB

Reinforcement activitiesWB exercises, P.3 TB 28Extension activities:Optional activity: (TB P.28)

Do WB exercises to consolidate studies

Do exercises to improve oral and written skills.

CE, EE

CE, EE

TI

TI

WB

WBTB

345’

: TB P.29

Listen to and act out a storyOrder the events in a story Ask and answer questions using Is it ( a pen?) SB, P.4 WB P.4 TB P.30Goodbye

- Listen to, learn and act out a story.- Order the events in a story- Completion of questions and answers

CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD

Reinforcement activitiesTB exercises , P.30Extension activities:Optional activity TB P.30

Completion of suggested exercises to reinforce and consolidate studies.

Completion of exercises to extend grammatical knowledge

CE, EE

CE, EE

TI

TI

WBTRP

TRP


445’

Warm-up activity.TB P.31

Introduce and practise months of the yearAsk and answer questions about birthdays When is your birthday? My birthday is in ( June)GoodbyeSB, P.5 WB p. 5

-

- Listening, indication, applause and repetition of the months of the year

- Listen to the conversation between Mike y Sam.- Answer yes/no questions- Completion of questions and answers- Completion of a crossword.

CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB

Reinforcement activities-TB exercises , P.32

Extension activities:-Optional activity: Vocabulary (TB P.32)-Picture Dictionary


Completion of exercises to recycle and extend Vocabulary.

CE, EE

CE, EE

TI

TI

TRP

TB


UNIT 1: IN THE COUNTRY



the first block of VocabularyIntroduce the new vocabulary Flashcards Revise the structure I´ve got / I haven´t gotPractise the new vocabulary and the revision structure , via an activity in pairs

SB, pp. 6 TB P.33 WB P.

Goodbye

.

- Observation of flashcards to introduce the Vocabulary.

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

- Introduce and learn a chant.- Listen to questions to guess if it is Sam or Sophie- Listen and repeat the words- Dialogue with a classmate to practise the

structures . I´ve got / I haven´t got

- Complete with the right number - Make a word search

CO,EO

CE, CO, EO

CE, CO, EO,

P-A, TI

P-A

TI, TG, TP

TRP SBCD

Reinforcement activities-Do activities to reinforce studies-Wordlist, TB 33-34

Extension activities:- Ideas bankTB P.34



CE, EE

CE, EO

TI

TI, TG

TR CD-ROMTB


245’

Warm-up activity. TB P.35Development activities: (Grammar)Introduce and practise the first new grammatical structure with Have you got? and short answersPractiser the new structure by repeating a dialoguePractise the structurein a game of eliminationUse coordinates to resolve the Quest puzzleGoodbyeSB, P.7 , WB P.7 TB P.35 y 36

- Listen to, read and repeat a recording.- Identification of communicative purpose of previ-

ous text.- Learn and use grammatical structures:I ´ve got a watch. I haven´t got a compass- Play a game to practise structures studied- Listen to a text and number the picture framesAsk a classmate questions

CO, EO,

CE, CO,

CO, EO, EE

P-A

TI, TP, TG

TP, TG

SB CDTB

Reinforcement activitiesDo a reinforcement sheetExtension activities:Do an extension sheet

Do reinforcement sheet 1 from unit 1 to consolidate studies


CE, EE

CE, EE

TI

TI

TR CD-ROMTB

345’

Warm-up activity TB pág 37Consolidate the new language in the context of a storyContinue practising by acting out the story in groupsSB, P.8, WB P.8 TB P.37-38

Goodbye

- Listen to and read a story- Learn the story and act it out in groups.- Read and choose the correct word in a sentence

related to the story- Write the answers to some questions

CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD

Reinforcement activitiesDo the story sheet from unit 1Extension activities:Jugar a Hangman con palabras de la historiaTB P.38



CE, EE

CE, EE

TI

TI

TR CD-ROMTB


445’


Introduce and practisethe second block of new vocabulary Practise the vocabulary and the structure via a songRevise the structure I can see ( a bee)Practise the vocabulary and the structure via a game with the cut-out flashcardsFlashcardsSB, P.9, AB P.9TB P.39Goodbye

- Introduction of vocabulary via Flashcards- Listen, indicate and repeat a song.- Listen to and learn a song.- Do listening exercises and repeat- Practise vocabulary and structure with a cut-out.- Choose the correct word in each sentence, then

listen and check it is right- Write the correct name of the insect after hearing

its number

CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB

Reinforcement activities-Reinforcement exercises TB P.40

Extension activities:-Extesion exercise (TB P.40)



CE, EE

CE, EE

TI / TP

TI/ TPTB

545’


Consolidate the new language whilst developing reading and listening comprehension skills Identify and pronounce the sounds /s/ y /k/SB, P.10 WB P.10 TB P.41Goodbye

- Ask questions about two picture frames, then listen to a recording and choose the correct answer- Read and listen to short texts then

number them correctly.- Do listening exercises and repeat to

differentiate between sounds.- Read and match questions and answers

with the correct picture Write a short text similar to a dice and colour

EO

CE, CO, EO

TG

TI, TG, TP

SB

CD WB TB

Reinforcement activitiesDo reinforcement sheet 2 from unit 1Extension activities:Do extension sheet 2 from unit 1


Do exercises to extend knowledge of grammar and Vocabulary.

CE, EE

CE, EE

TI

TP, TG

TR CD-ROMTB


645’

Warm-up activity. TB P.43

Study and understand a text with intercurricular vocabulary , about the colours of insectsSB, P.11, WB P.11 TB P.43

Goodbye

- Dialogue about the insects which appear in the pho-tos, listen to a text about the theme, read and check answers- New reading and listening, repeating the names of the insects .Find information on internet- Write words in order to make sentences and match them with the correct picture.Find insects, colour them. Write their names and count them.

CE, CO

CO,EO, CE,EE,

P-A

TI

SBCDWBTB

Reinforcement activitiesDevelop a class Project called : Exploring the country TB P.44Extension activities: Intercurricular DVD sheet unit 1


Do suggested activities

CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TR CD-ROMTB

745’

Warm-up activity. TB P.45Consolidate the language from unit in a real world context Read for specific information Value the importance of respecting insectsComplete a writing task following a model SB, P.12-13, WB P.12 TB P.45

Goodbye

- Listen to and read texts, answering the questions-Observing the pictures in the SB, complete activity 1

on p. 12 del WB.-Read, draw and write a similar text to the dice.

