programacion family and friends3 3prim
TRANSCRIPT
FAMILY AND FRIENDS 3
AREA OF FOREIGN LANGUAGES
ENGLISH
THRID YEAR
COMPULSORY PRIMARY EDUCATION
TABLE OF CONTENTS
1. THEORETICAL JUSTIFICATION FOR THE PROJECT................................2
2. METHODOLOGY............................................................................................3
3. KEY COMPETENCES....................................................................................4
4. ATTENTION TO DIVERSITY........................................................................19
5. CURRICULUM..............................................................................................20
5.1. OBJECTIVES.........................................................................................20
5.2. CONTRIBUTION OF THIS AREA TO THE ACQUISITION OF KEY
COMPETENCES...........................................................................................26
5.3. CONTENTS............................................................................................28
5.4. ASSESSMENT CRITERIA......................................................................31
6. PROGRAMME OF UNITS.............................................................................33
7. CLASSROOM PROGRAMME.....................................................................139
Annex I THE DEVELOPMENT OF KEY COMPETENCES USING FAMILY
AND FRIENDS 3.............................................................................................209
Annex II. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH
DEPARTMENT................................................................................................251
Family and Friends 3 – Oxford University Press1
1. THEORETICAL JUSTIFICATION FOR THE PROJECT
THE advantages and opportunities offered by the current educational legislation
(LOE), the increasingly multicultural demands and needs of our society, along with
the directives established by the Council of Europe in the Common European
Framework of Reference for languages, are three key aspects which are reflected in
the Family and Friends project.
With a marked vocation towards education and learning, where pupils learn English
through motivating activities of a ludic nature which allow the foreign language to be
acquired subconsciously and naturally, and which involve the challenge of boosting
the ability of students to perceive the knowledge of a foreign language not only as
one more subject but as the discovery of an outside world of which we all form a
responsible part, the project promotes interaction in class in order to develop an
attitude of awareness towards social norms and values, within the psychopedagogical
principles upon which the curriculum design for the stage of Primary Education is
based.
The aim of our project is to ensure that students acquire all the skills stipulated by the
LOE, focussing, logically, on the competence of linguistic communication, and laying
particular emphasis upon social and civic competence, learning-to-learn and
autonomy and personal initiative.
In this project, teachers must create the necessary conditions for learning, with
particular emphasis upon diversity. They will prepare and organise the work, helping
to develop it; coordinate actions; encouraging positive attitudes towards English
language and culture, attracting and developing pupils’ interest in the new and the
creative, intervening in an active and reflexive manner, and treating mistakes as signs
of progress.. Meanwhile, pupils must play an active role in in the learning process,
being, as the LOE recommends, the centre of the process, and thus developing their
autonomy and independence.
Family and Friends 3 – Oxford University Press2
2. METHODOLOGY
Family and Friends is a six-level series which proposes fast grammatical progression
combined with a methodology focused on the four skills (reading, writing, listening and
speaking) and the teaching of phonics.
Family and Friends transcends classroom teaching, promoting the values of family and
friendship, cooperation, help and gratitude.
Vocabulary and grammar
New language is introduced in connection with the topic of each unit. It appears in the
students’ book via the flashcards and recordings and is practised with songs and
games or activities designed to motivate students.
Skills
Every unit of Family and Friends contains a two-page section (“Skills time!”) devoted
specifically to the development of the four skills: reading, writing, listening and
speaking.
Phonics
Children will learn to associate each setter or group of letters with the sounds which
they form, which enables them to decode new words and thereby improve their
reading comprehension and their ability quickly to learn patterns of pronunciation or
spelling.
Family and Friends develops the concept of “synthetic phonics” in each unit to show
how sounds and letters combine to form words.
Stories
Each unit contains a story in which new words appear in a fun and motivating context.
These stories also permit cyclical revision of previously studied linguistic structures and
provide new opportunities to practise material already encountered.
Songs and chants
In every unit there is a song in order for children to practise new language, new
vocabulary and new sounds. Melody and rhythm are essential for the memorisation of
new words. When they sing, children are able to shrug off their fears and shyness and
practise language in a natural way with their peers whilst also enjoying themselves.
