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Kid’s Box 1ENGLISH FOR SPANISH SPEAKERS

2ND EDITIONCaroline Nixon & Michael Tomlinson

Primary Education

Teaching Programme 1

Kid’s Box 1 - 2nd Edition – Teaching Programme - 1 - © Cambridge University Press 2015

INDEX

1 Methodology

1.1 Philosophy

1.2 What does Kid’s Box offer?

1.3 Components

2 Objectives

3 Key competences

3.1 Introduction

3.2 How Kid’s Box helps pupils acquire the Key competences

3.3 The Key competences in Kid’s Box

3.4 Learning styles

4 Contents

4.1 Content blocks

4.2 Core contents

5 Learning standards

6 Assessment

6.1 Introduction

6.2 Assessment criteria

6.3 Assessment in Kid’s Box

6.4 Evaluation in Kid’s Box

7 Individual needs

8 Development of units of teaching

8.1 Contents

Block 1. Comprehension of oral texts (Listening)Block 2. Production of oral texts (Speaking)Block 3. Comprehension of written texts (Reading)Block 4. Production of written texts (Writing)

- Communicative functions- Vocabulary- Syntactic-discursive contents


- Graphic patterns and sounds- Classroom language

Learning strategiesSociocultural and sociolinguistic aspects

8.2 Key competences: Descriptors – Activities

8.3 Social awareness

8.4 Cross-curricular links


8.6 Contents - Assessment criteria – Key competences

Annex - Key competences Assessment Rubric


1 METHODOLOGY

1.1 Philosophy

Kid’s Box introduces pupils to the pleasures of learning English and enables them to consistently improve their level throughout the six books in the series: Kid’s Box 1 to 6.

Kid’s Box has been designed specifically for schools in Spain, taking the Spanish syllabus into account, and so that the linguistic skills taught are appropriate for the pupils' age groups and their cognitive development.

The course has been written taking into account the proposals included in the Common European Framework. The CEF objectives coincide with those of the Cambridge ESOL (English for Speakers of Other Languages) Cambridge English: Young Learners Tests:

Cambridge English: Starters (below Level A1)Cambridge English: Movers (at Level A1)Cambridge English: Flyers (at around Level A2 of the CEF)

The contents of Kid’s Box are those of the Cambridge English exams: Young Learners so that each cycle of two levels is that of one of the exams. This means that the material taught in the first cycle is that required to take the Starters exam, is second cycle is that for Movers and the third is the material for Flyers. All levels include examples of the type of activities used in the exams.

At the end of each unit in the Activity Book there is a page for practising one of the parts of the Cambridge English exams: Young Learners. These pages have been designed to reproduce the format of the real exams, but have also been carefully graded to use language which the pupils already know.

All six levels develop pupils’ abilities in the four skills, listening, speaking, reading and writing, as well as challenging them cognitively and helping them to feel a real sense of achievement in learning. This is very important since meaningful learning is one of the main principles in this course.

As Plutarch reminds us, ‘The mind is not a vessel to be filled, but a fire to be ignited’, and this concept of learning underpins Kid’s Box. As pupils learn the most when they are interested and involved, one of the proposals of Kid’s Box is the continuous use of attractive materials and engaging activities where pupils will feel physically and mentally active and are encouraged to make sense of the language themselves.

The first six lessons present new language structures, including a chant, a song, an illustrated story (a picture story) with matching activities. Odd number units have two additional lessons for introducing and developing cross-curricular material (CCM) and developing and encouraging inter cultural consciousness and values. The second volume of Kid’s Box has features specifically prepared for Spanish pupils; there is school italic handwriting throughout the Pupil's Book, Activity Book, My Home Booklet, Language Portfolio, posters and word cards for levels 1 and 2. The course also take the


specific needs of centres with bilingual projects into account, for example by making greater use of grammar contents and practising them more.

1.2 What does Kid’s Box offer?

The materials for Kid’s Box have been prepared with the aim of awakening pupils' interest and enthusiasm using the following strategies:

humour around the characters and in the comics. One of the main principles when creating Kid’s Box was to make the most stimulating course possible for the youngest pupils. Motivation is crucial for primary school children in order to make language retention effective. We have tried to introduce a little humour in the presentations and, particularly, in the comics at the end of each unit. These comics are designed for revising what the pupils have studied and to encourage them to study more due to their interest in following the characters' adventures. They are also a motivating factor and a reward at the end of each unit.

Creativity and learning through action and activity. Drawing, colouring, ‘make and do’, songs, games and chants are all activities which might initially appear to have suspiciously little teaching value with regards to language acquisition. However, these activity types form an integral part of the learning process by enabling pupils to be creative and to help them anchor knowledge more effectively.

Connecting the world outside to the classroom so that pupils learn about the world around them as they learn English. This helps them understand that English is more than a classroom subject and lets them realise ways in which English can be used as a tool for knowledge.

Discovery and development of learner autonomy. So pupils are able to learn effectively, and continue their own process of learning. Children are encouraged to find things for themselves. Kid’s Box includes activities for self-correction, vocabulary lists for revision and other activities to developing pupils' autonomy. The series encourages this approach in order to enable pupils to carry out investigative tasks on their own behalf outside the classroom.

Positive values such as respect and tolerance are also encouraged. Helping pupils to appreciate cultural diversity, respect differences and develop human values. Respect for and protection of the natural environment goes hand in hand with the respecting of other human beings. This theme runs throughout the whole of Kid's Box.

The teacher becomes a guide and facilitator for learning during work in pairs, groups and role plays. Communication activities such as these give the pupils the chance to work independently from the teacher. In these types of activities the teacher’s role is as a guide and facilitator. We should stand back a little from the activity and monitor and assist when necessary.

Practical tasks such as songs, games, chants, activities in pairs, etc, interacting with pupils' surroundings. To make language learning a satisfying experience, pupils need activities which are contextualised and relevant to their surroundings. Kid’s Box offers numerous opportunities to practice the language actively.

It is only through the use of repetitive practice that skills, reflection and comprehension can be developed. At the end of the day, nobody learns to swim outside the water…


In fact, there is a double page in each unit for Foreign Language Contents Integrated Learning (FLCIL). These lessons aim to place language learning in context and also, at the same time, help the learning of other subjects. They are perfect complements for other areas of the curriculum which the pupils are studying, which provides the opportunity for them to consolidate their general learning. This increases pupils' motivation thanks to the interesting subjects which help them to learn. The careful grading of language means that lessons with foreign language contents are easy to carry out and efficient and fun. Pupils' different levels of skills are also taken into account in order to guarantee the participation of absolutely all of them.

One of the reasons integrated learning offers such good results is that English is increasingly not just another subject: it is also becoming the language in which Natural Sciences and Social Sciences are taught. This change means that pupils are exposed to the new language and can start to use it in a natural way at the same time as they acquire non-linguistic knowledge.

In line with the teaching method as a whole, the FLCIL lessons take into account the need for different styles of learning: logical and mathematical, visual and spatial, musical, interpersonal and movement intelligence, as well as linguistic intelligence, which is developed by teaching English as a language.

1.3 Course components

Each of the six levels of Kid’s Box includes a Pupil's Book (with My Home Booklet) and an Activity Book (with stickers, CD-ROM & Language Portfolio) for pupils, and, for teachers: Class Audio CDs, Teacher's Book, Teacher's Resources Book with Audio CD, posters and Digital Box for digital boards. Levels 1 to 4 also have flashcards and word cards. Teachers have a Tests CD-ROM (with Audio CD) every two levels.

The Pupil's Book has 112 full colour pages and is divided into 12 units. There is a revision section every four units called 'Review' which had attractive, stimulating materials for revising vocabulary and grammatical structures learned in the previous units. At the end of each odd numbered unit there are cross-curricular contents and a page for working with values. At the end of the Pupil's Book there is a pronunciation section call “Say it with me”, festivities and a grammar reference section. At the end of Kid's Box 1 there are cut-outs of the characters to use with the comics.

The Pupil's Book also comes with My Home Booklet, 32 pages for pupils to revise the contents and skills worked on in class with their parents at home.

The Activity Book is 104 pages designed to offer pupils the chance to further practise new vocabulary and to help them to consolidate comprehension. All the units come with stickers which are used to revision in the visual dictionary section, in which pupils can also trace basic vocabulary words. The Activity Book comes with a CD-ROM designed to enhance the learning experience using dynamic games to practise the main vocabulary and structures in each unit and, at the same time, encourage pupils to reflect about pronunciation and oral comprehension. The Activity Book also has eight pages of practical activities for Cambridge English: Young Learners exams, as well as a grammar reference section. There is also a story with a pictogram for each unit (a version of the unit story in which key vocabulary is replaced by pictures).

Along with the Activity Book, there is a Language Portfolio for pupils which, in line with the Ministry for Research and Education's guidelines, encourages pupils to


assess themselves and also gives a record of each pupil's learning experience throughout primary education.

The audio CDs contain all the necessary listening material for the Pupil's Book and the Activity Book, including the songs and picture stories. Songs are available in sung and karaoke versions.

The Teacher's Resources Pack offers a wide range of activities in order to offer varied solutions, as well as back-up and extra material activities for each unit. The gift Audio CD includes YLE exams with extra listening material. Theword cards can be used to consolidate new vocabulary.

The Teacher's Book offers teaching methods for each lesson as well as transcriptions of the recordings of all the listening activities and answers for all the activities, an overall view of the syllabus for each level, extra activities, photocopiable pages and evaluation activities.

The interactive DVD offers animated versions of the comics, songs with animation, documentary videos, crafts, interactive games, a quiz and traditional rhymes.

2 OBJECTIVES

Law 8/2013, 9th December, for the Improvement of Educational Quality defines the syllabus as a series of objectives in each subject and educational stage; contents, or the ability to activate and apply the contents of each subject and educational stage in an integrated way, skills, or all the, abilities, skills and attitudes which help achieve the objective of each subject and educational stage and the acquisition of skills; didactic methodology, which includes the description of teaching practices and the organization of teachers' work; gradeable learning standards and results ; and criteria of evaluation of the degree of skills acquisition and the objectives of each subject and educational stage.

The general objectives at this stage refer to the capacities pupils have to develop in all subjects11:

a. Learn about and appreciate the values and norms of co-existence. Learn how to function in accordance with these values and norms, prepare themselves for the active role of citizenship and show respect for human rights as well as the pluralism that is part of democratic society.

b. Develop work habits as an individual and within a team. Also promote study habits in terms of effort and responsibility, as well as self-confidence, a critical capacity, personal initiative, curiosity, interest and creativity as a learner, and entrepreneurship.

c. Acquire techniques to prevent or resolve conflicts in a peaceful manner so that learners can behave independently within their family and home life or within their social groups.

1 Royal Decree 126/2014, 28th February, State Bulletin 52, 1st March 2014.


d. Learn about, understand and show respect for various cultures and the differences between people; equal rights and opportunities between men and women; and the non-discrimination of disabled people.

e. Learn about and correctly use Castilian or the co-official language, if one exists, of the Autonomous Community. Promote reading habits.

f. Acquire, in at least one foreign language, basic communicative skills that allows them to express and understand simple messages and manage in day to day situations.

g. Develop basic maths skills and begin to solve problems involving the four basic operations, geometry and estimations. Be able to apply this knowledge in everyday life.

h. Understand the basic characteristics of Natural Sciences, Social Sciences, Geography, History and Culture.

i. Gain initial practice in using information and communication technologies as a learning tool. Develop critical skills towards the messages The pupils receive and produce.

j. Use different forms of artistic representation and expression and gain initial practice in developing visual and audiovisual proposals.

k. Value hygiene and health; accept their own and other peoples’ bodies, show respect for differences; and use physical education and sport as a way of boosting personal and social development.

l. Learn about and value the animals closest to human beings and behave in a way that is conducive to their well-being.

m. Develop emotional capacities in all aspects of their personality and in their relationship with others, opposing violence, all kinds of prejudice and sexist stereotypes.

n. Promote road safety and considerate attitudes, which go hand in hand with the prevention of traffic accidents.


3 KEY COMPETENCES

3.1 Introduction

In line with the European Parliament and Council's Recommendation 2006/962/EC, 18th December 2006, about Key competences for lifelong learning, Decree 126/2014, 28th February, establishes a basic syllabus for Primary Education based on promoting learning by skills integrated in syllabus items.

These skills are taken to be "know-how" in the context of any academic, social or professional context. Learning using skills encourages learning and motivates learning as overall procedures for learning about each subject are acquired.

Learners should develop Key competences throughout their compulsory education years, from Primary to Secondary. These skills help them realise their potential, become active citizens, successfully participate in adult life and be able to enjoy lifelong learning.

Each area of the curriculum facilitates the acquisition and development of these skills. Consequently, by working the various areas of the curriculum it is possible to achieve these objectives. The pupils are not limited to one specific subject or level. Factors for success include the way schools are organised or run, the style of teaching, how the key players in the educational community interact and what extra-curricular or supplementary activities are available.

LOMCE uses the definitions of Key competences established by the European Union2.

CC - Communication skillsMCST -Mathematical competence and basic competences in science and technologyDC - Digital skillsLL - Learning to learnSCC - Social and civic skillsSIE - Sense of initiative and entrepreneurship.CAE - Cultural awareness and expression.

Connections between contents, skills and assessment criteria are described in Order ECD/65/2015.

Kid’s Box takes into account the body of law and directives set out by educational authorities. Its approach is holistic, based on the acquisition of procedural knowledge. Its aim is for pupils to be able to develop through life-long learning.

The rich variety of activities in Kid's Box integrates the teaching of the foreign language with other curricular areas. Moreover, it leads to the global development of the seven Key competences.

3.2 How Kid’s Box helps learners acquire Key competences

2 European Parliament and Council recommendations for key skills for lifelong learning, 18th December 2006 (2006/962/CE)


Learning a foreign language leads to the acquisition of Key competences in the same way other subjects do. This acquisition process takes place with an equal degree of intensity throughout each stage of a pupil’s time in the compulsory education system.

In an effective and systematic way Kid’s Box contributes to the acquisition of each basic skill. It does so within a communicative framework to guarantee that the competencies in the English language are achieved. This communicative focus spans the six levels of Primary education.

The educational aims of Kid’s Box and its choice of content are designed to ensure the development and acquisition of these Key competences.

Communication skills focuses on using the English language as a vehicle for spoken and written communication.Boosting this skills by learning a foreign language means that the pupils improve their ability to express themselves both orally and in writing. The pupils develop this skill by using the register and discourse appropriate to every linguistic situation that arises.

Pupils communicative skills improves as The pupils recognise and gradually master the working rules of the foreign language. To help them, the pupils can tap into their experience with their mother tongue and reflect on the language learning process.

Kid’s Box presents learners with activities that let them acquire and develop all four skills, both speaking and listening, and reading and writing, and always reinforcing the language learning with the grammar rules that underpin the English language.

Mathematical ability refers to their ability to reason. It involves making judgements, making decisions and reaching conclusions through the problem solving process and the coherent application of logic. Also important here is the application of mathematical concepts to daily life.

To acquire this skill, pupils have to know about and use the numerical system and its symbols. The pupils must be familiar with ways of expressing and rationalising in numerical terms, while Communication skills allows them to reason, develop arguments, formulate hypotheses, as well as use deductive and inductive reasoning, etc.

The activities in Kid’s Box are often linked to mathematical processes. Pupils are exposed to reasoning and logic tasks, and even mathematical ones, both orally and in writing. Thus, the course helps develop and boost this ability.

Key competencese in science and technology are about being able to understand events. It involves making predictions based on what has been heard or read, in relation to eating habits, health, the environment or being responsible consumers in their daily lives.

Kid’s Box provides a large range of both spoken and written texts that have clear and detailed content on these issues, encouraging pupils to understand events and predict their consequences. Learners increase their skills in English and, at the same time, acquire this knowledge.

To acquire digital skills pupils have to be able to read, analyse and transmit the information found in all kinds of texts in English. The pupils must be able to pick out and organise the contents they hear and read. However, this skill is also directly connected with the integration of multimedia resources into the learning process.


With the interactive DVD and the Teacher’s CD-ROM, Kid’s Box helps learners become more competent in using digital technology. Moreover, there are texts in which handling information plays a crucial role, without undermining the other skills.

Learner strategies focus the pupils’ attention on what is required of them in order to learn English. It also refers to the ability to memorise and self-evaluate. Both of these abilities are present in any leaning process in which pupils are asked to form hypotheses about the language using the rich variety of real-life examples presented in the texts.

Kid’s Box challenges the pupils to engage actively in the learning process when dealing with any language content. It presents the linguistic rules subtlety so that learners naturally make their own deductions and hypotheses, drawing on the principles of Universal Grammar inherent in language acquisition.

Furthermore, with the Language Portfolio the course is provokes a continuous cycle of self-evaluation and this, in turn, strengthens the basic skill of Learner strategies. Throughout the learning process, Kid’s Box constantly encourages the pupils to take part in cooperative learning, another pillar of learning to learn, and thus the English language becomes the medium for thinking so that reality is interpreted and represented.