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB

Reinforcement activitiesReinforcement activity TB pág 46Extension activities: Reinforcement activity TB pág 46



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


845’

Warm-up activity. TB P.47Practise a useful dialogue with everyday language Complete the page from the Picture Dictionary.Revise the language from the unit .Reflect upon one’s own learning and performance in the unitSB, P.13, WB P.13 TB P.47

Goodbye

-Observe Oscar’s page again and say the number.-Listen to and repeat a dialogue then practise it-Completion of WB activitiesP.13

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB

Reinforcement activitiesDo reinforcement sheet 3from unit 1Extension activities:Do extension sheet 3 from unit 1



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

945’

Warm-up activity. TB P.49Obtain information watching an episode of the DVDWrite about an insectValue the importance of respecting animals/insectsTB P.49

Goodbye

- Watch a DVD episode raising one’s hand whenever one sees a different insect or another animal

- Do sheet 1 of the DVD

CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1045’

Warm-up activity. TB P.49Obtain information watching an episode of the DVDWrite about an insectValue the importance of respecting animals/insectsTB P.49-50

Goodbye

-Do sheet 2 of the DVD

CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

Extension activities:Test Unit 1

Do the corresponding test CO,EO, CE,EE TI TR CD-ROM


1145’

Warm-up activity. TB P.51Practise and extend the language from unit 1 in the context of a storyIdentify the language and locate it in the story .Involve oneself personally in the story TB P.51, SB P.14-15, WB pág 14

Goodbye

-Introduction with the Storycards-Listen to and read the story-Completion of the different WB activities P.14

CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

Reinforcement activitiesDo the activity indicated in TB P.52Extension activities:Do the activity indicated in TB P.52



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

1245’

Warm-up activity. TB P.52Show understanding of the story by matching pictures and sentences from itTB P.53, SB P.15-15, WB P.15

Goodbye

-Completion of the different WB activities P.15

CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


UNIT 2: LET´S PLAY!



Introduce and practisethe first block of VocabularyIntroduce the new vocabulary in the context of a chant Flashcards Revise the structure Ican / I can´tPractise the new vocabulary and the revision structure , via an activity in pairs

SB, pp. 16 TB P.55 WB P.16

Goodbye

.



- Introduce and learn a chant.- Listen to questions to guess the character- Listen and repeat the words- Dialogue with a classmate to practise the

structures I can / I can´t

- Complete with the right number - Completion of some sentences

CO,EO

CE, CO, EO

CE, CO, EO,

P-A, TI

P-A

TI, TG, TP

TRP SBCD

Reinforcement activities-Do activities to reinforce studies-Wordlist, TB 56

Extension activities:- Ideas bank TB P.56



CE, EE

CE, EO

TI

TI, TG

TR CD-ROMTB


245’

Warm-up activity. TB P.57Development activities: (Grammar)Introduce and practise the first new grammatical stucture with Can you play the piano? and short answersPractise the new structure Practise the structure in a game of eliminationUse coordinates to resolve the Quest puzzleGoodbyeSB, P.17 , WB P.17 TB P.57-58


ous text.- Learn and use grammatical structures:Can you play the piano? Yes I can / No I can´t- Play a game to practise structures studied- Listen to a text and number the picture framesAsk a classmate questions

CO, EO,

CE, CO,

CO, EO, EE

P-A

TI, TP, TG

TP, TG

SB CDTB

Reinforcement activitiesDo a reinforcement sheet TB P.58Extension activities:Do an extension sheet TB P.58



CE, EE

CE, EE

TI

TI

TR CD-ROMTB

345’

Warm-up activity TB pág 59Consolidate the new language in the context of a storyContinue practising by acting out the story in groupsSB, P.18, WB P.18 TB P.59-60

Goodbye



CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD

Reinforcement activitiesDo the store sheet from unit 2Extension activities:Do the suggested activityTB P.60



CE, EE

CE, EE

TI

TI

TR CD-ROMTB


445’


Introduce and practise the second block of new vocabulary Practise the vocabulary and the structure via a songRevise the structure Can he/ she skate?Practise the vocabulary and the structure via a game with the cut-out flashcardsFlashcardsSB, P.19, AB P.19TB P.61Goodbye


listen and check it is right- Write the correct name after hearing its number.

CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB





CE, EE

CE, EE

TI / TP

TI/ TPTB

545’


Consolidate the new langage whilst developing reading and listening comprehension skills Identify and pronounce the sounds /v/ y /b/SB, P.20 WB pág20 TB P.63Goodbye

- Ask questions about two picture frames, then listen to a recording and choose the correct answer- Read and listen to short texts which

should say the right name.- Do listening exercises and repeat to



EO

CE, CO, EO

TG

TI, TG, TP

SB

CD WB TB




CE, EE

CE, EE

TI

TP, TG

TR CD-ROMTB


645’


Study and understand a text about music from different parts of the worldSB, P.21, WB P.21 TB P.65

Goodbye

- Dialogue about the instruments in the photos, listen to a text about the theme, read and check answers- New reading and listening repeating the names of the parts of the world these musical instruments come from. .Find information on internet- Write sentences in order to make sentences and match them with correct drawing.

CE, CO

CO,EO, CE,EE,

P-A

TI

SBCDWBTB

Reinforcement activitiesDo the suggested activity: TB P.65Extension activities: Intercurricular DVD sheet unit 2



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TR CD-ROMTB

DVD

745’

Warm-up activity. TB P.67Consolidate the language from unit in a real world context Read for specific information Value the importance of being a good neighbourComplete a writing task following a model SB, P.22-23, WB P.22 TB P.67

Goodbye


on p. 22 of theWB.-Read, draw and write a similar text to the dice.