Family and Friends 3 – Oxford University Press3
Songs, then, provide a good opportunity to introduce movement and fun into the
classsroom
Drama and Total Physical Response
Students of any age, especially those who move well, benefit from methods which
associate language with actions. The more body language is connected to the learning
process, the more likely it is that students will absorb and retain information. For this
reason, children are taught actions which accompany the songs or stories. In Family
and Friends, children have the opportunity to act out the stories and perform in simple
plays. One of the main obstacles when learning a language at any age is self-
perception. Theatre appeals to children’s imagination and is an excellent way of
interesting them in the stories and improving their communication skills. In this way
children will learn to communícate and make themselves understood and will develop
skills which will enable them to express themselves with greater fluency in everyday
situations by practising in class with a story before experiencing the same situation in
a real context.
Values
Values or civic education are a fundamental part of Family and Friends. It is essential
to focus upon children as people beyond their linguistic skills and improve their
behaviour and development of correct attitudes; as well as teaching them how their
behaviour impacts upon their environment and peers.
3. KEY COMPETENCES
In the Ley Orgánica de Educación (LOE) definition of the curriculum, we find both the
traditional components (objectives, contents, teaching methods and assessment
criteria) as well as key competences. This is one of the guiding elements of the
curriculum as a whole and, consequently, a guide in the processes of teaching and
learning. In fourth grade of primary school pupils have to participate in the so-called
diagnostic assessment, in which they have to demonstrate the acquirement of certain
skills. This assessment does not have academic consequences for students, but the
fact that the results help guide centres to take decisions regarding students’ learning
gives us some idea as to how educational processes are conditioned by this element
in the sense of being much more functional. In sixth grade of primary school the
decision as to whether pupils are promoted to the subsequent level is partly based on
Family and Friends 3 – Oxford University Press4
whether or not they have acquired the key competences, as a result of which they
become a reference for student assessment.
As opposed to an educational model focused upon the the acquirement of more or less
theoretical knowledge, often unrelated, an educational process based upon the
acquirement of skills emphasises, above all, the acquirement of some vital know-how,
practical and integrated, know-how which students will have to demonstrate (this is
rather more than functional training). In brief, a skill is the putting into practice and
demonstration of the capacity to integrate knowledge, abilities and attitudes to resolve
problems and situations in different contexts. In a very graphic and succinct manner,
there is a definition of the putting into practice of acquired knnowledge, knowledge in
action, in other words, mobilising knowledge and skills in a specific situation (real and
different from the one in which these were learned), activating existing resources or
knowledge (although one thinks they are absent because they have been forgotten).
There is one aspect which should be highlighted, regarding what might be called the
combined character of the skill: the pupil, via what he knows, must demonstrate what
he can apply, but also what he can be. In this way we see how a skill integrates the
different contents which are worked on in the classroom (concepts, procedures and
attitudes), an example of integral training of the pupil. To summarise, we are
acknowledging that the academic instiitution wil not only prepare students in the
knowledge of technical and scientific know-how, but also as citizens, so they should
evince a series of civic and intellectual attitudes which imply respect towards others,
being responsible, team-work...
Another aspect is also important: acquiring competences allows one to tackle the
constant renewal of knowledge which occurs in any area of learning. The student’s
academic training takes place in school over a limited number of years, but the need
for personal and/or professional preparation never ends, so that a competence in the
use, for example, of information and communication technology, will enable access to
this tool to obtain the information necessary at any given moment (obviously, after
analysing its quality). If we also bear in mind that it is often impossible to consider in
depth all the contents of the curriculum, it is clear that the student must acquire this
competence, that of learning to learn.
In our educational system, the key competences regarded as those which students
should possess when they finish their obligatory education in order to deal with the
demands of their personal and working lives are as follows:
Family and Friends 3 – Oxford University Press5
Competence in linguistic communication
Mathematical competence.
Competence in knowledge of and interaction with the physical world.
Data processing and digital competence.
Social and civic competence.
Cultural and artistic competence.
Learning-to-learn.
Autonomy and personal initiative.
But, what do we understand by each of these competences? In essence, and
concentrating on the most important aspect of the school curriculum, each of them
contributes the following to the student’s personal and intellectual preparation:
COMPETENCE IN LINGUISTIC COMMUNICATION
This competence involves using the language as a spoken and written
communication tool, and as a means of learning and self regulation of thought,
emotions and behaviour. It contributes to the creation of a positive self-image and
encourages constructive relationships with others and with the environment.
Learning to communicate meaning establishing links with other people and
cultures. It is fundamental in resolving conflict and for peaceful coexistence.
Acquiring this competence involves a command of oral and written language in a
variety of contexts and the functional use of at least one foreign language.