Social and civic skills are about discovering and becoming familiar with the different social and cultural matrices that underlie the English language. At the same time, respect and other values are reinforced through group work.

Kid’s Box presents cultural aspects, always through the medium of English, which deal not only with the society and customs of Britain but also of other areas of the English-speaking world, such as Australia and the United States. It promotes respect and values within a constantly changing society where cultural pluralism stands out among the principles of the twenty-first century. The content of Kid’s Box complements the work done within the educational system to reinforce these values and, therefore, helps the pupils to acquire social and citizenship skills.

Sense of initiative and entrepreneurship means being able to approach the learning process in an autonomous way or, alternatively, to cooperate with others to achieve any task that is proposed.

Kid’s Box encourages pupils to work autonomously, heightening their sense of responsibility and self-awareness while at the same time encouraging creativity and imagination. In addition, given that assessment goes hand in hand with critical sense and that value judgements may be reached on an individual or group basis, the values of respect and understanding - towards themselves and their peers - are also strengthened.

Pupils take part in activities which allow them to reinforce their enterprising spirit and business sense using creativity, autonomy, initiative, team work, self-confidence and critical awareness.

Discovery and self-enrichment are behind cultural awareness and expression. This skill develops the ability to understand and critically evaluate cultural and artistic manifestations. Like social and civic skills, this skill is about strengthening human values.

The methodological focus of Kid’s Box is interactive and not only does communication in English plays a crucial role it is also the vehicle for teaching about other cultures and societies, as well as the values that guide them. This in turn helps teachers carry out their


own broader educational objectives at school. Throughout the course, widely varied cultural and artistic topics are covered through a range of activities.

To further promote social and cultural Key competences, includes activities connected with aspects of the English-speaking world in which culture and art play an important role.

The main objective of Kid’s Box is the acquisition of English and its culture. This language then serves as the medium for making judgements with coherent values about any manifestation of the English language, whether spoken or written. Thanks to the ample range of activities found in Kid’s Box, ensures that all seven Key competences will be acquired.

3.3 The Key competences in Kid’s Box

The basics skills have been developed extensively throughout the twelve main units, as well as in the revision ones. The pupils can be found in the Development of units of teaching section. (See point 5.5).

This document specifies a series of DESCRIPTORS for acquiring and evaluating each of the Key competences, bearing in mind pupils of the age group's cognitive development and skills and in connection with the characteristics of the material in this course.

The activities to be carried out in each unit are specified and this enables evaluation of the DESCRIPTORS.

The Key competences DESCRIPTORS we have set for this subject are:

Communication skills Listen

Understand simple oral messages and instructions and recognise familiar words.

Identify the main theme of an oral text and some specific details with visual aid.

Recognise aural items such as accent, rhythm and correct intonation in familiar contexts.

Talk and Converse

Recite or sing a very simple song with correct pronunciation and intonation.

Answer the questions orally using simple vocabulary and structures.

Take part as a group conversations and spoken interaction which arises spontaneously.

Read

Understand the gist of simple signs and posters.

Understand very simple sentences about familiar subjects with previously taught words.

Write

Reproduce very simple words and structures using previously taught models.

Mathematical competence and basic competences in science and technology.Recognise and use numbers 1 - 10.


Interpret and recognise different spatial dimensions.

Follow rhythmic sequences and simple series.

Solve puzzles and crosswords.

Assemble objects and take them apart planning each action.

Identify and differentiate objects and resources in the immediate surroundings.

Move comfortably in space and time.

Respect nature and animals in the surroundings.

Be familiar with a follow healthy living practices.

Digital skills Use ICT to reinforce and support learning English.

Give short presentations in English using various formats and digital tools.

Locate basic information on digital sources and formats.

Social and civic skillsTake part in class games in a collaborative, friendly way.

Use basic polite language: please, thank you.

Understand and value the use of English for communicating with other people.

Cultural awareness and expressionMake simple artwork following a model or spontaneously.

Take an active part in the games, dances, songs and artistic activities in the classroom.

Show interest in and respect for the culture of English-speaking countries.

Learning to learnShow interest in carrying out the individual activities which the teacher supervises.

Accept the teacher's instructions and express doubts.

Use basic comprehension and expression strategies to help carry out tasks.

Sense of initiative and entrepreneurship.

Participate using your own criteria and take part in group activities without forgetting your own interests.

Identify and recognise your own mistakes and try to correct them.

Each unit's programme also includes connections between the unit's CONTENTS, EVALUATION CRITERIA AND COMPETENCES .

In the annex at the end of each document there is an EVALUATION FORM ABOUT COMPETENCES which includes the different DESCRIPTORS set for acquiring the Key competences in each subject and school year.


The teacher can use this form to evaluate the skills and DESCRIPTORS for each unit or whenever appropriate throughout the school year.

3.4 Multiple Intelligences

In 1983 US psychologist Howard Gardner developed the Theory of Multiple Intelligences 3 in which he stated that all humans have eight different types of intelligence which we use throughout life. Each individual develops them to greater or lesser degrees depending on their genetics and external stimuli. During the learning process the teacher must take all of them into account in order to make sure that the pupils can acquire knowledge using their own, personal skills.

The resources used in Kid’s Box allow pupils to develop their abilities in communication in a natural way, since the seven Key competences to work the mind in a holistic way are worked throughout all of the units. From these seven skills, the different multiple intelligences are dealt with. The activities in Kid’s Box are designed to stimulate all of the different intelligences in such a way that there will always be something to appeal to every learner.

Linguistic intelligence, sensitivity to the written and spoken word and the ability to learn languages, is a core element in Kid’s Box that is exploited in combination with the other intelligences.

Interpersonal intelligence, effective communication with others, is treated as a vital aspect of language learning. Communication activities help the development of interpersonal skills, encouraging children to work together and develop further communication strategies.

Intrapersonal intelligence, expression of inner thoughts and feelings, is integrated into the learning process and developed in each of the units in Kid’s Box, thus enabling pupils to become more aware of themselves and the world around them.

Musical intelligence, appreciation of rhythm and music, is covered in every unit through songs, chants and occasional raps. As Howard Gardner points out, this intelligence runs almost parallel to linguistic intelligence.

It is also very important to develop the mind and the body together when working with young learners, thus the Bodily-kinaesthetic intelligence, coordination and connection with the whole body, is also taken into account.

There is a range of different activities where the Logical-mathematical intelligence is exploited. These activities help the development of logical thought and problem solving. Visual-spatial intelligence, the expression and understanding through the visual world, is one of the key ways that children learn. Pupils are very aware of the world around them and often think in pictures and images. The presentation of appealing images in Kid’s Box helps children be more creative and stimulates their imagination.

3 Gardner, H. (1994): Estructuras de la mente: la teoría de las inteligencias múltiples, (Colombia, Fondo de Cultura Económica) and Gardner, H. (2001): La inteligencia reformulada: la teoría de las inteligencias múltiples en el siglo XXI, (Barcelona, Paidós).


Lastly, Naturalist intelligence, the ability to interact with the natural world around us, is fundamental for pupils' integral learning. In Kid’s Box there are many observation activities about natural surroundings and reflections about our place in the world.

The eight learning styles can be identified or linked to the Key competences. Regarding the information and technological ability, Kid’s Box proposes an interactive DVD and a CD-ROM accompanying this course in which pupils will find different resources to practise what they have learned in each of the units, helping to develop their autonomous learning at the same time.

Apart from the Key competences, in each unit of Kid’s Box, several sociocultural aspects are explored through different kinds of activities as are attitudes and social awareness topics. Within this area of social awareness, different fields are treated throughout the units: Moral and civic education, education for health, Education for Peace, education for sexual equality, Consumer education and working together in class. In this way, we are teaching our pupils not only to learn a language but also to appreciate and respect its culture, and we are contributing to their development as human beings. At the same time, English is connected with other curricular areas such as Mathematics, Science, Arts, Music and IT, since all the activities proposed are not only for the sake of the language but also in the pursuit of other goals.

4 CONTENTS

4.1 Content blocks

The basis syllabus in Primary Education for First Foreign Language learning is based around four blocks of activities as set out by the Common European Framework of Reference for Languages:

1. Comprehension of oral texts 2. Production of oral texts (expression and interaction) 3. Comprehension of written texts 4. Production of written texts (expression and interaction)

These four main blocks are the basis for the evaluation criteria and gradeable learning standards as well as the syllabus contents, in other words all the knowledge, abilities, skills and attitudes which contribute to reaching the objectives and acquiring skills.

This didactic programme's contents for the 1st year of Primary Education are as follows:

Block 1. Comprehension of oral texts (Listening)

1. Comprehension strategies- Previous presentation of information about the task and subject - Text identification and its comprehension. - Distinguishing types of comprehension (gist, essential information, main points).


- Making hypotheses about contents and context.- Inference and making hypotheses about meaning using comprehension of the main points, both linguistic and paralinguistic.- Revising hypothesis using newly understood points.

2. Sociocultural and sociolinguistic aspects: social conventions, registers and rules of common courtesy; customs, values, beliefs and attitudes; non-verbal language.

Identify basic sociocultural and sociolinguistic features such as the importance of social life and making new friends.

Develop the ability to interact with others and show respect for their decisions. Recognising and following instructions about normal classroom activities. Use skills to interact with other people, showing tolerance and respect. Developing skills for relating with others and show an interest in their skills. The idea of playing sports as a healthy habit. Familiarization with the most common sports and other activities. Familiarization with wild animals and pets and ability to talk about them. Recognising and learning about the importance of caring for nature. Recognising and learning about the importance of being able to talk about current actions

and what is happening at this moment. Recognising and learning about differences in people's faces and accepting different

facial features as something natural and essential in life. Respect classmates' different ways of dressing. Valuing differences as something positive. Respect for classmates' houses. Ability to interact with others and start simple conversations. Valuing the importance of choosing your own toy, classroom object, food or favourite

animal as a way of describing yourself. Valuing the importance of respecting animals and taking care of pets. Valuing the importance of being kind. Valuing the importance of having a family and appreciating all family members. Valuing amusement parks as places to have fun. Respect what classmates like and do not like in amusement parks Valuing team work in sports and other activities. Recognising and learning about having healthy cleaning habits. Valuing de the importance of having a balanced diet. Find out how to wish people a Happy Christmas. Find out about Christmas in English-speaking countries. Learning about the importance of sharing Christmas with family and friends. Valuing Valentine's Day traditions in English-speaking countries. Acquire the ability to talk with others about your amorous feelings.

3. Communicative functions

Greetings and farewells. Introducing yourself and your classmates. Asking basic information about a person: name and age. Expressing quantities and property, ask and answer about personal information and

exchange greetings. Talk and ask about where things are. Express your and other people's ownership. Say where things are and describe them. Describe some animals' characteristics.


Describe and ask about another person's physical features. Describe animals' physical features. Talk and ask about what you are wearing and what other people are wearing. Talk and ask about possession. Talk and ask about another person's skills. Talk and ask about what other people are doing at the moment. Talk and ask about actions happening at the moment of talking. Talk and ask about tastes for food. Express tastes and what is happening at the moment.

4. Syntactic-discursive contents

Greetings and personal dataHello, I’m (Stella), Goodbye.What’s your name?How old are you? I’m (seven).Who’s that? He’s (Alex). She’s Meera.Who’s he/she?How old is he/she? He/She is (six).How are you? I’m fine, thank you.What’s your favourite toy?My favourite toy is (a train).

Object descriptionsWhat colour’s (the pencil)? It’s (red).What’s (blue) and (red)? (Purple.)

PossessionHave they got (long legs)?How many (teeth) have they got?He’s/She’s got (red trousers).He/She hasn’t got (a jacket).

LocationWhere’s (your bag)?Is (your bag) under (your chair)? Prepositions of place (in, next to, on, under)

Personal descriptionsI/you/he/she/they (be + adjective)I/you/he/she/they (have got) (adjective + part of the body)

Can (for abilities)I/You/He/She can (sing).I/You/He/She can’t (drive a car).What can you do?Can you (fish)?

Present continuousWhat are you doing?I’m (flying).What’s he/she doing?He’s/She’s (listening to music).What are they doing?


They’re (sitting on the sofa).Is he/she (reading)?Yes, he/she is. No, he/she isn’t.

Verb + -ing spellings

Like/don’t likeI like (cake).I don’t like (chocolate). Do you like (snakes)?Yes, I do. No, I don’t.

5. Very frequent oral vocabulary (reception)

Primary and secondary colours. Numbers Things done in class Objects in the classroom. Toys Members of the family Pets. The senses Parts of the face and the body. Wild animals and their habitats Clothes Sports and leisure activities Means of transport Actions at an amusement park Rooms in a house Food Christmas Valentine's Day.

6. Sound, accent, rhythmic and intonation patterns.

initial /s/ connected with the letter s initial /p/ connected with the letter p initial /b/ connected with the letter b /t/ connected with the letter t initial /d/ connected with the letter d /æ/ connected with the letter a /e/ connected with the letter e Initial consonant groups /gr/, /br/ and /fr/ /i/ connected with the letter i /ɒ/ connected with the letter o /l/ connected with the letter i /ʌ/ connected with the letter u /h/ connected with the letter h /ai/ connected with the letters i_e , y

Block 2. Production of oral texts (Speaking): expression and interaction


1. Production strategiesPlanning

- Preparing messages systematically, distinguishing between the main idea or ideas and its basic structure.

- Write for the target reader, context and medium, using the appropriate registers and structures in each case.

Realization- Transmit the message clearly, coherently, giving it the appropriate structure and

adjusting it, when necessary, to each type of text's models and forms.- Adjust the task or message after assessing its difficulties and the available resources.- Take advantage of previous knowledge the maximum.- Compensate for language deficits using paralinguistic or paratextual procedures:

Linguisticso Modify words with similar meanings.o Define or paraphrase terms and expressions.

Paralinguistics and paratextso Ask for help.o Point out objects or carry out actions which clarify the meaning.o Use culturally appropriate body language (gestures, facial expressions,

postures, eye contact or body contact).o Use extralinguistic sounds and conventional prosodic qualities.





facial features as something natural and essential in life. Respect classmates' different ways of dressing. Valuing differences as something positive. Respect for classmates' houses. Ability to interact with others and start simple conversations. Valuing the importance of choosing your own toy, classroom object, food or favourite

animal as a way of describing yourself. Valuing the importance of respecting animals and taking care of pets. Valuing the importance of being kind. Valuing the importance of having a family and appreciating all family members.


Valuing amusement parks as places to have fun. Respect what classmates like and do not like in amusement parks Valuing team work in sports and other activities. Recognising and learning about having healthy cleaning habits. Valuing de the importance of having a balanced diet. Find out how to wish people a Happy Christmas. Find out about Christmas in English-speaking countries. Learning about the importance of sharing Christmas with family and friends. Valuing Valentine's Day traditions in English-speaking countries. Acquire the ability to talk with others about your amorous feelings.



exchange greetings. Talk and ask about where things are. Express your and other people's ownership. Say where things are and describe them. Describe some animals' characteristics. Describe and ask about another person's physical features. Describe animals' physical features. Talk and ask about what you are wearing and what other people are wearing. Talk and ask about possession. Talk and ask about another person's skills. Talk and ask about what other people are doing at the moment. Talk and ask about actions happening at the moment of talking. Talk and ask about tastes for food. Express tastes and what is happening at the moment.









Present continuousWhat are you doing?I’m (flying).What’s he/she doing?He’s/She’s (listening to music).What are they doing?They’re (sitting on the sofa).Is he/she (reading)?Yes, he/she is. No, he/she isn’t.



5. Very frequent oral vocabulary (production)

Primary and secondary colours. Numbers Things done in class Objects in the classroom. Toys Members of the family Pets. The senses Parts of the face and the body. Wild animals and their habitats Clothes Sports and leisure activities Means of transport Actions at an amusement park Rooms in a house Food Christmas


Valentine's Day.

6. Sound, accent, rhythmic and intonation patterns.


Block 3. Comprehension of written texts (Reading)

1. Comprehension strategies- Previous presentation of information about the task and subject - Text identification and its comprehension. - Distinguishing types of comprehension (gist, essential information, main points).- Making hypotheses about contents and context.- Inference and making hypotheses about meaning using comprehension of the main points, both linguistic and paralinguistic.- Revising hypothesis using newly understood points.





facial features as something natural and essential in life. Respect classmates' different ways of dressing. Valuing differences as something positive. Respect for classmates' houses. Ability to interact with others and start simple conversations.


Valuing the importance of choosing your own toy, classroom object, food or favourite animal as a way of describing yourself.

Valuing the importance of respecting animals and taking care of pets. Valuing the importance of being kind. Valuing the importance of having a family and appreciating all family members. Valuing amusement parks as places to have fun. Respect what classmates like and do not like in amusement parks Valuing team work in sports and other activities. Recognising and learning about having healthy cleaning habits. Valuing de the importance of having a balanced diet. Find out how to wish people a Happy Christmas. Find out about Christmas in English-speaking countries. Learning about the importance of sharing Christmas with family and friends. Valuing Valentine's Day traditions in English-speaking countries. Acquire the ability to talk with others about your amorous feelings.