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


845’


Goodbye

-Observe Jack’s page again and say the number.-Listen to and repeat a dialogue then practise it-Completion of WB activities P.23

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

945’

Warm-up activity. TB P.71Obtain information watching an episode of the DVDWrite about the musical instruments we can and cannot playValue the importance of being a good neighbourTB P.71

Goodbye

- Watch a DVD episode raising one’s hand whenever one sees a different insect or another animal


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1045’

Warm-up activity. TB P.71Obtain information watching an episode of the DVDWrite about the musical instruments we can and cannot playValue the importance of being a good neighbourTB P.71-72

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1145’

Extension activities:Test Unit 2 y Termly test



1245’

Warm-up activity. TB P.73Practise and extend the language from unit 1 y 2 in the context of a storyIdentify the language and locate it in the story Involve oneself personally in the story TB P.73, SB P.24-25, WB pág 24

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

1345’

Warm-up activity. TB P.75Extend comprehension via a storyOrder the scenes from a story Order the sentences from a story TB P.75, SB P.24-25, WB P.25

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


UNIT 3: CLOTHES



Introduce and practise the first block of VocabularyIntroduce the new vocabulary in the context of a chant Flashcards Revise the structure I´m wearing…Practise the new vocabulary and the revision structure , via an activity in pairs

SB, pp. 26 TB P.77 WB P.26

Goodbye

.



- Introduce and learn a chant.- Listen to questions to guess who it is- Listen and repeat the words- Dialogue with a classmate to practise the structures . I´m wearing…

- Complete with the right number - Do a crossword

CO,EO

CE, CO, EO

CE, CO, EO,

P-A, TI

P-A

TI, TG, TP

TRP SBCD





CE, EE

CE, EO

TI

TI, TG

TR CD-ROMTB


245’

Warm-up activity. TB P.79Development activities: (Grammar)Introduce and practise The first new grammatical structure What´s he/she wearing? He´s/she´s wearing…Practiser the new structure by repeating a dialoguePractise the structure in a game of eliminationUse coordinates to resolve the Quest puzzleGoodbyeSB, P.27 , WB P.27 TB P.79


ous text.- Learn and use grammatical structures:What´s he/she wearing? He´s/she´s wearing…- Play a game to practise structures studied- Listen to a text and number the picture framesAsk a classmate questions

CO, EO,

CE, CO,

CO, EO, EE

P-A

TI, TP, TG

TP, TG

SB CDTB

Reinforcement activitiesDo a reinforcement sheetExtension activities:Do an extension sheet TB P.80



CE, EE

CE, EE

TI

TI

TR CD-ROMTB

345’

Warm-up activity TB pág 81Consolidate the new language in the context of a storyContinue practising by acting out the story in groupsSB, P.28, WB P.28 TB P.81

Goodbye



CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD

Reinforcement activitiesDo the story sheet from unit 3Extension activities:Do the suggested activity TB pág 82



CE, EE

CE, EE

TI

TI

TR CD-ROMTB


445’


Introduce and practise the second block of new vocabulary Practise the vocabulary and the structure via a songRevise the structure Is it Autumn?Practise the vocabulary and the structure via a game with the cut-out flashcardsFlashcardsSB, P.29, AB P.29TB P.83Goodbye



CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB





CE, EE

CE, EE

TI / TP

TI/ TPTB

545’


Consolidate the new language whilst developing reading and listening comprehension skills Identify and pronounce the sounds /s/ y /ƒ/SB, P.30 WB P.30 TB P.85Goodbye





EO

CE, CO, EO

TG

TI, TG, TP

SB

CD WB TB




CE, EE

CE, EE

TI

TP, TG

TR CD-ROMTB


645’


Study and understand a text with intercurricular vocabulary, about festivalsSB, P.31, WB P.31 TB P.87

Goodbye

- Dialogue about the types of festival in the photos, listen to a text about the theme, read and check an-swers- New reading and listening repeating the names of the festivals. Find information on internet- Write sentences in order to make sentences and match them with correct drawing.Find nouns related to the festivals, colour them, writing their name and saying what is in each.

CE, CO

CO,EO, CE,EE,

P-A

TI

SBCDWBTB

Reinforcement activitiesDo the suggested activity TB P.88Extension activities: Intercurricular DVD sheet unit 3



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TR CD-ROMTB

745’

Warm-up activity. TB P.89Consolidate the language from unit in a real world context Read for specific information Value the importance of being a good friendComplete a writing task following a model SB, P.32-33, WB P.32 TB P.89

Goodbye


on p. 32 of the WB.-Read, draw and write a similar text to the dice.

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB

Reinforcement activitiesReinforcement activity TB pág 90Extension activities: Extension activity TB pág 90



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


845’


Goodbye

-Observe Holly’s page again and say the number.-Listen to and repeat a dialogue then practise it-Completion of WB activities P.33

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

945’

Warm-up activity. TB P.93Obtain information watching an episode of the DVDWrite about a fancy-dresscostumeValue the importance of being a good friendTB P.93

Goodbye

- Watch a DVD episode raising one’s hand whenever one sees a different costume


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1045’

Warm-up activity. TB P.93Obtain information watching an episode of the DVDWrite about a fancy-dress costumeValue the importance of being a good friendTB P.93

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD




1145’

Warm-up activity. TB P.95Practise and extend the language from unit 3 in the context of a storyIdentify the language and locate it in the story .Involve oneself personally in the story TB P.95, SB P.34-35, WB pág 34

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

1245’

Warm-up activity. TB pág 97Introduce and practise the numbers from 20-50Combine linguistic and mathematical skills to calculate price of different ítems of clothingTB P.97, SB P.34-35, WB P.35

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


UNIT 4: MY BEDROOM



Introduce and practise the first block of VocabularyIntroduce the new vocabulary in the context of a chant Flashcards Revise the structure There´s…Practise the new vocabulary and the revision structure, via an activity in pairs

SB, pp. 36 TB P.99 WB P.36

Goodbye

.



- Introduce and learn a chant.- Listen to questions to guess who is speaking- Listen and repeat the words- Dialogue with a classmate to practise the structures There´s…

- Complete with the right number - Make a word search

CO,EO

CE, CO, EO

CE, CO, EO,

P-A, TI

P-A

TI, TG, TP

TRP SBCD


Extension activities:- Ideas bank TB P.100



CE, EE

CE, EO

TI

TI, TG

TR CD-ROMTB


245’

Warm-up activity. TB P.101Development activities: (Grammar)Introduce and practise the first new grammatical structure with Where´s (the bin)? It´s ( under the table)Practise the new structure by repeating a dialoguePractise the structure in a game of eliminationUse coordinates to resolve the Quest puzzleGoodbyeSB, P.37 , WB P.37 TB P.101


ous text.- Learn and use grammatical structures:Where´s (the bin)? It´s ( under the table)- Play a game to practise structures studied- Listen to a text and number the picture framesAsk a classmate questions