MATHEMATICAL COMPETENCE
This competence consists, above all, of the ability to use numbers and basic
mathematical operations, symbols and mathematical reasoning to produce and
express information. Students learn about quantitative and spatial features and
resolve everyday problems. The acquisition of this competence means applying
skills and attitudes which allow for mathematical reasoning, understanding of
mathematical arguments, and the ability to express oneself and communicate in
mathematical language integrating mathematical concepts with other types of
knowledge.
COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE
PHYSICAL WORLD
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This involves the ability to interact with the physical world in it’s natural state and
see how it has been affected by human intervention. It helps to understand events
and the consequences of different activities designed to improve and preserve
conditions for life, of other people, and other living things. This competence implies
the acquisition of scientific rational thought which enables the student to interpret
information and make decisions with autonomy and personal initiative, and to use
ethical values in personal and social decisions.
DATA PROCESSING AND DIGITAL COMPETENCE
Searching, finding, and processing skills are developed in this competence, as are
the communication of information and its transformation into knowledge. Aspects
such as the access to, and selection of information are included, and the
transmission of this information in different formats. Students learn to use ITC as an
essential media for information and communication. The acquisition of this
competence involves use of technology to solve problems efficiently and having a
critical attitude towards the information available.
SOCIAL AND CIVIC COMPETENCE
This competence involves understanding the social reality of the world in which we
live and being a democratic citizen in the today’s plural society. It incorporates
individual behaviour patterns that allow us to function and coexist in society, have
contact with others, cooperate, assume commitments and deal with conflict.
Acquiring this competence means knowing how put oneself in the place of others,
accept differences, be tolerant and respect their values, beliefs, cultures and the
culture and personal history. To summarise, it implies an understanding of the
social reality we live in, the ability to deal with conflict applying ethical values and
understanding of the rights and obligations we have as citizens, showing solidarity
and responsibility.
CULTURAL AND ARTISTIC COMPETENCE
This competence involves learning about, appreciating, understanding and
evaluating a variety of cultural and artistic statements, and treating them as a
source of pleasure and personal enrichment and as part of the cultural patrimony of
different societies. Appreciation and enjoyment of art and other cultural statements
and an open and receptive attitude to the variety of art forms lead to the
conservation of a common cultural legacy and encourages the student’s own
creative capacity.
Family and Friends 3 – Oxford University Press7
LEARNING-TO-LEARN
This competence involves on the one hand starting the learning process, and on
the other hand being capable of continuing the process in an autonomous fashion.
It implies the acceptance of a variety of possible answers to the same problem, and
motivation to search for these answers using different means. To sum up, it implies
an organisation of the student’s own capacity to efficiently manage resources and
intellectual processes.
AUTONOMY AND PERSONAL INITIATIVE
This competence refers to the ability to decide using one’s own criteria and to
successfully take the necessary initiatives to develop and take responsibility for the
chosen option, both at a personal and social level and in the workplace or school.
The acquisition of this competence implies creativity, innovation, responsibility and
a critical approach to the development of individual or group projects.
How is each key competence attained by using this material?
We are going to explain in brief the most relevant aspects of our project, subject to the
denands of daily teaching practice at any given time.:
In essence and reflecting the most significant elements of the school currículum, each
competence contributes the following to the student’s personal and intellectual
preparation:
A. KEY COMPETENCES DIRECTLY RELATED TO THE LEARNING OF THE
FOREIGN LANGUAGE
COMPETENCE IN LINGUISTIC COMMUNICATION
This competence involves using the language as a spoken and written communication
tool, and as a means of learning and self regulation of thought, emotions and
behaviour. It contributes to the creation of a positive self-image and encourages
constructive relationships with others and with the environment. Learning to
communicate meaning establishing links with other people and cultures. It is
fundamental in resolving conflict and for peaceful coexistence. Acquiring this
competence involves a command of oral and written language in a variety of contexts
and the functional use of at least one foreign language.
Family and Friends 3 – Oxford University Press8
Foreign language learning contributes directly to the development of this competence,
completing, enriching and adding new aspects of comprehension and expression to the
general communicative competence of the student. All textbooks published by Oxford
University Press offer a wide range of activities which encourage authentic
communication in the classroom, with a systematic development of written and oral
skills and opportunities for personalisation
The first three lessons of each unit include communicative activities of the
structures introduced in the unit (examples: pp.. 4 - 6,12-14, 20-23, 30-32, 36-
38, 42-44, 52-54, 58-60, 64-66, 74-76, 80-82, 86-88, 96-98, 102-104 y 108-
110). In the second lesson of each unit the unit story is personalised and acted
out (examples: pp.. 5, 13,21,31,37,43,53, 57,65, 75, 81, 87, 97, 103 y 109). In
the fourth lesson of each unit includes activities which help correct
pronunciation (examples: pp.. 11, 17, 23, 33, 39, 45, 55, 61, 67, 77, 83, 89, 99,
105, 111.