5. Very frequent written vocabulary (reception)

Primary and secondary colours. Numbers Things done in class Objects in the classroom. Toys Members of the family Pets. The senses Parts of the face and the body. Wild animals and their habitats Clothes Sports and leisure activities Means of transport


Actions at an amusement park Rooms in a house Food Christmas Valentine's Day.

6. Graphic patterns and orthographic conventions.


Block 4. Production of written texts: expression and interaction (Writing)

1. Production strategiesPlanning

- Activate and coordinate general and communication competences in order to carry the task out efficiently.

- Identify and use the appropriate linguistic or subject resources.Realization

- Communicate the message clearly using the models and patterns for each type of text.

- Adjust the task or message after assessing its difficulties and the available resources.- Take advantage of previous knowledge the maximum.




and what is happening at this moment.


Recognising and learning about differences in people's faces and accepting different facial features as something natural and essential in life.

Respect classmates' different ways of dressing. Valuing differences as something positive. Respect for classmates' houses. Ability to interact with others and start simple conversations. Valuing the importance of choosing your own toy, classroom object, food or favourite

animal as a way of describing yourself. Valuing the importance of respecting animals and taking care of pets. Valuing the importance of being kind. Valuing the importance of having a family and appreciating all family members. Valuing amusement parks as places to have fun. Respect what classmates like and do not like in amusement parks Valuing team work in sports and other activities. Recognising and learning about having healthy cleaning habits. Valuing de the importance of having a balanced diet. Find out how to wish people a Happy Christmas. Find out about Christmas in English-speaking countries. Learning about the importance of sharing Christmas with family and friends. Valuing Valentine's Day traditions in English-speaking countries. Acquire the ability to talk with others about your amorous feelings.





Greetings and personal dataHello, I’m (Stella), Goodbye.What’s your name?How old are you? I’m (seven).Who’s that? He’s (Alex). She’s Meera.Who’s he/she?How old is he/she? He/She is (six).How are you? I’m fine, thank you.What’s your favourite toy?


My favourite toy is (a train).









5. Very frequent written vocabulary (production)

Primary and secondary colours. Numbers Things done in class Objects in the classroom. Toys Members of the family Pets.


The senses Parts of the face and the body. Wild animals and their habitats Clothes Sports and leisure activities Means of transport Actions at an amusement park Rooms in a house Food Christmas Valentine's Day.

6. Graphic patterns and orthographic conventions.


4.2 Core contents In assessment, it is crucial to establish the core content. This content has to serve as a guide to both the teaching staff and the pupils when it is comes to assessing the progress made in the learning process and as the basis of the different types of assessment. Mastery of this content, documented with the different assessment tools, confirms a pupil’s progress and justifies the positive marks the pupils achieve (during or at the end of the academic year).

(See Point 4.1, Content blocks, in this teaching programme)

5 LEARNING STANDARDS

In order to grade the performance or achievement of each pupil during Primary Education the syllabus sets criteria for evaluation. These specifications are called learning standards and enable definition of the results of learning and are based on what pupils should know and know what to do in each subject.

Learning standards must be observable, measurable and possible to evaluate and, along with evaluation criteria, must be used to evaluate skills and objectives in continual evaluations and at the end of each subject. Because of this, syllabus learning standards are set for the whole of Primary Education.


As can be seen in the way learning standards are phrased, they are closely connected with the development of linguistic skills, in such a way that they can be used to check the specific standard of achievement or degree of realisation of objectives during each school year.

In this way the connection between evaluation standards and Key competences is this subject and school year is set as follows for this programme:

LEARNING STANDARDSGeneral standards for the stage

DESCRIPTORS1st Grade Primary


Understanding the gist of adverts about products of interest.

Understanding messages and public announcements with contain instructions, warnings or other types of information.

Understanding what is said during usual transactions.

Identifying the subject of a predictable daily conversation which you hear.

Understanding the gist of short, simple conversations about family matters and which you take part in.

Understanding the gist of simple, well structured, clear, slowly delivered presentations about family matters or matters of interest helped by pictures and illustrations.

Understanding the gist and identifying subject changes in television programmes and other audiovisual materials about matters of interest.

LISTEN




Block 2. Production of oral texts (Speaking)

Make short presentations, previously prepared and practised, about daily subjects or things of interest.

Cope in daily situations.

Take part in direct conversations or using technical resources to make social contact.

Take part in an interview and give personal information.

TALK AND CONVERSE





Understanding instructions, explanations and basic information in notes, signs and posters.

Understanding essential information and identifying specific information in simple informative texts.

READING


Understanding simply written texts about familiar subjects with previously learned words.


Understanding brief, simple correspondence about familiar subjects.

Understanding the gist of short pieces of news and articles about familiar subjects or subjects of interest.

Understanding the gist of short, well-structured stories in which pictures or actions transmit a large part of the information.

Block 4. Production of written texts (Writing)

Fill in a short form or card with your personal data.

Write personal correspondence with short messages or talk about yourself and your immediate surroundings.

WRITING

Reproduce simple words and structures using previously learned models.

6 ASSESSMENT

6.1 Introduction

The teaching and learning process cannot be complete if it is not evaluated and its outcomes measured. Assessment is necessary in order to see to what extent pre-specified objectives have been met so that the teaching programme can be adjusted to the needs and characteristics of the pupils.

Assessment must provide information about what pupils are learning and how The pupils learn. With this data teachers will be able to decide what each pupil needs in order to achieve progress.

Although all aspects of the educational system should be subject to evaluation and open to improvement, the focus must be on assessment in terms of the pupils’ academic progress.

It is vital to monitor the learning of the whole class as well as the individual development of each pupil, taking into account the diverse learning styles and pace. In this way the teacher’s intervention can be tailored to each pupil’s needs. Needless to say, assessment is most often directed by the teacher. Nevertheless, in an approach which involves the pupils so that The pupils take responsibility for their own learning, it makes sense that The pupils also participate in the assessment process. The teacher must also look at how the pupils perceive their own learning and how The pupils react to difficulties. Above all, the teacher must respond to their tastes and preferences as learners of English.

Assessment must take place throughout the various learning stages:

At the beginning of the process. Diagnostic information is gathered at the entry stage: what the pupils already know, what The pupils do not know and what The pupils have misunderstood. This kind of assessment allows the teacher to anticipate problems and


modify the teaching programme. It may be done at the beginning of each academic year, term and even every unit.

During the process. Formative assessment helps the teacher make decisions about where to place particular emphasis when extending, eliminating or reinforcing the content. It helps the teacher to decide if the programme has to be modified.

At the end. When each stage has finished, summative assessment enables the teacher to check if teaching/learning outcomes coincide with the set objectives.

Assessment may be limited to what the teacher observes while the class is in progress, or it may entail carefully gathering data that accurately chart the learners’ progress and identify possible difficulties.

It is important in each case to use the type of assessment which best corresponds to each situation and the particular areas of the learning/teaching process that the teacher wants to improve. If the aim is to improve pupils’ listening comprehension, the teacher will set up activities to test their skills and progress, the problems The pupils encounter and to discover how The pupils overcome these difficulties. If the teacher wants to increase motivation, he or she can monitor how much interest the pupils show in the different activities or how much The pupils participate. In this way, by making use of a variety of resources the teacher is able to choose the right tools depending on the aims of the assessment.


These can be defined as the points of reference established for each kind of learning and the degree of acquisition that can be expected of each pupil. These criteria allow us to establish and properly evaluate the main areas of progress made by the pupils, as individuals and as a group. The materials for the first cycle of Kid’s Box follow the assessment criteria below, in accordance with the new law for Primary education:


Identifying the gist, the essential information and main points in very short oral texts with standard language, simple structures and frequently used vocabulary, enunciated with clarity and slowly, read live or using technical resources, about specific, usual subjects connected with personal experiences, needs and interests in predictable daily contexts or connected with areas of immediate need in the personal, public or educational areas, with good acoustic conditions and no distortion of the message, with the possibility of listening to the message again or asking for confirmation and with visual support or a clear visual context reference.

Knowing and using the most appropriate basic strategies for general comprehension of the text's essential information or main points.

Identifying basic, meaningful social and cultural features about daily life, interpersonal relationships, behaviour and social conventions andmaking use of the knowledge acquired about them to understand the text correctly.

Distinguishing between the main communicative function or functions of the text and a limited repertoire of their most usual features, as well as basic patterns of expression.


Recognising the most common meanings associated with basic syntax structures in oral communication.

Recognising a limited repertoire of oral vocabulary often used in everyday situations and usual, specific subjects connected with needs and interests and using the context indicators and the information in the text to form an idea about the probable meanings of unfamiliar words and expressions.

Distinguishing between sound patterns, accents, rhythms and basic intonation and recognising general communicative meanings and intentions connected with them.

Block 2. Production of oral texts (Speaking)

Taking part in a simple, comprehensible way in short conversations which involve a direct exchange of information in areas of immediate need or about familiar subjects using a neutral, informal register, using simple phases or expressions of frequent use, which are normally used separately or linking them with basic connectors, even though the pronunciation may not always be clear, although there may be pauses and hesitations and repetition may be required, as well as paraphrasing and the interlocutor's cooperation in order to keep communication going.

Knowing and being able to use basic strategies in order to produce oral texts about single subjects or very short, simple dialogues.

Knowing specific and meaningful basic sociocultural and sociolinguistic features, applying knowledge about them when speaking in the same context, respecting the most basic communicative conventions.

Comply with the text's main communicative function, using a limited repertoire of its most frequent features and basic communication patterns.

Using basic syntax structures (eg. linking words and groups of words with basic connectors such as "and", "then", "but" and "because") although still making basic mistakes habitually.

Knowing and using a much used, limited oral repertoire in daily situations about usual, specific subjects connected with interests, experiences and needs.

Using, in a general comprehensible manner, albeit obviously influenced by mother tongue or other languages, a very limited repertoire of basic sound, accent, rhythmic and intonation patterns, adapting them to the communicative task desired.

Making yourself understood in short, simple speech, although initial hesitation and faltering are apparent, as are repetitions and pauses to organise, correct and better express what you want to say.

Interact in a very basic way, using very simple techniques, both language and non-verbal at first, to hold or conclude a conversation.



Identifying the subject, the gist, the main ideas and specific information in very short, simple texts, in standard language, with often used vocabulary, in which the subject and the type of text are highly familiar, dealing with everyday subjects or matters of immediate need, with the possibility of re-reading if you have not understood it, using a dictionary and with visual and context support.

Knowingand knowing how to use the most appropriate strategies to understand the gist, essential information or the text's main points.

Identifying specific and meaningful sociocultural and sociolinguistic features about daily life, living conditions, personal relationships and social conventions, and apply the knowledge used to understand the text correctly.

Distinguishing the text's communication function or functions and a limited repertoire from its most usual features, as well as basic communication patterns.

Recognising the basic syntax structures associated with the main principles of written communication.

Recognising a limited repertoire of frequently used vocabulary about very day situations and usual, specific subjects connected with your experiences, needs and interests, and inferring the probably meanings of words and expressions from the context and other information in the text.

Recognising basic punctuation marks, as well as frequently used symbols, and identifying the meanings and general communicative purpose of each one.

Block 4. Production of written texts (Writing)

Write very short, simple texts made up of simple, independent sentences, in a neutral register, in a reasonably correct way in terms of basic punctuation, to speak about yourself, your immediate surroundings and things from your daily life in predictable, familiar situations.

Knowing and applying basic strategies for producing very simple, short written texts.

Knowing basic, specific and meaningful sociocultural and sociolinguistic features and applying this knowledge to write a context appropriate text.

Comply with the written text's main communicative function using a limited repertoire of the most frequently used features and communication patterns.

Using basic syntax structures, although still making basic mistakes habitually.

Knowing and using frequent written vocabulary about daily situations and usual, specific subjects connected with your interests, experiences and needs.

Using basic punctuation conventions to write words and short sentences which are often used in speech reasonably correctly..

As we stated in the previous section, both evaluation criteria and their application - learning standards - must be items in terms of objective achievement and each stage's skills.


Furthermore, for specific evaluation of the degree of achievement in terms of these criteria in the first school year of Primary Education, the teacher may use the DESCRIPTORS listed in section 3 (Key competences) and 5 (Learning Standards) and in this programme's Didactic Units Development.

6.3 Assessment in Kid’s Box

With pupils of this age, it is best to use continuous assessment, monitoring their progress in the classroom and using this information to help with teaching. The continuous assessment that relies on pupils monitored by the teacher and who will use this monitoring to correct their own progress, will make the role of pupils even more active, since the pupils are learning from the input the pupils are given by the teacher but, at the same time, the pupils are monitoring themselves.

Children do not develop at the same rate and do not all learn in the same way. So we need to assess each pupil as an individual and not compare them with the other pupils in the class. We should look for progress and development in every pupil.

We should assess and monitor the pupils’ social and emotional development together with their learning of English. This means that we should praise effort and encourage them to share and to work in pairs and groups, as well as giving them feedback on their English.

The following assessment criteria are adapted from those established by the Law in relation to the teaching material found in Kid’s Box and which are considered important and necessary areas of evaluation.

1. Understand gist. The purpose is to measure pupils’ ability to understand the gist of short and simple spoken messages. These messages are presented in ideal conditions, that is, in direct communication and with contextual clues.

2. Understand specific details in messages. The aim is not only to enable pupils to understand the gist, but also extract the details, which the teacher has pointed out beforehand, in simple spoken and written texts familiar to the pupils, even if other parts of the message are not understood completely.

3. Produce messages. Also subject to assessment is the pupils’ ability to express themselves orally in everyday situations that are familiar to them. Value is given to the pupils’ ability to make themselves understood. Pronunciation errors that do not impede communication are overlooked.

4. Pronunciation. The pupils are assessed on their assimilation of the phonological system of English, the phonemes, rhythm and intonation, and whether the pupils can apply this knowledge to understanding and producing simple, contextualised and familiar messages.

5. Acquiring new vocabulary. The aim of the criteria is to assess the pupils’ ability to successfully understand and use the vocabulary and expressions that have been highlighted for learning. The acquisition of new vocabulary will always be monitored in situations that have a clear context and are familiar.

6. Class participation. By observing their behaviour, the teacher will assess if pupils take part in communicative tasks in a constructive way, respecting the norms of oral interaction.

7. Collaborative work. By monitoring how pupils behave, the teacher will also see if the pupils’ participate constructively in group activities. While working, the pupils will cooperate to ensure that the learning environment is harmonious.


8. Individual work. Observing how pupils behave also enables the teacher to assess individual work in terms of accurate content, attention to presentation, and ability to work within a time limit.

9. Interest in learning. The aim of the criteria is to see if the pupils demonstrate interest in making progress in their learning and curiosity in finding out new things, if the pupils pay attention in class, if the pupils ask questions, or if the pupils let the teacher know the pupils are unsure about something.

10. Respect for others. This assesses the extent to which the pupils demonstrate respect towards classmates and teachers, listen without interrupting, waiting their turn to speak, and valuing the ideas and opinions of others.

11. Interest in getting to know other cultures. This assesses whether pupils demonstrate interest in learning about the cultural aspects of the English-speaking world, if the pupils are attentive when these aspects are discussed in class and if the pupils ask questions to broaden their knowledge.

12. Use of polite phrases and strategies. Through direct observation, the teacher can see whether, when speaking, pupils use the polite phrases the pupils are gradually learning in class and if the pupils incorporate these phrases into the everyday classroom routine.

To have an overview of the class as a whole, the teacher may design a grid. The pupils’ names are written in the left-hand column and the numbers of the assessment criteria are written in the top row. A colour code can be used to mark each box according to each pupil’s achievement (for example, green for good, blue for satisfactory and red for unsatisfactory). In this way, the teacher will be able to see quickly how well the group is doing.

Discipline is also part of a good assessment. By channelling pupils’ innate energy to the good, we can often avoid unruliness and indiscipline. A lot of discipline problems arise when pupils are under challenged and bored, or when activities are too repetitive. Kid’s Box has been written taking into account the very different needs and requirements of pupils thus including a wide variety of activities for pupils to enjoy.

However, it is important that the teacher establishes a context of discipline in the classroom by making sure pupils know what is acceptable and what is not, and by treating all pupils in the same way. Clear and fair discipline parameters create a ‘safe’ classroom environment in which pupils can work confidently and freely.

To hold the interest of young pupils, we will need to get a balance between their limitless energy and their limited attention span in order to avoid boredom, restlessness and demotivation, factors that will end, once more, in discipline problems.

6.4 Evaluation in Kid’s Box

The photocopiable evaluation pages in Kid’s Box 1 (Teacher's Book) have been designed for use after every revision section or Review every four units. These evaluation pages use exercises similar to those of the Cambridge YLE exams, in which the four skills are evaluated (oral comprehension, oral production, reading and writing).