CO, EO,

CE, CO,

CO, EO, EE

P-A

TI, TP, TG

TP, TG

SB CDTB




CE, EE

CE, EE

TI

TI

TR CD-ROMTB

345’


Goodbye



CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD

Reinforcement activitiesDo the story sheet from unit 4Extension activities:Do suggested TB activity P.104



CE, EE

CE, EE

TI

TI

TR CD-ROMTB


445’


Introduce and practise the second block of new vocabulary Practise the vocabulary and the structure via a songRevise the structure Is it (in the kitchen)Practise the vocabulary and the structure via a game with the cut-out flashcardsFlashcardsSB, P.39, AB P.39TB P.105Goodbye



CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB





CE, EE

CE, EE

TI / TP

TI/ TPTB

545’


Consolidate the new language whilst developing reading and listening comprehension skills Identify and pronounce the sounds /əט/ y /ט/SB, P.40 WB P.40 TB P.107Goodbye

- Ask questions about some picture frames, then listen to a recording and choose the correct answer- Read and listen to short texts then




EO

CE, CO, EO

TG

TI, TG, TP

SB

CD WB TB




CE, EE

CE, EE

TI

TP, TG

TR CD-ROMTB


645’


Study and understand a text with intercurricular vocabulary, about housesSB, P.41, WB P.41 TB P.109

Goodbye

- Dialogue about types of houses which appear in the photos, listen to a text about the theme, read and check answers- New reading and listening repeating the names of the houses.Find information on internet- Write words in order to make sentences then match them with the correct photo.Find the materials the houses are made of, colour them, writing their name .

CE, CO

CO,EO, CE,EE,

P-A

TI

SBCDWBTB

Reinforcement activitiesDo the suggested reinforcement activity TB P.110Extension activities: Intercurricular DVD sheet unit 4



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TR CD-ROMTB

745’

Warm-up activity. TB P.111Consolidate the language from unit in a real world context Value the importance of being polite Complete a writing task following a model SB, P.42-43, WB P.42 TB P.111

Goodbye

- Listen to and read texts , answering the questions-Observing the pictures in the SB, complete activity 1

on p. 42 del WB.-Read, draw and write a similar text to the dice.

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


845’


Goodbye

-Observe Sanjay’s page again and say the number.-Listen to and repeat a dialogue then practise it-Completion of WB activitiesP.43

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

945’

Warm-up activity. TB P.115Obtain information watching an episode of the DVDWrite about a bedroomValue the importance of being polite TB P.115

Goodbye

- Watch a DVD episode raising one’s hand whenever one sees one of the bedroom objects


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1045’

Warm-up activity. TB P.116Obtain information watching an episode of the DVDWrite about a bedroomValue the importance of being polite TB P.115

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1145’

Extension activities:Test Unit 4 y Term test



1245’

Warm-up activity. TB P.117Practise and extend the languaje from units 3 y 4 in the context of a storyIdentify the language and locate it in the story .Write sentences about what the characters are wearingInvolve oneself personally in the story TB P.117, SB P.44-45, WB pág 44

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

1345’

Warm-up activity. TB P.118Listen paying attention to information about clothes and the positions of different objects.Write sentences about the position of different thingsAsk and answer questions about clothes and the position of different thingsTB P.118, SB P.44-45, WB P.45

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


UNIT 5: WILD ANIMALS



Introduce and practise the first block of VocabularyIntroduce the new vocabulary in the context of a chant Flashcards Revise the structure It can (swim) / It can´t (walk)Practise the new vocabulary and the revision structure, via an activity in pairs

SB, pp. 46TB P.120 WB P.46

Goodbye

.



- Introduce and learn a chant.- Listen to questions to guess who it is- Listen and repeat the words- Dialogue with a classmate to practise the structures . It can (swim) / It can´t (walk)- Complete with the right number - Identify and write the names of the animals

CO,EO

CE, CO, EO

CE, CO, EO,

P-A, TI

P-A

TI, TG, TP

TRP SBCD





CE, EE

CE, EO

TI

TI, TG

TR CD-ROMTB


245’

Warm-up activity. TB P.122Development activities: (Grammar)Introduce and practisethe first new grammatical structure with Has it got ( big ears)? Yes, It has / No , It hasn´tPractiser the new structure by repeating a dialoguePractise the structurein a game of eliminationUse coordinates to resolve the Quest puzzleGoodbyeSB, P.4 7 , WB P.47 TB P.122


ous text.- Learn and use grammatical structures:Has it got ( big ears)? Yes, It has / No , It hasn´t- Play a game to practise structures studied- Listen to a text and number the picture framesAsk a classmate questions

CO, EO,

CE, CO,

CO, EO, EE

P-A

TI, TP, TG

TP, TG

SB CDTB




CE, EE

CE, EE

TI

TI

TR CD-ROMTB

345’


Goodbye



CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD

Reinforcement activitiesDo the story sheet from unit 5Extension activities:Do the suggested activityTB pág125



CE, EE

CE, EE

TI

TI

TR CD-ROMTB


445’


Introduce and practise the second block of new vocabulary Practise the vocabulary and the structure via a songRevise the structure It´s got ( feathers)/ It hasn´t got ( claws)Practise the vocabulary and the structure via a game with the cut-out flashcardsFlashcardsSB, P.49, AB P.49TB P.126Goodbye

- Introduction of vocabulary via Flashcards- Listen, indicate and repeat de una canción.- Listen to and learn a song.- Do listening exercises and repeat- Practise vocabulary and structure with a cut-out.- Choose the correct word in each sentence, then

listen and check it is right- Write the corrrect name of the animal after hearing

its number.

CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB





CE, EE

CE, EE

TI / TP

TI/ TPTB

545’


Consolidate the new language whilst developing reading and listening comprehension skills Identify and pronounce the sounds /z/ y /s/SB, P.50 WB P.50 TB P.128Goodbye





EO

CE, CO, EO

TG

TI, TG, TP

SB

CD WB TB




CE, EE

CE, EE

TI

TP, TG

TR CD-ROMTB


645’


Study and understand a text with intercurricular vocabulary, about mammalsSB, P.51, WB P.51 TB P.130

Goodbye

- Dialogue about the animals which appear in the pho-tos, listen to a text about the theme, read and check answers- New reading and listening repeating the names of the animals .Find information on internet- Write sentences in order to make sentences and match them with correct drawing.Classify the animals in groups

CE, CO

CO,EO, CE,EE,

P-A

TI

SBCDWBTB

Reinforcement activitiesDo the suggested activity TB P.131Extension activities: Intercurricular DVD sheetunit 5



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TR CD-ROMTB

745’

Warm-up activity. TB P.132Consolidate the language from unit in a real world context Read for specific information Value the importance of protecting animals Complete a writing task following a model SB, P.52-53, WB P.52 TB P.132

Goodbye



CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


845’


Goodbye

-Observe Keisha’s page again and say the number.-Listen to and repeat a dialogue then practise it-Completion of WB activities P.53

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

945’

Warm-up activity. TB P.136Obtain information watching an episode of the DVDWrite about a mammalValue the importance of protecting animalsTB P.136

Goodbye

- Watch a DVD episode raising one’s hand whenever one sees a different animal .


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1045’

Warm-up activity. TB P.137Obtain information watching an episode of the DVDWrite about a mammalValue the importance of protecting animalsTB P.136-137

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD




1145’

Warm-up activity. TB P.138Practise and extend the language from unit 5 in the context of a storyOrder the scenes in the story.Involve oneself personally in the story TB P.138, SB P.54-55, WB pág 54

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

1245’

Warm-up activity. TB P.140Identify the language and locate it in the story TB P.140, SB P.54-55, WB P.55

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


UNIT 6: CAMPING



Introduce and practisethe first block of VocabularyIntroduce the new vocabulary in the context of a chant Flashcards Revise the structure I like (salad). I don´t like ( toast)Practise the new vocabulary and the revision structure , via an activity in pairs

SB, pp. 56 TB P.142 WB P.56

Goodbye

.



- Introduce and learn a chant.- Listen to questions to guess who or what it is- Listen and repeat the words- Dialogue with a classmate to practise the structures I like (salad). I don´t like ( toast)- Complete with the right number - Do a crossword

CO,EO

CE, CO, EO

CE, CO, EO,

P-A, TI

P-A

TI, TG, TP

TRP SBCD





CE, EE

CE, EO

TI

TI, TG

TR CD-ROMTB


245’

Warm-up activity. TB P.144Development activities: (Grammar)Introduce and practise the first new grammatical structure with Do you like ( pasta)? Yes, I do/ No, I don´tPractiser the new structure by repeating a dialoguePractise the structure in a game of eliminationUse coordinates to resolve the Quest puzzleGoodbyeSB, P.57 , WB P.57 TB P.144

- Listen to, read and repeat a recording.- Identification of communicative purpose of previous

text.- Learn and use grammatical structures:Do you like ( pasta)? Yes, I do/ No, I don´t- Play a game to practise structures studied- Listen to a text and number the picture framesAsk a classmate questions

CO, EO,

CE, CO,

CO, EO, EE

P-A

TI, TP, TG

TP, TG

SB CDTB

Reinforcement activitiesDo a reinforcement sheet TB 145Extension activities:Do an extension sheet TB 145



CE, EE

CE, EE

TI

TI

TR CD-ROMTB

345’


Goodbye



CE, EO

.CE, CO,EO, EE

P-A, TI

TP, TG

SBTRPCD

Reinforcement activitiesDo the story sheet from unit 6Extension activities:Do suggested TB activity P.147



CE, EE

CE, EE

TI

TI

TR CD-ROMTB


445’


Introduce and practise the second block of new vocabulary Practise the vocabulary and the structure via a songRevise the structure Do you have ( pasta for dinner)Practise the vocabulary and the structure via a game with the cut-out flashcardsFlashcardsSB, P.59, AB P.59TB P.148Goodbye


listen and check it is right- Write the correct name of a food after hearing its

number

CO, EO

CE, EE., CO

P-A

TI, TG

SBCDWB





CE, EE

CE, EE

TI / TP

TI/ TPTB

545’


Consolidate the new langage whilst developing reading and listening comprehension skills Identify and pronounce the sounds /d

SB, P.60 WB P.60 TB P.150Goodbye


number them correctly.- Do liostening exercises and repeat to



EO

CE, CO, EO

TG

TI, TG, TP

SB

CD WB TB




CE, EE

CE, EE

TI

TP, TG

TR CD-ROMTB


645’


Study and understand a text with intercurricular vocabulary, about the transformation of wheat into flourSB, P.61, WB P.61 TB P.152

Goodbye

- Dialogue about the images in the photos, listen to a text about the theme, read and check answers- New reading and listening repeating the names of the pictures. Find information on internet- Write sentences in order to make sentences and match them with correct drawing.Write sentences about the pictures

CE, CO

CO,EO, CE,EE,

P-A

TI

SBCDWBTB

Reinforcement activitiesDo suggested TB activity P.153Extension activities: Intercurricular DVD sheet unit 6



CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TR CD-ROMTB

745’

Warm-up activity. TB P.154Consolidate the language from unit in a real world context Read for specific information Value the importance of keeping fit Complete a writing task following a model SB, P.62-63, WB P.62 TB P.154

Goodbye



CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB


845’


Goodbye

-Observe Grace’s page again and say the number.-Listen to and repeat a dialogue then practise it-Completion of WB activities P.63

CE, CO

CO,EO, CE,EE

P-A

TI

SBCDWBTB




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

945’

Warm-up activity. TB P.158Obtain information watching an episode of the DVDWrite about what one likes or dislikesValue the importance of keeping fit TB P.158

Goodbye

- Watch a DVD episode raising one’s hand whenever one sees a different food


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1045’

Warm-up activity. TB P.159Obtain information watching an episode of the DVDWrite about likes and dislikesValue the importance of keeping fit TB P.158-159

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD

1145’

Extension activities:Test Unit 1 – Term test Units 5-6



1245’

Warm-up activity. TB pág160Practise and extend the language from units 5 y 6 in the context of a storyIdentify the language and locate it in the story .Match halves of sentences with the text from the story TB P.160, SB P.64-65, WB pág 64

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

1345’

Warm-up activity. TB pág161Listen paying attention to information about likes and dislikesAsk and answer questions about parts of the bodyTB P.161, SB P.64-65, WB P.65

Goodbye


CE, CO

CO,EO, CE,EE

P-A

T

SBCDWBTB

DVD




CE, EE

EO, IOCO, EO

TITPP-A

TG, TI

TB

FESTIVAL: HALLOWEEN

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALS


1 45’

Warm up. TB, P.163

Read about how Halloween is celebrated in Great Britain.Introduce and practise language related to Halloween.Practise the new language via a Halloween game

TB pág 163 SB P.66

Goodbye

- Listen to, identify and repeat a text about Halloween

- Listen to and read a text, answering some questions

- Play a Halloween game

CO,EO

CE, CO, EO

P-A, TI

P-A

TI, TG, TP

TRP SBCD

Reinforcement and extension activities

- Dp the suggested reinforcement and extension activities .