DATA PROCESSING AND DIGITAL COMPETENCE
Searching, finding, and processing skills are developed in this competence, as are the
communication of information and it’s transformation into knowledge. Aspects such as
the access to, and selection of information are included, and the transmission of this
information in different formats. Students learn to use ITC as an essential medium for
information and communication. The acquisition of this competence involves use of
technology to solve problems efficiently and having a critical attitude towards the
information available.
Information and communication technology offers the possibility to comunícate
in real time with any part of the world, as well as simple and immediate access
to a constant flow of information which increases every day. Knowledge of a
foreign language offers the possibility to communicate using new technology
real, functional contexts for communication.. This competence consists of
having the ability to obtain, process and communícate information and turn it
into knowledge.
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Family and friends includes a CD-ROM so that each pupil may play interactive
games as well as practise the phonic lessons (examples: pp. 108 – 116 of the
Work Book).
SOCIAL AND CIVIC COMPETENCE
This competence involves understanding the social reality of the world in which we live
and being a democratic citizen in today’s plural society. It incorporates individual
behaviour patterns that allow us to function and coexist in society, have contact with
others, cooperate, assume commitments and deal with conflict. Acquiring this
competence means knowing how put oneself in the place of others, accept
differences, be tolerant and respect their values, beliefs, culture and personal history.
To summarise, it implies an understanding of the social reality we live in, the ability to
deal with conflict applying ethical values and understanding of the rights and
obligations we have as citizens, showing solidarity and responsibility.
Languages are used for social communication, but also as a vehicle for cultural
communication and transmission. Learning a foreign language involves an
understanding of cultural features and information related to the communities which
speak the language. This favours an understanding of the society we live in through
respect and acceptance of different cultures. Tolerance and integration are developed
and an appreciation of features of, and differences in, cultural identity.
Each unit includes activities which encourage good behaviour and respect
towards others in different places and circumstances (examples: pp.. 5, 6, 9,
13, 19, 25, 31, 35, 37, 40, 41, 47, 53, 56, 57, 59, 63, 65, 69, 75, 79, 81, 84, 85,
87, 90, 91, 97, 100, 101, 103, 107, 109 and 112). At the end of the book the
festivals, stories and cultural sections help students to be aware of the different
areas covered in each unit.
CULTURAL AND ARTISTIC COMPETENCE
This competence involves learning about, appreciating, understanding and evaluating a
variety of cultural and artistic statements, and treating them as a source of pleasure
and personal enrichment and as part of the cultural patrimony of different societies.
Appreciation and enjoyment of art and other cultural statements and an open and
receptive attitude to the variety of art forms lead to the conservation of a common
cultural legacy and encourages the student’s own creative capacity.
Family and Friends 3 – Oxford University Press10
Learning a foreign language helps to develop this competence if the linguistic models
contain, even in the limited way possible at this level, cultural information. This
competence, then, encourages expression and communication in order to perceive and
understand different realities and products of the artistic and cultural world.
Artistic competence involves a basic understanding of techniques, resources and
conventions related to the different artistic idioms, music, literature, visual and stage
arts or different aspects of so-called popular culture.
All the units of Family and Friends provide the opportunity to express oneself
via dramatisations, songs , plays and wrtiten activities in both the students’
book and the workbook (examples: 4-24, 30-33, 36-39, 42-46, 52-56, 56-62, 64-
68, 74-78, 80-84, 86-90, 96-100, 102-106, 108-112; WB pp. 4, 7, 9, 12, 13, 14,
16, 17, 19, 20, 22, 24, 25, 26, 33, 39, 41, 45, 48, 50, 52, 53, 57-60, 62, 64, 65,
68, 69, 72, 73, 78-88, 92, 93, 104, 105 108 , 109, 118.)
LEARNING-TO-LEARN
This competence involves on the one hand starting the learning process, and on the
other hand being capable of continuing the process in an autonomous fashion. It
implies the acceptance of a variety of possible answers to the same problem, and
motivation to search for these answers using different means. To sum up, it implies an
organisation of the student’s own capacity to efficiently manage resources and
intellectual processes.
Learning a foreign language is far more effective if it includes contents directly
related to reflection upon one’s own learning, so that each child identifies how
to learn better and which strategies to use to improve.
This involves the awareness of those capacities which form a part of learning,
such as attention, concentration, memory, comprehension, linguistic expression
and motivation, for example.