You should tell the pupils that you are going to give them an evaluation activity, but make sure The pupils don’t become too anxious about it. It is important that the pupils come to the activity feeling relaxed and positive, believing that they can do it.


You should allow them ten minutes for each evaluation and do not forget to give them all the instructions in English.

While doing the evaluation, monitor and encourage them. Once you have corrected the evaluation sheet, give each pupils feedback by colouring in the stars at the end of the sheet and drawing a smiley face.

Always focus on what the pupils can do and what they have done, rather than on what they cannot do.

The more practice pupils have with different types of activities and the more familiar they are with the exam format, the easier they will find doing YLE Starters with confidence once they have finished Kid’s Box 2.

In the annex at the end of this document there is a COMPETENCES EVALUATION FORM, broken into different DESCRIPTORS, which the teacher may use at the end of each unit, each quarter or whenever appropriate throughout the school year.

7 INDIVIDUAL NEEDS

It is easy to see how both the policy-makers and teachers seem more concerned about dealing with pupils who have learning difficulties than with their more capable classmates, who may end up feeling bored in class if The pupils are not motivated or given more difficult activities to tackle. This is yet another challenge facing those working in education.

With this situation in mind, it is worth commenting on how Kid’s Box handles diversity in terms of its programme, structure and contents. As mentioned earlier, the programme in Quick Minds is flexible. It has points to consider and general proposals to help teachers adapt this programme to their own context: the school, their classroom and each learner.

Kid’s Box carefully-selected contents are presented in a stimulating and motivating way in an effort to cater to diversity. The series follows a cyclical structure that allows learners to build on what the pupils know and to delve more deeply into new or more complex areas of language and culture. Similarly, the complex assessment procedure has general criteria that must be elaborated and adapted towards each group with specific objectives, according to the context of the school, teacher and class. Teachers have different assessment tools and skills, as well as defined tasks at their disposal. Moreover, it is necessary to establish the core content according to the needs, capacities and pace at which our pupils learn.

Furthermore, attention should be paid towards the activities, materials and resources proposed by Kid’s Box for the successful handling of catering to individual needs. A great many of these activities can be personalised and are open-ended so that each pupil can respond differently, according to his or her ability.

The activities in the Activity Book work on the key points in each unit. The pupils can be used for both the pupils in need of greater support and the more gifted who finish the basic task early. Each pupil will need a set amount of time, which will more or less depend on the degree of their motivation. The activities are mostly designed for use in the classroom, but can also be set for homework as reinforcement. As shown in the table below, the same material and/or resources can be used for support or extension: only the objective is changed accordingly. For instance, a simple question about a story card can serve as


reinforcement for the weaker pupils, but it can also inspire an extension activity if the pupils are asked to think of more other words in the same lexical set.

It is recommendable that the teacher makes the most of the pupils’ skills in as many ways as he/she can think of. It may be the case that the pupil who hates speaking, enjoys writing vocabulary on the board, while others may be good at drawing or making posters.

Another key factor is the methodology followed by the teacher with his particular group of pupils and more specifically with those with learning difficulties. The most important thing with any kind of task is to make sure that pupils have been well prepared beforehand, that The pupils know all the words The pupils will need and that The pupils understand the purpose of the activity. Equipping pupils properly with the linguistic tools to enable them to carry out the task or activity successfully will ensure that it is challenging and enjoyable for everyone. Without the necessary preparation, pupils may have a negative learning experience which will cause them to lose confidence and become frustrated with an activity that The pupils have not got the ability to do.

Before starting an activity, demonstrate it. For pair work activities choose a pupil to help you. Then follow up by choosing two pupils to demonstrate the activity for the whole class.

Try to move around the classroom while explaining or doing activities, circulating among the pupils. At the same time you project an air of confidence and of being more accessible to pupils. Movement in the classroom tends to hold pupils’ attention better and makes the class more lively and dynamic.

In the same way that is a good idea for teachers to move around, you can also have the same technique with the seating arrangements in your classroom. Weaker pupils could be put next to stronger ones to help group dynamics and break up potentially disruptive pupils. When working in pairs, weaker pupils will be helped by those who are stronger, pupils tend to help each other. When working in groups, it is also good to have mixed ability groups. Whenever possible, have pupils just move their chairs around one or two tables in order to create them an easy environment for discussion and written work.

As we have previously said, assessment and encouragement is essential with young pupils, but even more important with those with learning difficulties. When carrying out an activity, try to guide them towards finding the correct answer rather than supplying them yourself. That way, pupils will feel satisfied when reaching the right answer. Whenever a mistake is made by any of the pupils, teach them that making mistakes is a vital part of the learning process so as The pupils will not be ashamed of being wrong.

The Extra Activities for each lesson can be used whenever you feel that pupils need more practice with some of the language. The same activities can be used as a way of extension for fast learners, even if you may add a little change in the instructions. Besides, in the Teacher’s Resource Pack you will find three reinforcement and extension worksheets for every unit, as well as a cross-curricular worksheet to further exploit the unit.

Don’t forget that recycling is another important part of the learning process that will help very much pupils with special needs as well as the rest of the group. Kid’s Box builds in regular recycling and includes different games and techniques to Revise the language seen in each unit or in each set of three units.

The Teacher’s Resource Pack together with the Interactive DVD and the Digital Minds material, offer further materials designed to help teachers cater to the individuals The pupils encounter in class: photocopiable worksheets, vocabulary cards and activities for festivals.


Activities, Materials and Reinforcement/Extension Ideas

Oral comprehension

- There is an audio CD with all the activities recordings from the Pupil's Book and Activity Book.

- The interactive DVD presents the Star family's house and there are various animated versions of the comics set in Suzy's room, songs with animations and videos of Mr. Star's room, documentary videos set in the sitting room, crafts and games to play at home in Simon's room, a competition in Stella's room, games for break and traditional rhymes for the garden.

- The Teacher's Resources Pack has extra exams for preparing YLE with listening materials and in the complementary Audio CD.

Talk and Converse

- Simple, guided oral activities in the Pupil's Book.- Activities and ideas to represent the story which the pupils have

listened to or read. - The Teacher's Resources Pack (TRP) includes photocopiable

communication activities. - The Warmer and Ending the lesson activities are included in the

teachers' guidelines for each page of the Pupil's Book and the Activity Book.

- There is a wide range of materials to continue practising orally (puppets, sentence wheels, cards, etc.)

Written comprehension

- Simple reading activities (words and short sentences).- The Pupil's Book includes the lyrics of the songs and chants

which can be read while listening. - The Teacher's Resources Pack includes exercise sheets to carry

on working with the songs and stories. - The word cards help to teach the alphabet around the classroom.

Write

- Simple writing activities (words and short sentences).- Reinforcement and extension activities in the Teacher's

Resources Pack and guidelines for the teacher. - The word cards help to teach the alphabet around the classroom.- Simple written tasks in the European Portfolio.

Grammarstructures

- Activities in the Pupil's Book and the Activity Book which invite pupils to use the new structures in each unit in a natural way.

- At the end of the Pupil's Book there is an extra grammar reference section for additional practice of the grammar contents taught throughout the course.

- The Teacher's Resources Pack includes extra exams for preparing YLE with help with practising basic grammar structures.

Vocabulary- Simple activities for consolidating vocabulary from different units. - The flashcards help to acquire new vocabulary. - The word cards help to reinforce and revise new vocabulary.

Pronunciation - Simple repetition activities for practising the phonological sounds and concepts studied.

- Each unit has a specific section for working with pronunciation and spelling (Monty’s phonics)

- The interactive DVD includes recordings which can be used to


reinforce what has been studied in class.

Education about values

- Cross-curricular materials and education about values are included in all units; in the reading activities, dialogues and all other activities.

- Furthermore, in all the odd numbered units there are specific sessions for education about values.

Social and cultural

matters and inter-cultural conscience

- Cultural information about lives, habits, literature, music and many other things. Great Britain, English-speaking countries nd the world in general are featured in the dialogues, texts and illustrations.

- Documentary videos in the interactive DVD.

Integrated learning of

contents and foreign

languages

- Every two units there is an FLCIL page which uses English as the

language for teaching other subjects in the syllabus such as natural sciences, social sciences, maths, PT and music.

- Activities designed to give structure to and help pupils' oral and written production.- Use the language as an instrument for learning contents from other

subjects.

8 DEVELOPMENT OF UNITS OF TEACHING

As can be seen in the development of the units of teaching, the contents have been grouped into four main blocks:

Block 1. Comprehension of oral texts (Listening)Block 2. Production of oral texts (Speaking)Block 3. Comprehension of written texts (Reading)Block 4. Production of written texts (Writing)

In order to facilitate reading the programme, cross-curricular contents are specified after each block's specific contents. They are the following:

Communicative functions VocabularySyntactic-discursive contentsGraphic patterns and sounds Classroom languageLearning strategiesSociocultural and sociolinguistic aspects

In the following pages you will find a breakdown of the contents of each unit.


UNIT 1 HELLO!

1 Contents Block 1. Comprehension of oral texts

Listen to and understand simple messages from different audiovisual media.

Listen and understand simple oral messages about the book's main characters, numbers and colours.

Listen to simple messages and act out the actions specified. Recite a chant and repeat a song. Listen to and understand a story using visual aids. Listen to a simple dialogue about presentations and greetings. Listen to a simple dialogue with initial sounds /s/ to be able to link it with the right

characters. Listen to sentences connected with primary and secondary colours. Listen to a story about how to make friends.

Block 2. Production of oral texts

Speaking about the names of the main characters. Presentation of and request for information (name and age). Production of oral messages to greet somebody. Say numbers 1 to 10 and the colours. Acting out a story. Reciting a dialogue to practise the initial sound /s/. Questions and answers in pairs about how to make secondary colours. Acting out a story about how to make friends as a group. A short interview with two friends about their names and ages.

Block 3. Comprehension of written texts Recognising simple words connected with numbers and colours. Reading a song lyric while listening to it. Reading a story using visual aids. Reading a story about how to make friends. Reading a pictogram with the summary of the unit story.

Block 4. Production of written texts

Tracing about the pupils' names and those of the characters following the guidelines; writing numbers.

Writing the name of primary and secondary colours. Writing the names of two friends and their ages using the numbers in English.

The following points are studied indirectly in the four previous blocks:

Communicative functions: Requesting basic information: name and age. Greetings and farewells.Vocabulary: Colours: blue, red, yellow, orange, green, brown, pink, purple Numbers 1 - 10


Other words: door, rainbow, star, book, pencil, sticker, toy, toy box

Syntactic-discursive contents Hello, I’m … Goodbye. What’s your name? How old are you? Stand up. Sit down. Open/Close the book. Point to … Pick up … Draw … Write … Look at … Listen to … Sing. Who’s this? How old is she? What colour is it? Is it light green? Can I play with you? Yes, of course. Who can you see? I can see Simon staring at me.

Pronunciation and spelling: Recognising and pronouncing the initial sound /s/ in connection with the letter s.

Classroom language: Open your books at page … Where’s … ? Here it is. Listen and point. Listen, point and repeat. Listen and circle. Use a pencil and join the dots. Say the chant! How many fingers are there? What colour is it? What can you see? Write the numbers. Our favourite colour is … Is it a window? Who’s this? Is this Ana? Are you playing football?

Learning strategies:

Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Evaluate your ability to respond to class instructions. Show interest by participating actively in class.


Socio-cultural and socio-linguistic features:

Identify basic sociocultural and sociolinguistic features such as relating with others and having friends.

Using skills to introduce oneself and interact with others. Recognising and following instructions about normal classroom activities. Assessing the importance of social interaction in the classroom.

2 Key competences

Descriptors Activities

Linguistic communicationLISTEN


Listen to simple oral messages about numbers and colours.


Listen to an illustrated story about the book's characters.


Listen to a song about numbers and colours.

TALK AND CONVERSE


Recite in a group the unit chant and/or song.


Answer the teacher's questions with short answers.


Ask classmates about their names and ages. Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonics connected with numbers and colours.

Understand the gist of simple signs and posters. Recognise the sentences in the unit's illustrated story.

WRITING


Write words connected with numbers and colours.Write sentences connected with greetings and presentations.

Mathematical competence and basic competences in science and technology.Recognise and use numbers 1 - 10. Apply numbers 1 to 10 and learn to play bingo


Describe the physical surroundings using colours.

Digital SkillsUse ICT to reinforce and support learning English.

Carry out the exercises explained in the pupils' CD-ROM for this unit.


Social and Civic Skills.Take part in class games in a collaborative, friendly way.

In groups, recite or sing the unit chant or song.


Greet classmates in English and introduce yourself. Ask for basic information in English about names and ages.

Learn basic greetings in English to be able to establish elementary communication in English.

Talk about the importance of relating with people and having friends.

Cultural conscience and expressions.Take an active part in the games, dances, songs and artistic activities in the classroom.

Recite a chant and repeat the unit song.

Learn about the primary and secondary colours in English.

Learning to LearnShow interest in carrying out the individual activities which the teacher supervises.

Do the exercises in the Activity Book and on My Home Booklet for the unit by yourself.


At the end of the unit, revise the main vocabulary studied.

Sense of initiative and entrepreneurial spirit.Participate using your own criteria and take part in group activities without forgetting your own interests.


Talk about your favourite colours and state a personal choice.


Do the self-evaluation exercise in the section My Star Card at the end of the unit in the Activity Book and My Home Booklet.

3 Social awareness

Moral and civic education Show interest taking an active part in class and following the teacher's instructions

correctly.

Cooperative work in the classroom Be able to work with the whole class respecting other pupils' turns to talk

4 Cross-curricular links

At this level, themes tend to touch on other areas of the syllabus, subjects continually overlapping.

This unit is connected with arts education. Pupils learn how to get secondary colours from primary ones.

5 Assessment criteria


Recognise and use orally and in writing frequently used oral vocabulary about the colours, the numbers and actions carried out in class.

Introducing yourself and your classmates during oral exchanges. Ask and answer questions connected with a person's name and age. Recognise and correctly produce orally and in writing the initial sound /s/ in familiar

words. Recite a chant and sing a song with correct pronunciation and intonation. Recognise and use a limited repertoire of frequently used oral vocabulary orally and in

writing about primary and secondary colours. Identify basic sociocultural and sociolinguistic features such as the importance of relating

with other people and having friends.

6 Contents - Assessment criteria - Key Competences

Contents Evaluation criteria Key competences

Recognising and practising vocabulary about colours, numbers and actions carried out in class.

Recognise and use orally and in writing frequently used oral vocabulary about the colours, the numbers and actions carried out in class.

CCMCSTCAE

Recognising and practising greetings and introductions.

Recognise and use the functions and meanings associated with the basic syntactical structures.

Distinguish and carry out usual communication functions :introducing yourself and your classmates and asking and answering questions about a person's name and age.

CC

Practise pronouncing the initial sound /s/ .

Recognise and pronounce and write the initial sound /s/ correctly.

CC

Recite a song about numbers and colours.

Use correct pronunciation and intonation.

CCCAESIE

Listen to and read a picture story.Identify the parts of the illustrated story which have been studied previously.

Read and understand a story using visual and audio aids. CC

Recognising and practising vocabulary about primary and secondary colours.

Recognise and use a limited repertoire of frequently used oral vocabulary orally and in writing about primary and secondary colours.

MCST

Talk about the importance of relating with people and having friends and reflect about what has been learned.

Identify basic sociocultural and sociolinguistic features such as the importance of relating with other people and having friends.

CCSCC


Make a drawing of a friend and show it to classmates.

Make yourself understood in short, simple oral statements.

CCCAESIE


UNIT 2 MY SCHOOL


Listen and understand simple messages from different audiovisual media. Listen and understand simple oral messages about objects which belong to the book's

main characters. Listen to and understand simple messages and instructions for colouring in classroom

objects. Listen to and recite a chant or song and act out the corresponding actions. Listen to and understand a story using visual aids.


Spoken interaction with questions and answers about classroom objects using pictures.. Oral interaction using the question What is it? and its answer. Ability to name objects in the classroom and say what colour they are. Oral interaction with questions and answers about somebody's age.

Block 3. Comprehension of written texts Recognising simple words connected with school objects. Reading a story using visual aids. Reading a song lyric while listening to it. Reading a pictogram with the summary of the unit story.


Writing numbers 1 - 10 and tracing classroom words following the guidelines.


Communicative functions: Questions and answers for obtaining basic information: What is it?, Who is he/she?, How

old are you?, How are you?, What colour is it? Acting out the following actions: standing up, sitting down, pointing at, picking up,

opening/closing, drawing, looking at. Make finger puppets and use them to sing a song.

Vocabulary: Classroom objects: table, book, chair, eraser, pen, pencil, school bag Other words: friend, girl, boy, monkey, mouse, circle, everybody, puppet Revision: numbers 1 - 10, colours

Syntactic-discursive contents Is that your...? Yes, it is./ No, it isn’t. What colour is it? It’s (colour). How many … are there? There are … Stand up. Sit down. Open/ Close the book.