EO, CE, EE

TI

TG

WBTRP TB


245’

Warm up. TB, P.165

Practise Halloween language in the context of a song.Make a bat out of fingerprints.Write and talk about the bat following the model of an oral and written text

TB pág 166 SB P.57

- Listen to and learn a Halloween song- Make a bat with one’s hands- Design the uniform one would like. - Listen, read and write a similar text to the dice.

CO,EO

CE, CO, EO

P-A, TI

P-A

TI, TG, TP

TRP SBCD


- Dp the suggested reinforcement and extension activities .


EO, CE, EE

TI

TG

WBTRP TB

FESTIVAL: CHRISTMAS EVE



1 45’

Warm up. TB, P.166

Read about how New Year’s Eve is celebrated in Great BritainIntroduce and practise language related to New Year’s EvePractise the new language via a New Year’s Eve game

TB P.166 SB P.68

- Listen. indicate and repeat words related to Christmas- Listen to and read a text about New Year’s Eve- Answer some Yes/No questions about the theme - Play a New Year’s Eve game.

CO,EO

CE, CO, EO

EE

P-A, TI

P-A

TI, TG, TP

TRP SBCD


- Dp the suggested reinforcement and extension activities . TB P.167

-


EO,CE, EE TI

TI, TG

WBTRP

TB


245’

Warm up. TB, P.168

Practise the language of Christmas via a song.Make a Christmas stocking.Write and talk about the stocking following the model of an oral and written text

TB P.168 SB P.69

- Listen to and learn a song about this celebration- Make a Christmas stocking.

- Listen, read and write a similar text to the dice

CO,EO

CE, CO, EO

EE

P-A, TI

P-A

TI, TG, TP

TRP SBCD


- Do the suggested reinforcement and extension activities . TB P.168

-


EO,CE, EE TI

TI, TG

TRP

TB

READ MORE: AUSTRALIA



1 45’ Warm up.

TB, P.169

Use the language from unit 1 to discover new things about the real world.Read and understand a text about Australian faunaContinue developing reading, writing and vocabulary skills.Find out more things about children in other countries

TB P.169-170 WB P.66-67

- Read and listen to a text.- Read and indicate the correct word.

- Match pictures and words to complete a crossword- Complete a text about one’s own country

CO,EO

CE, CO, EO

EE

P-A, TI

P-A

TI, TG, TP

TRP SBCD

READ MORE: THE UNITED STATES



1 45’ Warm up.

TB, P.171

Use the language from unit 2 to discover new things about the real world.Read and understand a text about sport in the USAContinue developing reading, writing and vocabulary skills.Find out more things about children in other countries

TB P.171-172 WB P.68-69

Goodbye

- Read and listen to a text.- .

- Find and write misspelt words- Complete a text about one’s own country

CO,EO

CE, CO, EO

EE

P-A, TI

P-A

TI, TG, TP

TRP SBCD


READ MORE: INDIA


45’ Warm up. TB, P.173

Use the language from unit 3 to discover more things about the real world.Read and understand a text about a wedding in IndiaContinue developing reading, writing and vocabulary skills.Find out more things about children in other countries

TB P.173-174 WB P.70-71

Goodbye


- Match pictures and words to complete a crossword- Complete a text about one’s own country

CO,EO

CE, CO, EO

EE

P-A, TI

P-A

TI, TG, TP

TRP SBCD


READ MORE: JAPAN



Use the language from unit 4 to discover more things about the real world.Read and understand a text about a flat in JapónContinue developing reading, writing and vocabulary skills.Find out more about the lives of children in other countries

TB P.175-176 WB P.72-73

Goodbye


- Location of the correct word to find the mystery word

- Complete a text about one’s own country

CO,EO

CE, CO, EO

EE

P-A, TI

P-A

TI, TG, TP

TRP SBCD


READ MORE: MOROCCO



Use the language from unit 5 to find out new things about the real world.Read and understand a text about a desert in MoroccoContinue developing reading, writing and vocabulary skills.Find out more about the lives of children in other countries

TB P.177-178 WB P.74-75

Goodbye


- Find the name of an animal from a series of clues and pictures


CO,EO

CE, CO, EO

EE

P-A, TI

P-A

TI, TG, TP

TRP SBCD


READ MORE:ECUADOR



Use the language from unit 6 to find out more things about the real world.Read and understand a text about food in EcuadorContinue developing reading, writing and vocabulary skills.Find out more things about the lives of children in other countries

TB P.179-180 WB P.76-77

Goodbye


- Find the names of foods and write them under the corresponding picture


CO,EO

CE, CO, EO

EE

P-A, TI

P-A

TI, TG, TP

TRP SBCD


Anexo I. THE DEVELOPMENT OF KEY COMPETENCES USING EXPLORERS 3

STARTER UNIT Class Book Workbook Teacher’s book Teacher’s Resource

CD-ROMLinguistic competence All the activities All the activities All the activities All the activitiesMathematical competence P.2: Listen, point and repeat;

Pág3. Find the numbers in the big pictureP.5 Listen point and clap

P.2: Write the number number; P.3 Write and colour then answerPág4 Listen and order

Lesson 1: Listen, point and repeat Lesson 1-4Optional activities; Write the answers


P.2: Follow the colour then write

Data processing and digital competence

All the activities

Social and civic competence P.3: Sing about youPág 4. Act

Pág 5. Ask your friends. Write the answers

Lesson 1: Warmer: Comienza la lecciónLesson 3: Ask and answer about you

Cultural and artistic competence P.3: Song Pág5 Answer and draw a birthday picture

Lesson 1: WarmerLesson 2 SongLesson 4: Warmer

Songs

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

Listen and repeat the colour.P.3: Listen and answerP.5: How about you

P.4: WriteP.5: Complete the months. Then Write

Lesson 1: Warmer + Optional activity; Optional activity ; Read and write theages; Listen and checkLesson 2:-4 Warmer; Optional activity; Lesson 2: Draw yourself and write

Games


UNIT 1Class Book Workbook Teacher’s book Teacher’s Resource

CD-ROMLinguistic competence All the activities All the activities All the activities All the activitiesMathematical competence P.9 Listen , point and repeat

P.10 Read and listen. Say the number

P.6 Write the number. Find , circle and writeP.7 Listen and number.P.11 Write the words in order. Count and write

Reinforcement and extension activities. Tests


P.6: Talk to your friend.Pág 7: Play the gameP.8: Listen and read.P.11: Insects coloursPág12: Lets explore!