Every activity in Family and Friends helps to develop this competence.
AUTONOMY AND PERSONAL INITIATIVE
Family and Friends 3 – Oxford University Press11
This competence refers to the ability to decide using ones own criteria and to
successfully take the necessary initiatives to develop and take responsibility for the
chosen option, both at a personal and social level and in the workplace or school.
The acquisition of this competence implies creativity, innovation, responsibility and a
critical approach to the development of individual or group projects.
Decisions which result from reflection on the learning process favour autonomy. As
autonomy and personal initiative often involve others, this competence necessitates
social skills such as cooperation, flexibility, negotiation, teamwork, seeing others’ points
of view, dialogue, and the assertiveness to explain one’s own decisions. Autonomy and
personal initiative involve being able to imagine, begin, develop and evaluate one’s
actions or individual or group projects with creativity, confidence, responsibility and a
critical attitude. In this sense it requires the ability to revise previous ideas or create
new ones, finding solutions and putting them into practice.
The stories encourage cooperation and respect for others, teamwork, valuing
the opinions of others, etc.
Personal initiative is another competence to bear in mind within the different
levels of Family and Friends, as it increases students’ self-confidence and the
initiative necessary to carry out different activities and put them into practice in
real life (examples: SB pp.. 4-7, 9-13, 15- 19, 21-29, 31-35, 37-41, 43-51, 53-
57, 59-63, 65-73, 75-79, 81-85, 87-91-95, 97-101, 103-107, 109-117; WB pp.
4-6,8-105, 108-118.)
B. KEY COMPETENCES NOT DIRECTLY RELATED TO FOREIGN
LANGUAGE LEARNING
MATHEMATICAL COMPETENCE
This competence consists, above all, of the ability to use numbers and basic
mathematical operations, symbols and mathematical reasoning to produce and
express information. Students learn about quantitative and spatial features and resolve
everyday problems. The acquisition of this competence means applying skills and
attitudes which allow for mathematical reasoning, understanding of mathematical
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arguments, and the ability to express oneself and communicate in mathematical
language integrating mathematical concepts with other types of knowledge.
Using numbers and basic operations,symbols and forms of expression and
mathematical reasoning to produce and interpret information, to know more about
quantitative and spatial aspects of reality and to resolve problems related to daily life.
Part of mathematical competence is the ability to interpret and express with clarity and
precision information, data and arguments.
Different lessons of the Students’ Book (SB) and the Workbook (WB) include
activities related to mathematics which interrelate two different subjects
(examples: SB pp.. 7, 44; WB pp, 7, 60, 74).
COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYS-
ICAL WORLD
This involves the ability to interact with the physical world in it’s natural state and see
how it has been affected by human intervention. It helps to understand events and the
consequences of different activities designed to improve and preserve conditions for
life, of other people, and other living things. This competence implies the acquisition of
scientific rational thought which enables the student to interpret information and make
decisions with autonomy and personal initiative, and to use ethical values in personal
and social decisions.
Interacting with the physical world, both in its natural aspects and those generated by
human action, in such a way that facilitates the understanding of events, the prediction
of consequences and activity directed towards the improvement and preservation of
the conditions of one’s own life, that of other people and of all other living creatures.
Taking as a starting point knowledge of the human body, nature, and the interaction of
mankind with nature, this competence allows students to discuss rationally the
consequences of different lifestyles and take decisions about a healthy physical and
mental way of life in a healthy and safe environment. The responsible use of natural
resources, environmental conservation, and preservation of individual and collective
health are recognised as key to quality of life.
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Different activities worked upon throughout the various students’ books
improve pupils’ knowledge of themselves and of the physical world which
surrounds them, as a consequence of performing the activities included in the
books (examples: SB pp.. 8,9 26, 34, 69, 120 , 122,125 WB págs. 4,8,26,
46,47, 52, 70, 103, 106).
Continuous learning
In a competence there iis no knowledge which is only acquired in and valid for a
particular subject (especially in and for this one). Everything students learn in different
subjects (and not only at school) forms a background of culture and information
which should serve them throughout their lives, which they should be able to use at
specific moments and in differerent situations (language is, in this sense,
paradigmatic) . For this reason, any of these competences may be achieved if not in
all, certainly in most curriculum subjects and for that reason too these competences
can be used and applied in all these subjects, regardless of in which one they have
been acquired (transversality). Being competent should guarantee the completion of
determined learnings, but also permit the attainment of others, both at school itself and
beyond, a guarantee of continuous learning (or, in this case, the capacity to
communicate in very diverse situations, some of which pupils themselves may not yet
even perceive as likely in the future).