Who’s this/that? How old is he/she? How old are you? What’s your/his/her name? Point to … , Pick up … , Draw … , Write … , Look at … , Listen to …

Pronunciation and spelling: Recognise and correctly pronounce the initial sound /p/ and the initial sound /b/

connected with the letters “p” and “b” respectively.

Classroom language: Open your books at page … Where’s … ? Here it is. Listen and point. Listen, point and repeat. Listen and colour. Listen and circle. What is it? Draw … Say the chant! How many … are there? What colour is it? Let’s make the puppets. Listen and look.


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Acting out different movements connected with the actions being learned. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Evaluate your ability to respond to class instructions. Show interest by participating actively in class.


Ability to interact with others and start simple conversations. Recognising and following instructions about normal classroom activities.

2 Key competences




Listen to simple oral messages about school objects and greetings.




Listen to a song about school objects and greetings.


TALK AND CONVERSE






Ask classmates about their personal data. Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonics connected with personal data. .


WRITING


Write words connected with their personal data. .Write sentences connected with greetings.

Mathematical competence and basic competences in science and technology.Recognise and use numbers 1 - 10. Study numbers 1 to 10, count objects and

express quantities.


Make finger puppets.






Ask for basic information in English about other people's personal data. .



Make simple artwork following a model or spontaneously.

Make finger puppets to act out a conversation.





Sense of initiative and entrepreneurial spirit.


Participate using your own criteria and take part in group activities without forgetting your own interests.


Talk about your own personal data, expressing unique, personal identity.



3 Social awareness


correctly.

Education for Peace Show respect for other people's physical appearance.

Education for Equality Show respect for other people's opinions, regardless of their gender.


At this level, themes tend to coincide with other areas of the syllabus, different subjects overlapping continually. This unit is specifically connected with maths, natural sciences, social sciences, art and music.


Recognise and use frequently used oral vocabulary orally and in writing about classroom objects expressing quantities and ownership.

Ask and answer about personal data. Exchange greetings. Recite a chant and sing a song with correct pronunciation and intonation. Recognise and orally and in writing correctly produce the initial sound /p/ and the initial

sound /b/ in familiar words.



Recognising and practising vocabulary about objects in the classroom.

Recognise and use a limited repertoire frequently used oral vocabulary orally and in writing about objects in the classroom.

CCMCST

Recognising and practising structures: What colour is it?It’s (colour).How many … are there? There are …


Distinguish and comply with usual Communicative functions: expressing quantities

CC


and ownership, ask and answer about personal data and exchange greetings.

Practise pronouncing the initial sound /p/ and the initial sound /b/

Recognise and correctly produce orally and in writing the initial sound /p/ and the initial sound /b/.

CC

Recite a song about school objects and greetings.


CCCAESIE



Make a drawing of the objects on your desk and present it to classmates.

Make yourself understood in short, simple oral statements. CC

CAESIE


UNIT 3 FAVOURITE TOYS


Listen and understand simple messages from different audiovisual media. Listen to and understand simple oral messages about toys. Listen to and understand simple oral messages about food and meals. Listen to and recite a chant about toys. Listen to and understand a story while pupils look at the drawings. Listen to some simple sums and be able to answer. Listen to a series of simple sentences which pupils can use to be kind.


Oral interaction with questions and answers about where things are. Oral interaction using answers to questions about where things are using prepositions. Oral interaction with questions and answers about something's colour. Spoken interaction with questions and answers about somebody's favourite toy. Acting out in pairs situations in which sentences are used to be kind.

Block 3. Comprehension of written texts Recognising simple words connected with toys. Reading a story using visual aids. Reading a song lyric while listening to it. Reading about various situations using sentences which can be used to be kind. Reading a pictogram with the summary of the unit story.


Writing numbers 1 - 10 and, if desired, trace around the words connected with toys following the guidelines.


Communicative functions: Questions and answers for obtaining basic information: What is it?, Where is it?, What

colour is it? Acting out the following actions: stand up, sit down, point to, pick up, open/close, draw,

look at Questions about somebody's favourite toy. Using possessive adjectives: my/your favourite toy. Questions and answers about where something is using prepositions. Make simple sums in English. Valuing de the importance of being kind.

Vocabulary: Toys: car, ball, puppet, computer, bike, train Prepositions: in, o, near, next to Classroom: pencil case, bookcase, hook, recycling bin, floor


Other words: monster, differences, favourite, toy, tortoise Revision: numbers 1 - 10, colours and classroom objects.

Syntactic-discursive contents What’s your favourite toy? My favourite toy is … Where’s … ? It’s on/under/in/next to … What’s this? It’s a … What colour is it? I don’t know. Is your … under … ? Here you are. He isn’t … What’s 2 and 2? How many… are there? Thank you. Here you are. I’m sorry. That’s OK.

Pronunciation and spelling: Recognise and correctly pronounce the initial sound /t/ and the initial sound /d/ connected

with the letters “t” and “d” respectively.

Classroom language: Open your books at page … , please. Where’s … ? Here it is. What’s this? Is it a … ? Listen and point. Listen, point and repeat. Listen and colour. Listen and circle. What’s number … ? It’s a (colour + object). Listen and draw lines. What colour is it? What’s your favourite toy? It’s … Look at the picture. Can you find the differences? Close your eyes. Let’s hide and play. Can you say these words? Three pencils and one pencil is four pencils. Can I have a … , please?


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Acting out different movements depending on the meaning of certain actions. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Value the skill of being able to reply to an order. Show interest by participating actively in class. Respect and take an interest in other people's tastes in toys. Learn about the importance of being kind.



Ability to interact with others and have short conversations. Assess the importance of choosing your favourite toy as a way of defining

yourself. Valuing de the importance of being kind.

2 Key competences




Listen to simple oral messages about toys and the use of place prepositions.




Listen to a song about toys the use of prepositions in English.

TALK AND CONVERSE






Ask classmates about their favourite toys.Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonics connected with toys.


WRITING


Write words connected with toys.Write sentences using place prepositions.

Mathematical competence and basic competences in science and technology.Recognise and use numbers 1 - 10. Study numbers 1 - 10, counting toys and

expressing quantities, and do simple sums.

Move comfortably in space and time. Learn how to say where things are using the right places prepositions.

Digital Skills


Use ICT to reinforce and support learning English.





Ask for basic information in English about where certain objects are.

Use basic polite language: please, thank you. Learn useful expressions to show kindness in English.









Talk about your favourite toys and state a personal choice.



3 Social awareness


correctly. Accept other people's tastes in toys as freedom of expression.

Cooperative work in the classroom Be able to work with the whole class, respecting classmates' turns to speak.

Education for Peace Identify basic sociocultural and sociolinguistic features such as the importance of being

kind.





This unit is connected with maths. Pupils work with sums and count different objects in the classroom.


Recognise and use frequently used oral vocabulary orally and in writing about different toys.

Recite a chant and sing a song with correct pronunciation and intonation. Ask and answer about where something is. Say where an object is in relation to other objects using prepositions. Use the negative form of a verb. Recognise and correctly produce orally and in writing the initial sound /t/ and the initial

sound /d/of familiar words. Do simple sums in English. Identify basic sociocultural and sociolinguistic features such as the importance of being

kind.



Recognising and practising vocabulary about different toys.

Recognise and use frequently used oral vocabulary orally and in writing about different toys.

CCMCST

Recognising and practising place prepositions.

Practise the use of the negative form of the verb.


Distinguish and comply with habitual communicative functions: saying and asking where an object is.

CC

Practise pronouncing the initial sound /t/ and the initial sound /d/

Recognise and correctly produce orally and in writing the initial sound /t/ and the initial sound /d/.

CC

Recite a song about toys and the use of prepositions.


CCCAESIE



Recognising and practising vocabulary about mathematical

Recognise and use a limited repertoire of frequently used oral

MCST


sums. vocabulary orally and in writing about mathematical sums.

Talk about the importance of being kind. Be kind and reflect about what has been learned.

Identify basic sociocultural and sociolinguistic features such as the importance of being kind.

CCSCC

Complete a story about being kind and present it to classmates.


CCCAESIE


UNIT 4 MY FAMILY


Listen and understand simple messages from different audiovisual media. Listen to and understand simple oral messages about a family. Listen to and repeat a song about a family. Listen to and understand messages about where members of a family are in relation to a

series of objects (in, on, under, next to). Listen to and understand a story using visual aids. Listen to a chant to practise the sound /æ/. Listen to a chant and identify the correct object.


Ask questions to find out who somebody is. Oral interaction using answers to questions about ownership, finding out about

relationships between different family members. Oral interaction using questions and answers about where the family members are, using

prepositions. Describe family members using adjectives. Oral production about differences between family members. Recite a chant to practise the sound /æ/.

Block 3. Comprehension of written texts Recognising simple words connected with connected with family members. Reading a story using visual aids. Reading a song lyric while listening to it. Reading a pictogram with the summary of the unit story.


Writing numbers 1 - 10 and, if desired, trace the words connected with family members following the guidelines.


Communicative functions: Questions and answers about basic information connected with family members. Listen to and mime actions representing different adjectives. Using adjectives to describe the family members.

Vocabulary: Family members: family, mother, father, brother, sister, grandmother, grandfather, man,

woman, mum, dad Adjectives: old, young, ugly, beautiful, happy, sad, different Other words: box, ball, bag, bike, book, mice Revision: numbers (1 - 10), colours, classroom vocabulary and adjectives Syntactic-discursive contents This is my family. That’s my father.


Who’s that woman in … ? Who’s this? Her/his … My sister is on/under/next to/in … She’s/He’s + adjective Are you happy?

Pronunciation and spelling: Recognising and pronouncing the sound /æ/ in connection with the letter a.

Classroom language: Open your books at page… Where’s … ? Here it is. Who is it? Point to … Listen and say the number. Draw your family. Listen and do the actions. Circle and say. Listen and colour. Sing the song. Look and answer. Listen and correct. Sing the song again. Can you say these words?


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Link gestures and miming with the meaning of different adjectives. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Value the ability to respond to an order. Show interest by participating actively in class. Be aware of the value of family ties and relationships.


Using the ability to interact with others and start simple conversations. Valuing de the importance of having a family and of valuing all the family members.

2 Key competences




Listen to simple oral messages about family members.





Listen to a song about family members.

TALK AND CONVERSE






Ask classmates about their families.Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonics connected with members of the family.


WRITING


Write words connected with family members.

Write sentences using possessive adjectives and apostrophes and adjectives to describe family members.






Ask for basic information in English about family members.

Show respect towards the different members who make up a family.




Draw your family.






Complete the Picture Dictionary at the end of the unit in the Activity Book. .



Talk about the members of your family as a way to express personal identity.



3 Social awareness


correctly. Show respect and interest towards your classmates' families.

Cooperative work in class Be able to work in pairs or groups effectively, respecting other people and being

cooperative.


Education for Peace Identify basic socio-cultural and socio-linguistic features, such as the family, as a

fundamental setting for pupils to grow and develop respect towards different family members.


At this level, themes tend to coincide with other areas of the syllabus, different subjects overlapping continually. This unit is specifically connected with maths, natural sciences, social sciences, art and music. Pupils learn about family relationships and moods.


Recognise and use frequently used oral vocabulary orally and in writing about different members of the family.

Use possessive adjectives correctly (my, your, his, her) and apostrophe s. Recite a chant and sing a song with correct pronunciation and intonation. Ask and answer about family members. Use adjectives to describe family members. Use adjectives in the correct position in the sentence (for example, before the person to

be described or after the verb ‘to be’). Recognise and correctly produce orally and in writing the sound /æ/ in familiar words.




Recognising and practising vocabulary about family members.

Recognise and use frequently used oral vocabulary orally and in writing about members of the family.

CCMCST

Recognising and practising possessive adjectives (my, your, his, her) and apostrophe s.

Practice the use of adjectives in the right position


Distinguish and comply with habitual communicative functions: expressing your ownership and that of other people.

CC

Practise pronouncing the sound /æ/ Recognise and pronounce and write the sound /æ/ correctly.

CC

Recite a chant and a song about members of the family.


CCCAESIE



Make a drawing of your family and present it to your classmates.


CCCAESIE


Revise Units 1 – 4


Listen to simple messages which describe people and recognise the corresponding drawings.

Listen to and understand simple messages about the vocabulary in the previous four units.


Take part in pairs in a game to guess objects. Use spinners in a game to practise numbers and family vocabulary.

Block 3. Comprehension of written texts See Activities for developing this skill.


See Activities for developing this skill.


Communicative functions: Practise describing different people. Play in pairs to revise vocabulary in Units 1 – 4. Develop the ability to interact with classmates using English and the main means of

communication.

Vocabulary: The family, the classroom, toys, numbers and colours Prepositions Adjectives

Syntactic-discursive contents Hello. My name’s … I’m … My favourite toy’s … This is my … Where is the … ? Is it in/on/under the … ? Is she/he + (adjective)?

Classroom language: Listen and say the number. Open your books at page … , please. He’s from … Listen and say ‘yes’ or ‘no’. Listen and join the dots. Put your pencils on number … Draw lines.


Make your spinner. Put your spinners on your desks. Play the game. Look and write the number. Is the boy happy? Where’s the computer? Is the puppet on the chair?


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Value the ability to respond to an order. Show interest by participating actively in class. Recognise the value of family connections and friendship.


Use the ability to interact with others and have short conversations. Valuing de the importance of having a family and appreciating all its members.

2 Key competences




Listen to simple oral messages about family, the classroom, toys, numbers and colours.

TALK AND CONVERSE




Ask classmates about various objects.

Mathematical competence and basic competences in science and technology.Recognise and use numbers 1 - 10. Count objects connected with the vocabulary

in the four previous units.

Follow rhythmic sequences and simple series. Complete a series of drawings connected with the vocabulary in the four previous units.


Make a paper spinner.

Digital SkillsUse ICT to reinforce and support learning Carry out the exercises explained in the pupils'


English. CD-ROM for this unit.



Cultural conscience and expressions.Make simple artwork following a model or spontaneously.

Decorate a paper spinner.





3 Social awareness


correctly.

Cooperative work in class Be able to work with everybody, respecting others' turns to speak.

Education for Peace Show respect for others, without judging them by their physical appearance.



At this level, themes tend to coincide with other areas of the syllabus, different subjects overlapping continually. This unit is connected with arts education. Pupils use their knowledge of colours and follow the steps to make a three-dimensional spinner.


Recognise and use a limited repertoire of frequently used oral vocabulary orally and in writing about members of the family, classroom objects, favourite toys, numbers and colours.

Talk about where things are using prepositions. Describe people using adjectives.




Recognising and practising vocabulary about family, classroom objects, favourite toys, numbers and colours

Recognise and use a limited repertoire of frequently used oral vocabulary orally and in writing about family, classroom objects, favourite toys numbers and colours.

CCMCSTCAE

Revise and practise the use of prepositions and adjectives.

Recognise and use the functions and meanings associated with basic syntactical structures.

Distinguish and comply with usual Communicative functions: say where things are and describe them.

CC

Make a paper spinner and show it to classmates.


CCCAESIE

Revise the language learned during the unit.

Take part in a game to revise what has been learned in the last three units.

CAESIE


UNIT 5 OUR PETS



Listen to and understand simple oral messages about pets and their descriptions. Listen to simple messages to decide which drawing goes with each pet. Listen to and repeat a song. Listen and reply to questions about pets. Listen to a recording identify things in order to follow a route. Listen and act out the actions specified. Listen to and understand a story while looking at the drawings. Listen to sentences about the senses. Listen to some simple sentences about how to look after pets.


Oral production about the name of different pets. Presentation about your pets with a brief description. Spoken interaction with questions and answers about identifying different pets. Asking questions about the characteristics of each pet. Asking questions about classmates' favourite pets. Take part in a guessing game about the senses. Take part in a guessing game about pets and how to look after them.

Block 3. Comprehension of written texts Reading a story using visual aids. Reading pairs of adjectives in order to identify the correct one as shown in the drawing. Reading simple sentences about how to look after pets. Reading a song lyric while listening to it. Reading a pictogram with the summary of the unit story.


Writing the name of different pets. Complete a brief description of the pupil's pet and how he/she looks after it.


Communicative functions: Questions about pets' main characteristics and answers to them using adjectives. Lift up fingers to say the number of pets and practise saying plural forms. Questions and answers about identification: Who are they? What are they? Miming adjectives to learn their meaning. Miming different pets. Acting out a story while listening to it. The the pupils act it out without the help of the

recorded dialogue. Mime some animals' movements. Oral interaction about pets and how to look after them.