P.66: Read and write about AustraliaP.9 Circle Listen and check

Lesson 1-12 Warmer : Start lesson and Optional activities–Stories flash cards–



Pág 11: Explore the Internet with your teacher

Pag..49-50 All the activities

Social and civic competence P.6: Talk to your friend.P.13: Listen and rfepeat then practise

Pág7 y 8 WriteP.10 Read and write

Lesson 2: Point and sayLesson 6: Ask and answer about you

Cultural and artistic competence Pág 6: ChantP.8: StoryP.8: Act; P.9: Song; Sing and doPág 9: Cut out and play the gameP.14-15: Read the story

P.14 Read and draw. Read and write…

Lesson 1-12 Warmer : Start lesson and Optional activitiesLesson 7 :; Culture note

Songs and phonics

Learning-to-learn All the activities All the activities All the activities All the activitiesAutonomy and personal initiative P.6: Listen and choose Sam or

SophieP.7Listen and read, listen and repeat. Play the gameP.9: Listen and repeatP.10: Listen and choose A or B. Listen and repeat. the correct orderP.14: Listening and read

P.6: Find , circle and writeP.7, 8 y 9 : WriteP.10 Colour and writeP.11: Find and colour the insectsP.12: Read draw and writeP.15: Look and write. Listen and check

Lesson 1-12 Warmer : Start lesson and Optional activities




CD-ROMLinguistic competence All the activities All the activities All the activities All the activitiesMathematical competence Pág 19: Listen , point and repeat

Pág 20 Listen and say the number

Pág 19 Write the numberPág 21 activity 2P.23 Listen and numberP.24 What´s Missing? Write the numberP.25 Write the number


P.16 Listen and say the namePág 17 Listen , read .Pág 21 World MusicP.22Read and listen. Answer the questionsP.23 Let´s talk

P.16:MatchPág 19 WritePág 19 . Read and tick or cross




Pág 21 Explore the Internet with your teacher

TB pág 71-72 All the activities

Social and civic competence Pág 19 Listen and repeatP.20: Read and listen, say the nameP.23: Let´s talkP.24Listen and read

P.17 Activity 2P.18 WriteP.20 WriteP.21 Match the is trumentes with the countries



Cultural and artistic competence P.16 ChantP.18: Story. ActP.19. Song. Cut out and play the gameP.20 Sounds EnglishP.21: World musicP.24: Listen and read

P.22: Read, draw and writeP.68The United States

Lesson 1-12 Warmer : Start lesson and Optional activitiesP.67

Songs and phonics

Learning-to-learn All the activities All the activities All the activities All the activitiesAutonomy and personal initiative P.17: Listen and read. Play the

gameP.20: Listen and read. Say the name

P.16: WriteP.18: Read and circle True or falseP.22: Read , draw and writeP.23: Write the question and answer

Lesson 1-12 Warmer : Start lesson and Optional activitiesactivities



P.21: Read and listen againAnser the questions

P.25 Activity 2


CD-ROMLinguistic competence All the activities All the activities All the activities All the activitiesMathematical competence Pág 29: Listen , point and repeat Pág 26 Write the number

P.33 Listen and numberP.34 OrderP.35 All the activities


P.26 Listen and say the namePág 27 Listen , read .Pág 31 FestivalsP.32Read and listen. Answer the questionsP.23 Let´s talk

P.27:Listen and Tick or crossPág 29 WritePág 31 Tick and follow . write the word






Social and civic competence Pág 29 Listen and repeatP.30: Read and listen, say the seasonP.33: Let´s talkP.34Listen and read

P.28 Read and circleP.29 Write. Listen and checkP.32 Activity 1Write



Cultural and artistic competence P.26 ChantP.28: Story. ActP.29. Song. Cut out and play the gameP.30 Sounds EnglishP.31: FestivalsP.34: Listen and read

P.28: Read, draw and writePÁG 34: ACTIVITY 3P.70 India

Lesson 1-12 Warmer : Start lesson and Optional activitiesCultural notes. Pág 89

Songs and phonics

Learning-to-learn All the activities All the activities All the activities All the activities


Autonomy and personal initiative P.27: Listen and read. Play the gameP.30: Listen and read. Say the nameP.21: Read and listen againSay true or false

P.26: Complete…P.28 y 32 Read , draw and writeP.29: Write the seasonsP.30 Colour then writeP.31 WriteP.33 All pageP.34 activity 3



CD-ROMLinguistic competence All the activities All the activities All the activities All the activitiesMathematical competence Pág 39: Listen , point and repeat Pág 36 Match. Finnd , circle and write

P.37 Write the words in orderP.44 : activity 1


P.36 Listen and say true or falsePág 37 Listen , read .Pág 41 HousesP.42Read and listen. Answer the questionsP.43 Let´s talk

P.37:Listen and Tick or crossPág 39 Circle and write. Listen and check. Write then matchPág 41 Find and circle. Write






Social and civic competence Pág 39 Listen and repeatP.40: Read and listen, say Yes or NoP.43: Let´s talkP.44Listen and read

P.38 Read and circleP.39 Write. Listen and checkP.42 Activity 1Write



Cultural and artistic competence P.36 ChantP.38: Story. ActP.39. Song. Cut out and play the gameP.40 Sounds EnglishP.41: HousesP.44: Listen and read

P.38: Colour then writeP.42 Read, draw and writeP.72 Japan


Songs and phonics



Autonomy and personal initiative P.36 Listen and repeat play the gameP.37: Listen and read. Play the gameP.41: Listen and read. Say the name

P.26: Complete…P.38 y 42 Read , draw and writeP.40 : Activity 2P.41 Find and circle then writeP.43 All pageP.44 Is it Mac or Sally?P.45 All page