Nevertheless, clearly there is an obvious interrelation between the different elements of
the curriculum, one which we must highlight in order to make suitable use of all the
curriculum subjects employed in the teaching-learning process. When in a didactic
programme like this one the objectives of a unit are indicated formulated ( like the
assessment criteria, in terms of abilities), we know that these determine the choice of
contents, in the same way that we should employ assessment criteria which
demonstrate whether or not pupils attain them. Thus, assessment criteria allow for a
double interpretation: on the one hand, those related to the pupils’ learning as a whole,
in other words, there will be some assessment criteria specifically linked to concepts,
others to procedures and others to attitudes, as all of these contents need to be
assessed because they were worked on in class and are those which are assesssed
at different stages during application of continuous assessment; and on the other,
there will be assessment criteria which have been formulated more with regard to their
relationship with key competences.
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The assessment of key competences is an assessment model which differs from that
of assessment criteria, both because it is applied at different stages of other
assessments, and because its purpose, though complementary, is different. If we
assume that key competences involve a real and practical application of knowledge,
abilities and attitudes, the way of checking or assessing whether the pupil has acquired
them is to reproduce application situations which are as real as possible, and in these
situations it is customary for the pupil to use this accumulated background (all kinds of
contents) but to respond, above all, to practical situations. In this way, when we assess
competences we are essentially, though not exclusively, assessing procedures and
attitudes, which is why we relate them to assessment criteria that are more procedural
and attitudinal.
SUBCOMPETENCES
The competences by their very nature are generic. To use them as a reference for
pedagogical actions and to really demonstrate the competences acquired by the
students, they need to be broken down into more specific objectives related to other
elements of the curriculum. We have called these objective subcompetences, and
without covering all the possibilities, they do include those most closely related to the
subject curriculum and most prominent in all subjects on account of their
interdisciplinary nature.
In foreign language learning, these subcompetences are as follows (there are other
competences/subcompetences which are also acquired in the area of Foreign
Language–English, though not in this grade):
Competence in linguistic communication
Express thoughts, emotions, experiences and opinions orally and simply.
Adapt spoken style to a variety of communicative contexts, taking into account non-
verbal features and respecting norms of communicative exchanges.
Understand social and cultural conventions when producing texts
Understand a variety of texts types typical of the academic setting and understand-
ing the communicative intention and formal features.
Take pleasure in reading and use reading to discover other places, languages and
cultures.
Be conscious of the need to respect spelling rules in the production of written texts
Understand principles of word formation as a means of extending vocabulary
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Use a sufficient range of vocabulary to be able to express oneself orally and in writ-
ing in specific situations.
Compose texts typical of the academic environment, appropriate to the communic-
ative objective.
Write texts to express ideas, feelings and experiences
Data processing and digital competence
Search for, obtain, process and communicate information in the foreign language,
transforming it into knowledge, using the computer or the internet.
Analyse critically the information obtained
Social and civic competence
Use dialogue as a basic tool for interpersonal communication and in the resolution
of conflict.
Understand the values which characterise a democratic society: freedom, solidarity,
participation, citizenship, tolerance.
Value linguistic diversity as a cultural advantage.
Cultural and artistic competence
Appreciate cultural diversity as seen though artistic statements.
Learning-to-learn
Understand and habitually use the main techniques and strategies which favour the
intellectual process (summary, note taking, concept maps...).
Use a variety of sources for finding and processing information
Autonomy and personal initiative
Show initiative and personal creativity
Develop social skills.
Mathematical competence
Apply logical reasoning to chains of argument, identifying the fundamental ideas.
Competence in knowledge of and interaction with the physical world
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Recognise geographical spaces and conditions where other cultures are located or
come from and which may determine and influence the development of these
cultures.
Identify questions or problems and obtain conclusions based on evidence.
All these competentes and subcompetences bring into play different strategies and
different linguistic and discursive skills are employed in a contextualised manner.
Therefore, the activities in which the foreign language is used are set within fields
which may be public (everything related to daily social interaction), personal family
relationships and individual social habits), professional or educational. Students will
use communication strategies in a natural and systematic manner in order to make
effective the communication activities performed by means of communicative skills.
The skills developed will be: productive (speaking and writing), receptive (listening and
reading) and based on interraction or mediation.
Learning tasks or activities will constitute the core of didactic planning, and will
integrate objectives, contents and assessment, making up units of programming.