Vocabulary: Pets: cat, dog, fish, horse, mouse/mice, bird, pet, penguin Adjectives: long, short, big, small, clean, dirty, lovely, ugly, beautiful, sad, happy, old,

young Verbs of action: run, swim, fly, walk, brush, feed The senses: hear, see, smell, taste, touch Other words: our, my, too, show, house, friend, follow, finger, what, who Revision: numbers, colours, toy, classroom objects

Syntactic-discursive contents This is my pet. It’s … What’s this? It’s a dog. What colour’s … ? It’s … Who are they? What are they? They’re … Is it a … ? Yes, it is. / No, it isn’t. They’re + adjective. What’s your favourite pet? My favourite pet’s a … What colour are … ? They’re … I’m thinking of a pet. It’s … What’s number … ? Is number 2 … ? Who’s this? What’s her favourite pet? Mice run. Fish swim. Birds fly. Cats walk. Walk my dog. Take my cat to the vet. Brush my horse. Feed my fish.Pronunciation and spelling: Recognising and pronouncing the sound /e/ in connection with the letter e.

Classroom language: Where’s … ? Here! Open your books at page… Listen and point. What colour’s the … ? Listen, point and repeat. Who can help me? What pet’s this? It’s a … Is it a … ? Is the dog young? Colour the pets. What colour is the … ? The chairs are clean. Tick four boxes. Play bingo. Read and circle. Look at number … . Is it a ...? Listen. Point to the people and the pets. Listen and do the actions. Listen and follow. Use your fingers. What’s your favourite pet? Draw your favourite pet and write the word.


Say and guess. Read and write … Can you say these words?


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Associate actions with the meaning of different adjectives. Initial development of skills for writing. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Show respect for the animal kingdom. Show interest by participating actively in class.


Familiarization with the most common pets and being able to talk about them. Use skills to interact with other people, showing tolerance and respect. Valuing the importance of respecting animals and taking care of pets.

2 Key competences




Listen to and understand simple oral messages about pets and their descriptions.




Listen to a song about descriptions of pets.

TALK AND CONVERSE






Ask classmates about their favourite pets.Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonics connected with pets and adjectives describing them.


WRITING



Write words connected with pets.Write sentences following the structure: They’re

Mathematical competence and basic competences in science and technology.Identify and differentiate objects and resources in the immediate surroundings.

Recognise our relationship with our surroundings through our five senses.

Respect nature and animals in the surroundings. Learn about some pets' characteristics and recognise their rights.






Ask for basic information in English about somebody's pets




Draw your favourite pet








Talk about your pet, expressing a personal choice.



3 Social awareness


correctly. Accept other people's tastes as freedom of expression. Show interest in animals by taking care of pets at home.


Education for Peace Show respect and consideration for animals in order to create a balanced world in which

to live.


cooperative.



This unit is specifically connected with natural sciences. Pupils talk about the five senses. They also learn about the importance of looking after pets.


Recognise and use a limited repertoire of frequently used oral vocabulary about different countries orally and in writing.

Describe some pets' characteristics using correct pronunciation and intonation. Recognise and pronounce and write the sound /e/. Recite a chant and sing a song with correct pronunciation and intonation. Recognise and use a limited repertoire of frequently used oral vocabulary about the five

senses orally and in writing. Identify basic sociocultural and sociolinguistic features such as the importance of looking

after pets.



Recognising and practising vocabulary about pets.

Recognise and use a limited repertoire of frequently used oral vocabulary about pets orally and in writing.

CCMCST

Recognising and practising They’re + adjective.


Distinguish and comply with usual Communicative functions: describe some animals' characteristics.

CC

Practise pronouncing the sound /e/ . Recognise and pronounce and write the sound /e/ correctly.

CC

Recite a song about pets. Use correct pronunciation and intonation.

CCCAESIE




Recognising and practising vocabulary about the five senses.


MCST

Talk about the importance of looking after pets and reflect about what has been learned.

Identify basic sociocultural and sociolinguistic features such as the importance of looking after pets.

CCSCC

Make a drawing of you pet and present it to your classmates.


CCCAESIE


UNIT 6 MY FACE



Listen to and understand simple oral messages about somebody's face. Listen to simple messages to later link the correct colour with a specific part of the face. Listen to and recite a chant and repeat a song. Listen to various descriptions of parts of the face and a drawing of them. Listen to and understand the recording of a story using visual aids. Listen to simple messages about what people have and then decide if what you have

heard is correct or not. Listen to a dialogue to practise initial consonant groups /gr/, /br/ and /fr/.


Oral production of the names of different parts of the face. Questions and answers the colours of different parts of the face. Using have got to talk about somebody's physical characteristics. Oral interaction using questions about somebody's physical features or possessions

using have got. Making up questions about the physical features of characters from the story. Reciting a dialogue to practise initial consonant groups /gr/, /br/ and /fr/.

Block 3. Comprehension of written texts Reading a series of words to find the odd one out. Reading a story using visual aids. Reading some words to be able to draw some pictures. Reading a song lyric while listening to it. Reading a pictogram with the summary of the unit story.


Writing the name of different parts of the face.


Communicative functions: Questions and answers about somebody's facial characteristics. Oral interaction about facial characteristics and a description saying the colour. Questions about classmates' pets using have got. Questions and answers the main characters in the story.

Vocabulary: Face: face, eye, ear, mouth, nose, teeth/tooth, hair, head Body: body, head, shoulders, knees, toes Other words: programme, funny, fair, different, boy, sorry, repeat, friends Revision: adjectives, numbers, pets, toy

Syntactic-discursive contents


What colour’s your … ? Is it long or short? It’s my face. Who’s it? It’s … I’m a … . You’re a … I’ve got… Have you got … ? Yes, I have. / No, I haven’t. They’re + adjective Here’s a … What colour’s someone’s … ? It’s … What colour are someone’s … ? They’re … Have you got hair, Henry?

Pronunciation and spelling: Recognise and correctly pronounce initial consonant groups /gr/, /br/ and /fr/.

Classroom language: Where’s … ? Here! Open your books at page … Listen, point and repeat. What colour’s your … ? Is it a ...? Listen and draw lines. Circle the different word. Is … a toy? Say the chant. Listen and correct. Listen and write the number. Write the words. Think about the shapes. Who’s got … ? Are they … ? What colour … have you got? Listen and draw. Draw your face and write. I’ve got … . Have you got…? Sing the song. Sing and move. Colour the monster’s face. Play the game. Ask and guess. Touch your … Listen to the story. Can you say these words?


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Play a song and act out the corresponding actions. Using your own face to practise the vocabulary and making learning

more effective. Initial development of skills for reading and writing. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Show respect for other people's appearance and understand that we are all equal. Take part in the class with respect and consideration towards classmates.



Recognising and learning about differences in people's faces and accepting that facial differences are something natural and essential in life.

Valuing differences as something positive.

2 Key competences




Listen to simple oral messages about parts of the face and body.




Listen to a song about parts of the face and body.

TALK AND CONVERSE






Talk with classmates about another person's physical characteristics.

Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonics connected with parts of the face and body.


WRITING


Write words connected with parts of the face and body.Write sentences following the structure: have got


Talk about facial characteristics and about your possessions using have got.

Digital SkillsUse ICT to reinforce and support learning Carry out the exercises explained in the pupils'


English. CD-ROM for this unit.




Relate with others showing respect for different physical appearances.










Talk about your physical appearance and possessions to become more autonomous.



3 Social awareness

Moral and civic education Show an interest in taking part in class appropriately. Accept classmates' physical appearance.

Education for Peace Show respect for others, without judging them by their physical appearance.


cooperative.


At this level, themes tend to coincide with other areas of the syllabus, different subjects overlapping continually. This unit is specifically connected with maths, natural sciences, social sciences, art and music. Pupils learn names for the parts of the face and the body in English.



Recognise and use a limited repertoire of frequently used oral vocabulary about different parts of the body orally and in writing.

Ask and answer about another person's physical features. Express possession and physical features using have got. Recognise and correctly produce orally and in writing the initial consonant groups /gr/,

/br/ and /fr/. Recite a chant and sing a song with correct pronunciation and intonation.



Recognising and practising vocabulary about parts of the face and the body.

Recognise and use a limited repertoire of frequently used oral vocabulary about different parts of the body orally and in writing.

CCMCST

Recognising and practising 'have got' Recognise and use the functions and meanings associated with the basic syntactical structures.

Distinguish and comply with usual Communicative functions: describing and asking about another person's physical features.

CC

Practice pronouncing the initial consonant groups /gr/, /br/ and /fr/.

Recognise and correctly produce orally and in writing the initial consonant groups /gr/, /br/ and /fr/.

CC

Recite a song about parts of the face and the body.


CCCAESIE



Draw your face and show the drawing to classmates.


CCCAESIE


UNIT 7 WILD ANIMALS



Listen to and understand simple oral messages about wild animals and their descriptions. Listen to simple descriptions of animals and identify them. Listen to and recite a chant and listen to a song about animals. Listen to and understand a story while pupils look at drawings. Listen to simple sentences which describe wild animals' habitats. Listen to a dialogue about the consequences of having clean or dirty surroundings.


Oral production of the name of different wild animals. Invite pupils to say words connected with different subjects: school objects, animals, toy

and numbers. Oral interaction using questions and answers about parts of the body and quantities

using How many. Oral interaction using questions about wild animals' habitats. Acting out a story.

Block 3. Comprehension of written texts Reading names of animals and parts of the body. Finding words in a 'word snake'. Read and distinguish between two words with similar spelling helped by drawings. Reading a story using visual aids. Reading descriptions of various natural surroundings. Reading a song lyric while listening to it. Reading a pictogram with the summary of the unit story.


Writing the name of different wild animals and parts of the body. Writing colours and adjectives to describe animals. Complete the description of a wild animal using words connected with their physical

characteristics and habitat.


Communicative functions: Questions and answers about wild animals' main characteristics. Acting out actions included in a chant. Questions and answers about the number of wild animals and parts of the body. Miming different animals. Acting out a story.

Vocabulary: Wild animals: crocodile, elephant, hippo, giraffe, snake, tiger, monkey Parts of the body: body, arm, hand, leg, tail, foot/feet


Habitats: forest, plain, river Adjectives: dirty, clean, small, big, happy, sad Other words: programme, funny, turn, a lot, shake, smile, laugh, hero, help Revision: colours, adjectives, parts of the face, to be, how many, have got

Syntactic-discursive contents They’re wild animals. A/an … . is a wild animal. They’ve got… . / They haven’t got … Tell me about … Have they got … ? How many…? What are your favourite wild animals? They’re … Who’s this? Is she/he + adjective? Animals are + adjective They + verb (present simple) What have … got?

Pronunciation and spelling: Recognising and pronouncing the sound /i/ in connection with the letter i.

Classroom language: Where’s …? Here! What’s the animal? It’s … Open your books at page … Listen and join the dots. Draw lines. Say the chant. Do the actions. Listen and point to … Draw the animals. Remember it’s a secret! In number … I’ve got a … Come and point to a … Listen and point to the animals. How many have I got? Have I got … ? Listen and write the number. Read and tick or cross. Give me a … Circle the word and write. Listen and do the actions. Look at the picture dictionary. Monty’s phonics. How many birds can you see? What colour are the birds? Do birds fly? How many legs have birds got? The forest has got trees. The river is clean. The birds are happy.


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model.


Carry out the actions mentioned in the song. Initial development of skills for reading and writing. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Show respect for the animal kingdom and the environment. Show an interest in learning by participating actively in class.


Familiarization with wild animals and being about to talk about them. Recognising and learning about the importance of looking after nature. The importance of learning to interact with others, showing respect for their decisions

when making choices.

2 Key competences




Listen to simple oral messages about wild animals and parts of the body.




Listen to a song about wild animals and parts of the body.

TALK AND CONVERSE






Ask classmates about their favourite wild animals.Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonics connected with wild animals and part of the body.


WRITING


Write words connected wild animals and parts of the body.Write sentences following the structure: they are / they have got.

Mathematical competence and basic competences in science and technology.


Follow rhythmic sequences and simple series. Playing animal dominoes.


Recognise the importance of obtaining a clean environment.

Respect nature and animals in the surroundings. Learn more about the animal kingdom and see how connected it is with our world.

Show respect towards animals and be aware that they too have rights.

Learn about some of the habitats wild animals live in.






Ask for basic information in English, about what they like and do not with regards to animals.




Draw your favourite animal.








Talk about your favourite animals and state a personal choice.




3 Social awareness

Moral and civic education Show interest by participating actively in class. Accept classmates' tastes as freedom of expression.

Education for Peace Show consideration towards animals and respect for their habitats.

Environmental education

Identify basic sociocultural and sociolinguistic features such as the importance of looking after the environment.


cooperative.



This unit is specifically connected with natural sciences. Pupils learn about animals that live in the jungle.

They learn to talk about wild animals' habitats. They also learn about the importance of looking after the environment.



Describe some animals and parts of the body using correct pronunciation and intonation. Recognise and pronounce and write the sound /i/. Recite a chant and sing a song using correct pronunciation and intonation. Recognise and use a limited repertoire of frequently used oral vocabulary about the

habitats wild animals live in orally and in writing. Identify basic sociocultural and sociolinguistic features such as the importance of having

a clean environment.



Recognising and practising vocabulary about wild animals.

Recognise and use a limited repertoire of frequently used oral vocabulary about wild animals orally and in writing.

CCMCST

Recognising and practising They’ve got… . / They haven’t got …


CC


Distinguish and comply with usual Communicative functions: describe animals¡ physical characteristics.

Practise pronouncing the sound /i/ . Recognise and pronounce and write the sound /i/ correctly.

CC

Recite a song about wild animals. Use correct pronunciation and intonation.

CCCAESIE



Recognising and practising vocabulary about habitats in which wild animals live.

Recognise and use a limited repertoire of frequently used oral vocabulary about wild animals orally and in writing.

MCST

Talk about the importance of contributing to having a clean environment and reflect about what has been learned.

Identify basic sociocultural and sociolinguistic features such as the importance of contributing to having a clean environment.

CCSCC

MCST

Make a drawing of your favourite wild animal and present it to your classmates.


CAESIE


UNIT 8 MY CLOTHES



Listen to and understand simple dialogues about somebody's clothes. Listen to simple messages to decide which garments to wear today. Listen to various short descriptions about clothes and colour them in accordingly. Listen to brief messages about where some garments are and who they belong to. Listen to and understand the recording of a story using visual aids.


Oral production the names of different garments. Oral interaction with questions and answers about garments of clothing. Using have got/has got to talk about the clothes which somebody is wearing. Oral interaction using questions about about somebody's clothes using have got.

Block 3. Comprehension of written texts Reading words and brief sentences connected with clothing. Reading a story using visual aids. Reading a song lyric while listening to it. Reading a pictogram with the summary of the unit story.


Writing the names of different garments.


Communicative functions: Questions and answers about somebody's clothing. Oral interaction about your clothing, describing it using familiar colours and adjectives. Questions about classmates' clothing using have got. Answer the comprehension questions after listening to the story.

Vocabulary: Garments of clothing: jacket, shoes, skirt, socks, trousers, T-shirt, pair of Other words: come on, room, right, ball, dirty, puppet Revision: have got, colours, adjectives, parts of the face and the body

Syntactic-discursive contents What colour is/are the ... ? How many…? What colour is it? I’m a … . / You’re a … I’ve got… My favourite … is/are … The … is + adjective He/She’s got …


Have you got a … ? Who’s got a … ?

Pronunciation and spelling: Recognising and pronouncing the sound /o/ in connection with the letter o.

Classroom language: Where’s … ? Here! Open your books at page … , please. Listen and point. What colour is/are the … ? Find and count. Circle the number. Listen and answer. Point to some … , please. Stand up if you’ve got ... Jump up if you’ve got … Stamp your feet if you’ve got … Wave your arms if you’ve got … Clap your hands if you’ve got … Listen and say the number. Draw and write. My favourite clothes are … What about you? Has … got his/her … ? Who’s got … ? It’s my/your turn. Tell me about … Can you repeat, please? Monty’s phonics. Listen to the story. Look at the picture dictionary. Can you say these words?


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Associate actions with the meaning of a song. Use real objects (realia) as clothes to make learning more immediate for pupils. Initial development of skills for writing. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Show a positive attitude and interest in classmates' clothing. Take part in the lesson with respect and tolerance towards classmates.


Appreciating different ways of dressing. Respect classmates' different ways of dressing. Respect different ways of dressing in non English-speaking countries. Use real objects (realia) as clothes to make learning more immediate for pupils.


2 Key competences




Listen to simple oral messages about clothes.




Listen to a song about clothes.

TALK AND CONVERSE






Ask classmates about the clothing they are wearing.Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonics connected with clothes.


WRITING


Write words connected with clothing.Write sentences following the structure: Have you got?






Ask for basic information in English, about clothing another person is wearing.




Draw garments of clothing and colour in flashcards of garments of clothing.








Talk about your favourite garments of clothing, expressing a personal choice.



3 Social awareness

Moral and civic education Show interest by participating actively in class. Accept other people's tastes with regards to clothes.

Education for Peace Show respect and tolerance to others with regards to their way of dressing. Respect everybody without judging because of their physical appearance.


cooperative.