P.50 Read and listen. Say the number

Pág 46 Write the lumberP.49 Write. Then write the numberP.54 : activity 1P.55 Write the words in order


P.46 Listen and say de animalPág 47 Listen and read .Pág 50 Listen and say the animalP.51Read about mammalsP.52 Read and listen and answer the questionsP.53 Let´s talk

P.47:Listen and Tick or crossPág 48 Read and circle True or FalsePág 50 Read and circle .Pág 51 .Read and match






Social and civic competence P.46: Listen and repeat. Play the gamePág 49 Listen and repeatP.53: Let´s talkP.54Listen and read

P.48 Write the words in order…P.51 Write. P.52 Activity 1



Cultural and artistic competence P.46 ChantP.48: Story. ActP.49. Song. Cut out and play the gameP.50 Sounds EnglishP.51: MammalsP.54: Listen and read

P.49: Which animal is it?...P.52 Read, draw and writeP.74 Morocco


Songs and phonics


Learning-to-learn All the activities All the activities All the activities All the activitiesAutonomy and personal initiative P.46 Listen and repeat play the

gameP.47: Listen and read. Play the gameP.51: Listen and read. Say true or false

P.46: WriteP.47: Write the answers…P.50 y 52 Read , draw and writeP.51 WriteP.53 All pageP.54 Activity 3P.45 Write




P.60 Listen and say the Lumber.Pág 56 Match. P.59 Write the number


P.56 Listen and say Yes or NoPág 57 Listen , read .Pág 61 Wheat to flourP.62Read and listen. Answer the questionsP.63 Let´s talk

P.57:Listen and Tick or crossPág 59 Activities 2 and 3Pág 61 Write






Social and civic competence Pág 59 Listen and repeatP.60: Read and listen, say Sam or SophieP.63: Let´s talkP.64Listen and read

P.58 Read and circle. WriteP.60 Read and tick or crossP.62 Activity 1Write



Cultural and artistic competence P.56 ChantP.58: Story. ActP.59. Song. Cut out and play the gameP.60 Sounds EnglishP.61: Wheat and flourP.64: Listen and read

P.59: writeP.62 Read, draw and writeP.76 Ecuador


Songs and phonics



Autonomy and personal initiative P.56 Listen and repeat play the gameP.57: Listen and read. Play the gameP.61: Listen and read. Say the name

P.56: WriteP.61 y 22 Read , draw and writeP.63 All pageP.64 y 65 the two pages


STORIES, CULTURE and FESTIVALS Class Book Workbook Teacher’s book Teacher’s Resource CD-

ROM

Linguistic competence All the activities All the activities All the activitiesMathematical competenceCompetence in knowledge of and interaction with the physical world

P.66: Halloween: Listen and readP.68: Christmas Eve: Listen and read

Page 66 Australia: Read and listenPáge.68: The United States: Read and listenPage 70 : India. Read and listenPage 72 : Japan Read and listenPage 74:: Morocco. read and listen.Page 76: Ecuador. Read and Listen

P.45 Insectos y otros animals tropicales.P.67 La música y la gente joven.P.89 Las fiestas de disfraces.P.111 Broughton CastleP.133 Reservas naturalesP.154 Hacer camping en Gran Breaña

Data processing and digital competenceSocial and civic competence P.66: Read look and say. Play

Bingo

P.68: Read look and say. Play Bingo

P.67, 69,71,73,75y 77: Read and circle

Cultural and artistic competence P.67 Listen and sing. Make a hand print bat.P.68 Listen and sing and make a Christmas stocking


Learning-to-learn All the activities All the activities All the activitiesAutonomy and personal initiative P.67: Listen and read and write

and talk about your batP.69: Listen and read and write and talk about your stocking

P.67, 69,71,73,75y 77:: Write, Complete sentences


Annex II. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPART-MENT

2nd cycle primary

School

Address

Town Province Post Code

I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT

1

2

3

4

5

II. DISTRIBUTION OF PUPILS

Level Number of pupils Number of groups

III. STUDENT CHARACTERISICS

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

guide:)

– General characteristics

– Characteristics of different groups

– Characteristics of one particular group

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

outlining strategies to be used and their timing.)

IV. PROFILE OF SCHOOL

(omit those which are not relevant)

Social level High Medium Low Mixed

Geographicalarea

City

CbetweenSuburb Small town Rural

Nº of students with

Special needs:

Observations:

V. Learning characteristics of the different groups


General

Group A Pupils like learning through play.

Pupils show a lot of/little creativity and imagination.

The curiosity of pupils is easily/not easily engaged.

Pupils like/don’t like expressing their emotions.

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

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

Pupils express themselves coherently/incoherently and correctly/incorrectly in their own lan-

guage.

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

Pupils like/don’t like reading at home.

Others.

Group B Pupils like learning through play.







guage.



Others.

Group C Pupils like learning through play.







guage.



Others.

Group D Pupils like learning through play.







guage.



Others.

VI. PRIORITISATION OF NEEDS

(To be completed by teachers)

General needs

Specific needs of different groups

Group AGroup BGroup CGroup D

Specific individual needs

Group A Pupil

Group B Pupil

Group C Pupil

Group D Pupil

VII. STRATEGIES

(To be completed by teachers)

a) With pupils

b) With teachers

c) With parents and tutors

VIII. CRITERIA FOR GROUPING PUPILS


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


Video - DVD

TV

Radio cassette/ CD player

Video camera

Computers

Pizarra Digital Interactiva

Internet connection(WiFi, others…)

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

classes.)

Spaces available in the school


Multi-use areas

Language laboratory

Computer room

playground

Gymnasium

Teatro

Library

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

classes.)

Distribution of classroom space


Pupils’ desks arranged in rows

Pupils’ desks arranged in “U”

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

Others

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

OTHER GROUPS

(Note here any educational or other outings planned.)

Group/sProfesores

Term/

Dates

Outing and

activity

descriptions

Observations

XI. CLASS TIMETABLES

Teacher’s name and position:

TIME Monday Tuesday Wed. Thursday Friday

Teacher’s name and position:


Teacher’s name and position::


Documents

exocorriges.com · Web viewEXPLORERS 3. AREA OF FOREIGN LANGUAGES. ENGLISH. THIRD YEAR. COMPULSORY PRIMARY EDUCATION. INDEX. 1. THEORETICAL JUSTIFICATION FOR THE PROJECT 3. 2. METHODOLOGY