Amongst other criteria, the design of activities and tasks has taken into account the
stages to be followed in their development, prior knowledge, integrated treatment of
linguistic components, skills and strategies, proposed final objectives and the
classroom’s potential for adaptation and diversity.
Learning English will not only provide students with competences in order to
communicate, but also with cultural and social knowledge of the culture whose
language they are studying, which will help them develop a personality which is open
and tolerant towards what is different.. In this way one achieves the integral
prepararation of the individual
As we have noted, one of the characteristics of the key competences is that they allow
for and encourage transversality in the learning with which they are associated, in
other words, that which can and should be achieved, though from a different but
complementary perspective, via the development of the curriculum of the various areas
of the same educational stage. In this grade, these areas are Conocimiento del Medio,
Art, P:E., Spanish Language, Foreign Language, Mathematics, Music and, optionally,
Religion.
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For the overall work required of teachers in this grade, we indicate in the table below
the key competences which, as a minimum, should also be attained in other areas, in
some with more interrelation and in others with less:
ÁREA
KEY COMPETENCES*
1 2 3 4 5 6 7 8
Science X X X X X X X X
Art X X X X X X
P.E. X X X X X X
Spanish Language X X X X X X
Foreign Language X X X X X X
Mathematics X X X X X X X X
*n.b.:
1. Linguistic communication.
2. Mathematics.
3. Knowledge of and interaction with the physical world.
4. Data processing and digital competence.
5. Social and civic..
6. Cultural and artistic.
7. Learning-to-learn.
8. Autonomy and personal initiative.
As can be seen, the transversality of the key competences is evident, so within the
framework of the centre’s educational standard criteria should be formulated for their
collective treatment.
Family and Friends 3 – Oxford University Press18
4. ATTENTION TO DIVERSITY
One of the elements upon which the LOE places most emphasis is attention to
diversity. It is clear that the same educational method employed with a single group of
students has differing results depending on each pupil’s knowledge and previous
experience, their intellectual capacity and their interests and motivation with regard to
teaching.
This si why, on many occasions, we have to modify. or adapt contents or methodology
in order that all pupils may attain the objectives established. Similarly, we should offer
extension activities for more able or receptive students. attention to diversity should
always be practised in both directions. Therefore, these differences should always be
catered for, by presenting the same activities in different ways by means of the
activities included in the students’ book and the workbook.. Teachers need to evaluate
towards whom they should direct one type of activity or the other, and need to be
constantly aware of these differences, not only when assessing, but also when
teaching and planning the process of teaching-learning.
Family and Friends includes reinforcement and extension activities which allow for
individualised attention to pupils, depending on their needs and learning rhythm. Every
lesson in our project includes ideas to help teachers respond to the different situations
which arise in the classroom
The Teacher’s Book suggests reinforcement and consolidation activities for students
as well as notes for the teacher, teaching advice, better to deal with different types of
student.
In one of the components of the Teacher’s Resource Pack, , the Photocopy Masters
Book, the teacher will find photocopiable consolidation and extension pages for each
unit. .
Family and Friends 3 – Oxford University Press19
Criteria and procedures adopted for the development of special curricular
adaptation for students with special educational needs
(The department can descfribe and detail these criteria and procedures here if
necessary. If this is not the case then this section can be omitted)
Adaptations will focus on:
1- The time and rhythm of learning
2- A more personalised methodology
3- A reinforcement of study skills
4- The improvement of procedures, habits and attitudes
5- Ways of increasing amount of counselling
a) For the more gifted students, extension materials will be provided
b) For pupils with serious learning problems, as sufficient progress in the
conceptual contents of the course is more difficult to attain, procedures and attitudes
will be the priority, with social integration being the overall aim. Core instrumental skills
need to be the key content of the adapted curriculum. Modifications to the curriculum
may be quite significant (they will probably entail the elimination of contents, objectives
and consequently of the assessment criteria which might otherwise be considered
essential).
When such adaptations are not enough, the alternative is to have the pupil study part
of the core curriculum in special groups, with different contents and educational
activities. This learning can take place in the mainstream classroom with special
support, or in a separate physical space. This pupil will have the general objectives of
this stage of primary education as a reference, but will work towards those aims
through different contents and activities.
5. CURRICULUM
5.1. OBJECTIVES
General objectives of the stage
Family and Friends 3 – Oxford University Press20
The demands and needs of 21st-century society have brought changes to the school
environment, preparing pupils to live in an ever more international, multicultural,
multilingual and technologically more advanced world. As a member of the European
Union, our country is committed to the promotion of the knowledge of other community
languages as is reflected in one of the objectives of the Lisbon Strategy. Meanwhile,
the Council of Europe in the European Common Reference Framework for the
learning of foreign languages establishes directives for both the learning of languages
as well as for the assessment of competence in different languages. These guidelines
have been a key reference in the elaboration of the curriculum.