Consumer education Shop choosing carefully, knowing the differences between bits of clothing and brands.




Recognise and use a limited repertoire of frequently used oral vocabulary about clothes orally and in writing.

Ask and answer about what people are wearing or what they have. Express possession using have got. Recognise and pronounce and write the sound /o/ correctly. Recite a chant and sing a song with correct pronunciation and intonation.




Recognising and practising vocabulary about garments of clothing.

Recognise and use frequently used oral vocabulary orally and in writing about clothes. CC

Recognising and practising 'have got' Recognise and use the functions and meanings associated with the basic syntactical structures.

Distinguish and comply with habitual communicative functions: ask and gives answers about what people are wearing or what they have.

CC

Practise pronouncing the sound /o/ . Recognise and pronounce and write the sound /o/ correctly.

CC

Recite a song about items of clothing. Use correct pronunciation and intonation.

CCCAESIE



Make a drawing of your favourite garments of clothing and present them to your classmates.


CCCAESIE




Listen to descriptions of physical appearance and clothing to guess which character is being talked about



Make up sentences using have got/haven’t got, has got/hasn’t got to talk about animals. Revise vocabulary orally using a visual game.

Block 3. Comprehension of written texts Read about some characters' different characteristics such as clothing and parts of the

face and body. Reading a description to fill in the gaps using the words provided.


Finish a description by writing the words shown in the drawings.


Communicative functions: Practise describing different animals. Communication with classmates in English.

Vocabulary: Pets, parts of the face, parts of the body, wild animals and garments of clothing Have got/Haven’t got Adjectives

Syntactic-discursive contents What colour is… ? Has it got a … ? Yes, it has. No, it isn’t He/She’s got … Is it true? Our favourite animals/pets are … What’s your book?

Classroom language: Listen and say the number. Open your books at page … , please. What colour’s the snake? Has it got a big body? Listen and say ‘yes’ or ‘no’. Read, draw and colour. Look at this clown.


What’s his name? Listen and check. Make true sentences. Cats and giraffes haven’t got hands. Is it true? Point to your nose, please. Touch your ears. Make books. My animal’s got two … It’s got a big … It hasn’t got … Read and write.


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Treat classmates as equals, without taking into account their physical characteristics. Show interest in the animal kingdom. Show interest by participating actively in class.

Socio-cultural and socio-linguistic features: Familiarization with wild animals and pets and the ability to talk about them. Develop the ability to interact with others, showing respect for their decisions.

2 Key competences




Listen to simple oral messages about pets, parts of the face, parts of the body, wild animals and garments of clothing

.

TALK AND CONVERSE




Play a game with classmates to revise vocabulary about the four previous units.

READING


Recognise the words in the activity in the Activity Book.

WRITING


Write words connected with parts of the face.












3 Social awareness


correctly.

Cooperative work in class Be able to work with the whole class respecting other pupils' turns to talk Be able to work in pairs or groups effectively, respecting other people and being

cooperative.

Education for Peace Show respect for others, without judging them by their physical appearance. Show respect and consideration for animals in order to create a balanced world in which

to live.


At this level, themes tend to coincide with other areas of the syllabus, different subjects overlapping continually. This unit is specifically connected with natural sciences and art.


Recognise and use a limited repertoire of frequently used oral vocabulary about pets, parts of the face and body, wild animals and garments of clothing and talk about them.

Be able to use the different forms of have got.




Recognising and practising vocabulary about pets, parts of the face and the body, wild animals and garments of clothing.

Recognise and use a limited repertoire of frequently used oral vocabulary about pets, parts of the face and body, wild animals and garments of clothing and talk about them.

CCMCST

Revise and practise different forms of have got.


Distinguish and comply with habitual communicative functions: expressing and asking about possession.

CC



CAESIE


UNIT 9 FUN TIME!


Listen to and understand simple oral messages about different actions. Listen to and understand simple messages about different people who play sports or do

other activities. Listen to various descriptions of action to identify which family members can do them. Listen to and recite a chant. Listen and reply to questions about the characters in the book's skills. Listen to and understand the recording of a story using visual aids. Listen to various sentences about people playing various sports. Listen to a story about the importance of team work in sport.


Oral production about the different sports and activities studied in the unit. Oral production about your ability to play sports and do other activities using can or can’t. Oral interaction using questions and answers about classmates' skills using can. Pupils act out the story they have just heard. Oral questions and answers about the sports in the pictures. Oral production about objects used in various sports. Take part in a group game to reach an agreement about colouring in some boxes. In groups, act out a short story about team work in sport.

Block 3. Comprehension of written texts Reading the names of different activities and sports. Find words in a puzzle. Reading the names of animals and parts of the body. Reading simple sentences about what people can and cannot do. Reading a story using visual aids. Reading a song lyric while listening to it. Reading sentences about people playing a sport. Reading a pictogram with the summary of the unit story.


Writing the names of different activities and sports. Writing objects connected with sports.


Communicative functions: Questions and answers about who knows how to do an activity and who does not. Carrying out actions mentioned in a chant. Questions and answers about activities which classmates do Mime an activity for classmates to guess what it is. Reach an agreement to work as a group. Acting out a story.

Vocabulary:


Sports: play football, play basketball, play tennis, play table tennis, swim, ride a bike, ride a horse

Activities: play the guitar, play the piano, sing, drive a car, be quiet, sail Other words: Maskman, instructions, rainbow, fish, frog, friends, feet, can, can’t, Let’s Revision: characters' names, numbers, colours, actions, toy, and, but

Syntactic-discursive contents Yes, it is. No, it isn’t What’s number...? Can you + action? Yes, I can. No, I can’t. What can you/he/she/do? Who can + action? I need a ball to play … At school I wear … He/She’s got …

Pronunciation and spelling: Recognising and pronouncing the sound /l/ in connection with the letter l.

Classroom language: Simon says... Let’s play … Open your books at page … Listen and write the numbers. Look at activity … Read and match. Let’s all do … Ready, steady, go. Listen to the song. Do the actions. Listen and answer. What’s the number? What are the missing words? Find them in the puzzle. I can/can’t + action Who can + action? Can he/she/you + action? What can she/he do? Now you do the same. Sorry? Can you repeat, please? When you say you + action. Colour the ‘f’ words. This is a story about Maskman. Act out the story. Look at the picture dictionary. Can you say these words? Colour the stars. Do the actions. Guess and say. Play a game.


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Start practising isolated phonemes to develop writing skills. Use information and communication technologies.


Enjoy team work. Have confidence in your own ability to learn a foreign language. Show respect for all classmates' skills. Show interest by participating actively in class. Develop an interest in playing different sports.


Valuing team work in sports and other activities. Familiarization with the most common sports and other activities. Developing skills for relating with others and show an interest in their skills. The idea of playing sports as a healthy habit.

2 Key competences




Listen to simple oral messages about sports and other activities.




Listen to a song about sports and other activities.

TALK AND CONVERSE






Ask classmates about their favourite sports and their skills.Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonemes connected with sports and other activities.


WRITING


Write words connected with sports and other activities.Write sentences using the structure: can.

Mathematical competence and basic competences in science and technology.Be familiar with and follow healthy living practices.

Learn about the importance of sport for leading a healthier lifestyle.







Ask for basic information in English about another person's abilities

Recognise the importance of team work.




Learn about different types of sports played in English-speaking countries.








Talk about your favourite sports, expressing a personal choice and your skills as an an expression of your personal identity.



3 Social awareness


correctly. Accept and respect classmates' skills and understand that all activities are equally

important.

Education for health Connect sport with leading a healthier lifestyle. Encourage sport as another form of enjoyment.


cooperative.


Identify basic sociocultural and sociolinguistic features such as the importance of team work.



This unit is connected with physical education. Pupils identify with objects which are needed to play certain sports.


Recognise and use a limited repertoire of frequently used vocabulary about leisure as fun orally and in writing.

Ask and answer about another person's skills. Recognise and pronounce and write the sound /l/. Recite a chant and sing a song with correct pronunciation and intonation. Recognise and use frequently used oral vocabulary orally and in writing about different

types of sports. Identify basic sociocultural and sociolinguistic features such as the importance of team

work.



Recognising and practising vocabulary about sports and leisure activities.

Recognise and use a limited repertoire of frequently used vocabulary about leisure as fun orally and in writing.

CCMCST

Recognising and practising 'can' Recognise and use the functions and meanings associated with the basic syntactical structures.

Distinguish and comply with habitual communicative functions: ask and gives answers about another person's abilities.

CC

Practise pronouncing the sound /l/ . Recognise and pronounce and write the sound /l/.

CC

Recite a song about sports and leisure activities.


CCCAESIE



Recognising and practising vocabulary about different types of

Recognise and use frequently used oral vocabulary orally and in

MCST


sports. writing about different types of sports.

Talk about the importance of team work and reflect about what has been learned.

Identify basic sociocultural and sociolinguistic features such as the importance of team work.

CCSCC

Make a drawing of your skills and present it to your classmates.


CCCAESIE


UNIT 10 AT THE FUNFAIR


Listen and understand simple messages from different audiovisual media. Listen to and understand simple descriptions about where the characters are in an

amusement park. Listen to simple messages to decide which colour to give each means of transport. Listen to brief descriptions where different objects in an amusement park are to decide if

the message is correct or incorrect depending on the drawing. Listen to brief messages about what people are doing at a certain time. Invite pupils to

give a reply to check whether they have understood. Listen to and repeat different sentences in present continuous, drawing pupils' attention

to the use of contractions. Listen to simple dialogues to assign a colour to the objects mentioned. Listen to brief sentences about what people are doing at that moment. Listen to and understand the non-explicit meaning of a story.


Oral production of the names of different means of transport. Recite a chant while pupils carry out the actions. Oral interaction about what pupils are doing right now. Oral interaction using questions and answers about what classmates are doing. Acting out the story the pupils have listened to.

Block 3. Comprehension of written texts Reading different syllables and linking them together to make up words. Reading a group of words and identifying the vocabulary connected with means of

transport. Reading a song lyric while listening to it. Reading a story using visual aids. Reading a pictogram with the summary of the unit story.


Writing the names of different means of transport. Writing words connected with means of transport, animals and garments of clothing.


Communicative functions: Questions and answers where somebody is in an amusement park and what he/she is

doing. Questions and answers about current actions. Asking questions about what the characters are doing after listening to the story. Answer questions to show that they have understood.

Vocabulary: Means of transport: bus, lorry, motorbike, helicopter, plane, boat, horse, car, train Verbs: fly, ride, walk, sit, swim, cross the street


Other words: funfair, start, street, cross, night owl, hero Revision: where, colours, numbers, prepositions, garments of clothing, parts of the body

Syntactic-discursive contents Where’s … ? In/On the + ride? She/he ‘s in/on the … The colour + ride is in/on/under/next to the … What are you doing? I’m flying … Give me a ‘letter’. What’s this? It’s a … What am I doing? You’re driving … What’s he/she doing? He/she’s … Can he/she + verb?

Pronunciation and spelling: Recognising and pronouncing the sound /ʌ/ in connection with the letter u.Classroom language: Simon says... Hold up … Put it on/in/under … Where’s … ? On/in the … ? Open your books at page ... , please. Look at the funfair. Listen again to check your answers. Write the words. Say the chant and do the actions. Listen and say ‘yes’ or ‘no’. Where’s the black helicopter? Draw the pictures. It’s a secret! Sorry? Can you repeat that? Look, I’m writing/drawing. What are you doing? Listen and point. Listen, point and repeat. What am I doing? Are you riding a bike? Listen and draw lines. Follow the ‘transport’ lines. Monty’s phonics. Listen to the first one. Is that right? Do the same for the others. Find the different word. Now do the same with the other letters. Give me a /c/, /f/, /d/, /n/. Who’s the hero? What’s the boy’s name? What’s Maskman doing? Where’s Maskman? Can he swim / cross the street? Listen and say the number. Can you say these words?



Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Start practising isolated phonemes to develop writing skills. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Show interest and a positive attitude towards what your classmates like and do not like in

amusement parks. Take part in the lesson giving information about what each pupil is doing right now


Valuing amusement parks as places to have fun. Respect what classmates like and do not like in amusement parks Recognising and learning about the importance of being able to talk about current

actions.

2 Key competences




Listen to simple oral messages about means of transport.




Listen to a song about actions at an amusement park.

TALK AND CONVERSE






Ask classmates about what they are doing at the moment. Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonics connected with means of transport and actions taking part at the moment.


WRITING

Reproduce very simple words and structures using Write words connected with means of


previously taught models. transport.Write sentences using the structure: present continuous.


Recognise various means of transport in the attractions at an amusement park.






Ask for basic information in English about actions which are being carried out at the moment.




Draw some of the means of transport studied in this unit.








Talk about your favourite means of transport and attractions, expressing a personal choice.



3 Social awareness

Moral and civic education Show interest by participating actively in class. Accept other people's choices with regards to actions they are carrying out.


cooperative.






Recognise and use a limited repertoire of frequently used oral vocabulary about means of transport and actions at amusement parks orally and in writing.

Talk about what different people are doing at the moment. Ask classmates what they are doing. Recognise and pronounce and write the sound /ʌ/. Recite a chant and sing a song with correct pronunciation and intonation.



Recognising and practising vocabulary about means of transport and actions in an amusement park.

Recognise and use a limited repertoire of frequently used oral vocabulary about means of transport and actions at amusement parks orally and in writing.

CCSCC

Recognising and practising present continuous.


Distinguish and comply with usual Communicative functions: express and act about what different people are doing at the moment.

CC

Practise pronouncing the sound /ʌ/. Recognise and pronounce and write the sound /ʌ/.

CC

Recite a song about actions in an amusement park.


CCCAESIE



Make a drawing of your favourite means of transport and present it to your classmates.


CAESIE


UNIT 11 OUR HOUSE


Listen and understand simple messages from different audiovisual media. Listen to and understand simple descriptions about where people are in a house. Listen to simple messages about where different objects are in a house. Listen to a monologue about where each character in the family is to decide whether the

information given is correct or not. Listen to the description a character's room to identify the objects in that room. Listen to brief questions in present continuous to answer correctly. Listen to brief dialogues to give a different colour to each room in the house. Listen to a story and repeat with intonation and expression. Listen to some sentences about famous paintings made out of pieces of fruit. Listen to a chant about healthy cleaning habits. Listen to a chant to practise the sound /h/.


Oral production of the names of different rooms in a house. Make sentences saying where the characters are. Oral interaction using questions and answers about what the characters are doing. Acting out de the story the pupils are listening to. Oral production about fruit used in various famous paintings. Listen to a chant about healthy cleaning habits. Recite a chant to practise the sound /h/.

Block 3. Comprehension of written texts

Reading different actions to decide whether a character is or is not carrying out that action at this moment.

Reading a group of words from which some letters are missing for the pupils to complete them.

Reading the names of different objects and then draw them in a picture. Reading simple sentences about healthy cleaning habits. Reading a song lyric while listening to it. Reading a story using visual aids. Reading various sentences about an imaginary person made out of fruit. Reading a pictogram with the summary of the unit story.


Writing the name of different rooms in a house. Writing words connected with objects in a house. Writing missing letters to complete words connected with rooms in a house. Writing sentences about healthy cleaning habits.


Communicative functions: Questions and answers about which part of the house somebody is in.


Oral production about where people are in a house. Oral production about what they are doing at this moment. Questions and answers about what others are doing. Questions about what the characters are doing after listening to the story. Oral production about pupils' room and living rooms and the objects you can find in a

house.

Vocabulary: Areas of a house: bathroom, bedroom, dining room, hall, kitchen, living room, house,

home Objects in a house: bed, sofa, food, door, window, table, chair, lamp, bookcase,

wardrobe, toy box Fruit and art: grapes, lemon, pear, watermelon, painting Health: clean your teeth, was apples, wash your hands Other words: everybody, grandpa, guitar Revision: prepositions, numbers, colours, toy, adjectives, to be, have got

Syntactic-discursive contents The + object is/are in + room Someone‘s in the + room She’s got … You’re writing. What’s he/she doing? He/she’s … What are they doing? They’re … What are you doing? I’m … What am I doing? Is she/he listening to music? Yes, she/ he is. No, she/he isn’t … Where’s … ? In the + room The … is/are made of … I put my … in the …. Gertie goat got the grapes from Grandma’s garden.

Pronunciation and spelling: Recognising and pronouncing the sound /h/ in connection with the letter h.

Classroom language: Open your books at page ... , please. Where’s the...s? These are rooms in the house. Where are the family? Listen, point to the rooms and repeat. The T–shirt is in the bedroom. Listen and whisper the answers to your partner. Stella’s got three beds in her room. Follow the lines and write. Find the room and write it here. Draw your house. Draw a line and write the word here. What’s the happy monster doing? Monty’s phonics. Complete the words. What’s he/she doing? How many has she got? Are they in the bedroom? Where are The pupils?


Sshh! Be quiet. Look at the picture dictionary. Can you say these words? Do you wash your hands before lunch? Are your hands cleans?


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Associate an action with a room while singing a song. Start practising isolated phonemes to develop writing skills. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Respect and interest in classmates' houses. Take part in the lesson by giving information about what each pupil is doing. Value de the importance of having healthy cleaning habits.


Respect and interest in classmates' houses. Recognising and learning about the importance of being able talk about what is

happening at the moment. Recognising and learning about having healthy cleaning habits.

2 Key competences




Listen to simple oral oral messages about possessions and abilities.




Listen to a song about what other people are doing at the moment.

TALK AND CONVERSE






Ask classmates about what other people are doing at the moment. Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonics connected with rooms in a house.



WRITING


Write words connected with rooms in a house.Write sentences using the structure: present continuous.


Recognise the different rooms in a house.

Move comfortably in space and time. Identify habitual actions carried out in different rooms in a house.

Be familiar with and follow healthy living practices.

Identify some indispensable cleaning habits for being healthy.






Ask for basic information in English about what other people are doing at the moment.




Learn about various famous paintings made out of pieces of fruit.


Draw the rooms in your house.









Talk about where pupils live and what their homes are like, expressing a personal choice.



3 Social awareness

Moral and civic education Show interest by participating actively in class. Accept other people's choices in the actions they do. Show respect towards your house and an interest in taking care of it.


cooperative.

Education for Equality Show respect for other people's opinions, regardless of their gender. Be aware that everyone has to help at home, whatever gender they are.

Education for Health Be aware of the importance of having healthy cleaning habits



This unit is connected with arts education. Pupils study some famous paintings made out of pieces of fruit.


Recognise and use a limited repertoire of frequently used oral vocabulary about different rooms in a house orally and in writing

Ask and answer about actions which are taking place at the moment of talking. Recognise and pronounce and write the sound /h/. Recite a chant and sing a song with correct pronunciation and intonation. Recognise and use a limited repertoire of frequently used oral vocabulary about fruit

orally and in writing. Identify basic sociocultural and sociolinguistic features such as the importance of

hygienic habits.




Recognising and practising vocabulary about rooms in a house

Recognise and use a limited repertoire of frequently used oral vocabulary about rooms in a house orally and in writing

CCMCST

Recognising and practising present continuous.


Distinguish and comply with usual Communicative functions: expressing and asking about actions taking place at the moment of speaking.

CC

Practise pronouncing the sound /h/. Recognise and pronounce and write the sound /h/.

CC

Recite a song about what some people are doing at the moment.


CCCAESIE



Recognising and practising vocabulary about famous paintings made out of pieces of fruit.

Recognise and use a limited repertoire of frequently used oral vocabulary about fruit orally and in writing.

MCST

Talk about healthy hygiene habits and reflect about what has been learned.

Identify basic sociocultural and sociolinguistic features such as the importance of keeping healthy.

CCMCST

Draw your house and present it to your classmates.


CCCAESIE


UNIT 12 PARTY TIME!

1 Contents

Block 1. Comprehension of oral texts

Listen and understand simple messages from different audiovisual media. Listen to and understand simple descriptions about what different people are eating. Listen to simple messages about what people are doing (eating) at the moment of talking. Listen to simple dialogues in order to distinguish countable nouns from uncountable

nouns and differentiate the singular form from the plural. Listen to a story and repeat with intonation and expression.


Oral production the name of different food. Oral interaction with questions about somebody's favourite food and your own favourite

food. Oral interaction using questions and answers about food which classmates like and do

not like. Acting out de the story the pupils are listening to.

Block 3. Comprehension of written texts Reading words connected with food. Reading simple sentences what you like and do not. Reading sentences in which some words are missing and guess them by looking at the

drawings. Reading a song lyric while listening to it. Reading a story using visual aids. Reading a pictogram with the summary of the unit story.


Writing the name of different food. Writing words which start with the first letters of other words which are already familiar. Find words in a letter soup and the write them next to the drawings. Do a crossword with words connected with food, animals and travel vocabulary. Reorder the words in order to write them correctly.


Communicative functions: Questions and answers about what is being done at the moment of speaking. Oral production what different people are eating. Questions and answers tastes with regards to food, garments of clothing, toy, animals,

etc. Carry out a survey in class to find out about classmates' tastes. Questions and answers about what the characters are doing after listening to the story.

Vocabulary: Food: apple, banana, burger, ice cream, cake, chocolate, fish, orange, burger Party: party time, barbecue Other words: yummy, plate, llama


Grammatical words: some, a/an, but, or Revision: verbs (present continuous), animals, toy, garments of clothing

Syntactic-discursive contents What have you got...? What are you eating? I like … I don’t like... Do you like my…? Yes, I do / No, I don’t. What does he/ she/ it like? I like … and … but I don’t like … What’s your favourite food…? What’s someone else’s favourite food?

Pronunciation and spelling: Recognising and pronouncing the sound /ai/ in connection with the letters

“i_e” and “y”.

Classroom language: Open your books at page ... , please. Where’s..? ? Here it is. Listen and point. What’s Simon eating? What’s Mr Star got? Some … A/an … What colour’s the monster? What’s he eating? What’s your favourite food? Look! Choose one. Is it ice cream? Listen to the chant. Work in pairs and help your friends. Complete. Draw the food word. Remember, check the spelling. Listen and tick or cross. What about you? Tick the boxes. Let’s do a class survey. Let’s find out what the class likes and dislikes. Now ask and answer in groups. Monty’s phonics. Read, listen and say the name. Find the words and write. This is the word apple. Can you write it? What’s Monty’s favourite food? Act out the story. Look at the picture dictionary Can you say these words? Colour the stars.


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Do a word soup and a crossword in order to learn and have fun. Check the spelling after writing a word to develop strategies


for autonomous learning. Start practising isolated phonemes to develop writing skills. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Show an interest in classmates' tastes. Value the benefits of learning. Show interest by participating actively in class.


Valuing de the importance of having a balanced diet.

2 Key competences




Listen to simple oral messages about different food.




Listen to a song what various people like to eat and do not like to eat.

TALK AND CONVERSE






Ask classmates about about what they like and do not like to eat.Act out the previously read illustrated story.

READING


Recognise the words in the grammar section and phonics connected with different food.


WRITING


Write words connected with food.Write sentences following the structure: Do you like…?

Mathematical competence and basic competences in science and technology.Be familiar with and follow healthy living practices.

Talk about the importance of having a balanced diet in order to keep healthy.

Digital Skills


Use ICT to reinforce and support learning English.





Ask for basic information in English about what they like to eat and do not and what they are eating at the moment.




Draw different food.








Talk about what they like to eat and what they do not, expressing a personal choice.



3 Social awareness

Moral and civic education Show interest by participating actively in class. Value how lucky we are being able to choose the food we eat. Show solidarity with people who suffer malnutritions because of lack of food.

Education for Health Be aware of the responsibility of having a balanced diet and keeping regular meal times.


cooperative.

Consumer education Being responsible and not wasting food. Differentiate between food which is necessary for a healthy diet and that which is not.





Recognise and use a limited repertoire of frequently used oral vocabulary about different types of food orally and in writing.

Ask and answer about tastes in food and about what different people are doing or eating at the moment.

Recognise and pronounce and write the sound /ai/ connected with letters “i_e” and “y”. Recite a chant and sing a song with correct pronunciation and intonation.



Recognising and practising vocabulary about different food.

Recognise and use a limited repertoire of frequently used oral vocabulary about different types of food orally and in writing.

CCMCST

Recognising and practising 'like'.

Practice the use of present continuous.


Distinguish and comply with habitual communicative functions: expressing and asking about food.

CC

Practice the pronunciation the sound /ai:/ associated with the letters “i_e” and “y”

Recognise and pronounce and write the sound /ai/ connected with letters “i_e” and “y”.

CC

Recite a song about what various people like to eat and do not.


CCCAESIE



Make a drawing of a character made of fruit and present it to your classmates.


CAESIE




Listen to a text describing different characters are doing at the moment to identify the characters and their skills.



Make sentences about what is happening at the moment of speaking. Oral production about people's different skills using can/can’t. Take part in a visual game to revise vocabulary about the four previous units.

Block 3. Comprehension of written texts Reading simple instructions to circle the correct word in a group. Read the description of a character, where he/she is and the food he/she likes.


Finish the description of a character, where he/she is and what food he/she likes.


Communicative functions: Questions and answers about who is able to carry out and activity and who is not. Oral production about what is happening at the moment of speaking.

Vocabulary: Revision: vocabulary from all units. Present continuous Can/can’t and like/don’t like

Syntactic-discursive contents This is a... He/She’s ... Here are… Like / don’t like. Can you … ? Yes, I can. No, I can’t. Colour …

Pronunciation and spelling: Practise spelling and intonation.

Classroom language: Listen and say the number. Open your books at page … , please. Find and colour. Colour the … words.


Give me another food word. Choose from here. Look, write, read and draw.


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language.


Develop the ability to interact with others and show respect for their decisions.

2 Key competences




Listen to simple oral messages about food, areas of the house and abilities.



TALK AND CONVERSEAnswer the questions orally using simple vocabulary and structures.



Ask classmates about their skills and the food they like.

READING


Recognise the words connected with food, areas of the house and abilities.

WRITING


Write words connected with food.














Talk about your favourite food, expressing a personal choice.



3 Social awareness


correctly. Learn about traffic signs and other things connected with road safety.

Cooperative work in class Know how to work as a group, collaborating to finish the activity correctly.

Education for Peace Be tolerant about other people's choices and tastes. Be aware that not everybody has the same skills and that nobody is better than anybody

else.


At this level, themes tend to coincide with other areas of the syllabus, different subjects overlapping continually. This unit is specifically connected with natural sciences, music and art.


Recognise and use a limited repertoire of frequently used oral vocabulary about rooms in a house and food orally and in writing

Be able to use present continuous correctly, can and can’t. Know how to talk about what you like and do not and ask classmates.




Recognising and practising vocabulary about sports and activities, rooms in a house and food

Recognise and use a limited repertoire of frequently used oral vocabulary about rooms in a house and food orally and in writing

CCMCST

Revise and practise present continuous, can and can’t.


Distinguish and comply with usual Communicative functions: express tastes and what you are doing at the moment.

CC



CAESIE


CHRISTMAS


Listen to a simple conversation which describes what the characters are doing on Christmas Day.

Listen to a carol while miming the actions.


Acting out a conversation about Christmas in front of the class.


Writing de the numbers associated with objects in a toy box and on a Christmas tree.


Communicative functions: Practise the new vocabulary about Christmas using cards with drawings. Acting out a conversation about Christmas and Christmas objects. Communication with classmates in English.

Vocabulary: Christmas: Christmas, Christmas cards, Christmas tree, Christmas stocking, star,

Rudolph, Santa Claus, snowman, Christmas tree lights, ornaments, a sleigh Revision: colours, prepositions

Syntactic-discursive contents Merry Christmas What’s … ? Where’s … ? What colour is… ? Is it a ...? Yes, it is. No, it isn’t

Classroom language: Open your books at page … , please. Look! It’s Christmas. Listen, point and say. Sing a Christmas song. It’s a town. Santa Claus is coming to town. Look, draw and colour. What’s this? Is it finished? Look and write the number. Look at the toy box and the Christmas tree. Where does the star go?Learning strategies:


Memorize and use the vocabulary in the unit. Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Respect the different ways of celebrating Christmas in different parts of the world. Show respect for other people's beliefs.


Find out how to wish people a Happy Christmas. Find out about Christmas in English-speaking countries. Learning about the importance of sharing Christmas with family and friends.

2 Key competences




Listen to simple oral messages about Christmas.


Listen to a song about Christmas.

TALK AND CONVERSE






Wish classmates a Happy Christmas

READING


Recognise the words connected with Christmas.

WRITING


Write words connected with Christmas.






Wish people Happy Christmas in English.





Learn about typical Christmas objects and actions in English-speaking countries.


Complete three Christmas drawings.







3 Social awareness

Moral and civic education Show interest in learning about Christmas traditions in different parts of the world.

Cooperative work in class Be able to work with the whole class respecting other pupils' turns to talk

Education for Peace Show respect for other people's beliefs and Christmas traditions.


At this level, themes tend to coincide with other areas of the syllabus, different subjects overlapping continually. This unit is connected with religion.


Recognise and use a limited repertoire of frequently used oral vocabulary about Christmas orally and in writing.

Sing a carol with correct pronunciation and intonation.



Recognising and practising vocabulary about Christmas.

Recognise and use a limited repertoire of frequently used oral vocabulary about Christmas orally and in writing.

CCSCC

Reciting a carol. Use correct pronunciation and CC


intonation. CAESIE

Do three classmates drawings and present them to your classmates.

Make yourself understood in short, simple oral statements. CAE

SIE


Valentine’s Day.


Listen to a chant about Valentine's Day to be able to recite it with correct intonation and pronunciation.


Repeat Cupid' chant. Take part in a game to practise and learn the Valentine's Day vocabulary.


Writing a simple love message after having deciphered it.


Communicative functions: Practise new vocabulary about Valentine's Day. Recite a Valentine's Day chant with correct intonation and pronunciation. Take part in games to learn and practise new vocabulary.

Vocabulary: San Valentine's Day: St Valentine’s Day, a heart, love, like, arrow, kiss, flowers, Cupid,

chocolate. Extra Vocabulary: shoot. Revision: sad, colours, numbers, prepositions.

Syntactic-discursive contents I love you I like you.

Pronunciation and spelling: Recite a chant with correct intonation and pronunciation.Classroom language: Open your Pupil's Book at page… Where’s the…? What’s this? Is it a …? This is a … Play the game. What can you see? How many? Let’s listen to his chant. Is the … +prepositions? I like … I love…Learning strategies:

Memorize and use the vocabulary in the unit.


Understand words and use them to make short sentences following a model. Use information and communication technologies. Enjoy team work. Have confidence in your own ability to learn a foreign language. Show interest and respect for the different ways of celebrating Valentine's Day in different

parts of the world.


Acquire the ability to talk with others about your amorous feelings. Valuing Valentine's Day traditions in English-speaking countries.

2 Key competences




Listen to simple oral messages about Valentine's Day.




Listen to a chant about Valentine's Day.

TALK AND CONVERSE






Ask classmates about typical Valentine's Day objects

READING


Recognise words connected with Valentine's Day

WRITINGReproduce very simple words and structures using previously taught models.

Write words connected with Valentine's Day.






Ask for basic information in English about Valentine's Day.





Learn about and show respect for Valentine's Day as a way of expressing amorous feelings in English-speaking countries.


Write your own amorous messages.







3 Social awareness

Moral and civic education Show an interest in learning about Valentine's Day traditions throughout the world.

Cooperative work in class Be able to work with the whole class respecting other pupils' turns to talk

Education for Peace Show respect for other people's beliefs and opinions.


At this level, themes tend to coincide with other areas of the syllabus, different subjects overlapping continually. This unit is connected with education about values.


Recognise and use a limited repertoire of frequently used oral vocabulary about Valentine's Day orally and in writing.

Recite Cupid's chant.



Recognising and practising vocabulary about Valentine's Day.

Recognise and use a limited repertoire of frequently used oral vocabulary about Valentine's Day

CCSCC


orally and in writing.

Recite a chant about Use correct pronunciation and intonation.

CCCAESIE

Make your own amorous messages and present them to your classmates.

Make yourself understood in short, simple oral statements. CAE

SIE


ANNEX - KEY COMPETENCES ASSESSMENT RUBRIC

Exce

llent

Very

Goo

d

Goo

d

Fair

Poor

Communication competence Listen



Recognise aural items such as accent, rhythm and correct intonation in familiar contexts.Talk and Converse



Take part as a group conversations and spoken interaction which arises spontaneously.Read



Write


Mathematical competence and competences in science and technologyRecognise and use numbers 1-10.

Interpret and recognise different spatial dimensions.

Follow rhythmic sequences and simple series.

Solve puzzles and crosswords.Assemble objects and take them apart planning each action.


Move comfortably in space and time.

Respect nature and animals in the surroundings.

Be familiar with a follow healthy living practices.


Exce

llent

Very

Goo

d

Goo

d

Fair

Poor

Digital competence Use ICT to reinforce and support learning English.

Give short presentations in English using various formats and digital tools.

Locate basic information on digital sources and formats.Social and civic competencesTake part in class games in a collaborative, friendly way.

Use basic polite language: please, thank you.

Understand and value the use of English for communicating with other people.Cultural awareness and expressionMake simple artwork following a model or spontaneously.

Take an active part in the games, dances, songs and artistic activities in the classroom.

Show interest in and respect for the culture of English-speaking countries.Learning to learnShow interest in carrying out the individual activities which the teacher supervises.

Accept the teacher's instructions and express doubts.

Use basic comprehension and expression strategies to help carry out tasks.Sense of initiative and entrepreneurshipParticipate using your own criteria and take part in group activities without forgetting your own interests.



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