The Royal Decree of Minimum Education states that Primary Education will help de-
velop in children the skills that will enable them to:
a). Know and appreciate the values and norms of coexistence and prepare for active
citizenship and respect for the human rights and pluralism inherent in a democratic so-
ciety.
b). Develop habits of individual and team work, effort and responsibility as well as atti-
tudes of self-confidence, critical sense, personal initiative, curiosity, creativity and in-
terest in learning
c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to
function independently in the family and household, as well as in the social groups with
which they will relate.
d) Know, understand and respect different cultures and differences between people,
equal rights and opportunities for men and women and the non-discrimination of dis-
abled people.
e) Know and make appropriate use of the Spanish language and, in its case, the co-of-
ficial language of the Autonomous Community and develop reading habits
f) Acquire, in at least one foreign language, skills to enable them to express
and understand simple messages and function in everyday situations.
Family and Friends 3 – Oxford University Press21
g) Develop basic Maths skills and initiative in solving problems that require
elementary operations of calculation, geometry and estimates, as well as in
being able to apply them to situations in everyday life.
h) Get to know and appreciate their natural environment both social and cul-
tural, as well as the possibilities for action and care of it.
i) Get started in the use of information and communication technology to de-
velop a critical mind to the messages they receive and produce.
j) Use representation and artistic expression and start to build visual propos-
als.
k) Value the importance of hygiene and the acceptance of one’s own body
as well as that of others, respecting differences and using physical educa-
tion and sport to encourage both personal and social development.
l) Know and appreciate those animals closest to us and adopt forms of beha-
viour that contribute to their preservation and care.
m) Develop emotional skills in all areas of personality in their relations with
others and an attitude opposed to violence, prejudice and gender stereo-
type.
n) Promote road safety education and respectful attitudes for the prevention
of traffic accidents.
Objectives of the area of foreign language
The area of foreign language is designed to train students to understand, speak and
talk, read and write. Most of the learning opportunities are in the school environment.
This circumstance demands the inclusion of diverse contents removed from the
academic world such as those of social relations, mass media and the literary world
(properly adapted)
Family and Friends 3 – Oxford University Press22
The axis of the area of foreign language, in the curriculum and in our project, is the
achievement of an effective oral and written communicative competence in meaningful
social contexts which will enable students to express themselves more and more
efficiently and correctly encompassing all possible uses and registers as well as the
use of communication strategies both verbal and non verbal.
The Royal Decree of Minimum Education establishes that the objective of the teaching
of a foreign language during this stage will be the development of the following abilit-
ies:
1. Listening to and understanding verbal messages in various kinds of interac-
tions, using the information provided for the execution of diverse specific tasks
related to students’ experience.
2. Expressing themselves orally and interacting in simple and routine within a
given content and development, using procedures and verbal and non verbal
language and adopting a rspectful and co-operative attitude.
3. Producing short simple texts with various purposes on topics covered in class
with the aid of patterns.
4. Reading and understanding various texts, related to their experience and hob-
bies, texts to extract general and specific information in accordance with a spe-
cific purpose.
5. Learning to use with increasing autonomy all the means at their disposal, in-
cluding new technology, to obtain information and to communicate in the foreign
language.
6. Valuing the foreign language, and languages in general, as a means of commu-
nication and understanding between people of diverse origins and cultures and
as a tool for learning different contents.
7. Expressing a receptive and confident attitude vis-à-vis their own ability to learn
and use the foreign language.
Family and Friends 3 – Oxford University Press23
8. Using knowledge and prior experience of other languages for a faster, more ef-
ficient and independent acquisition of the target language.
9. Identifying the phonetic aspects of rhythm, intonation and pronunciation, as well
as linguistic structures and lexical aspects of the target language, using them
as basic elements of communication.
Objectives of the area of foreign language and its integration within our profect
The aim of the area of foreign language is to prepare people who can use it to
understand, speak, converse, read and write, so its use should be the starting point
from the moment teaching begins. The introduction of English in the first year of
Primary Education is an experience which is currently being adopted in numerous
schools, and stems from the premise that learning a second language at an early age
contributes to the development of basic abilities. Primary education begins with a very
elementary competente in the target language, so, throughout this stage, the
knowledge, ability and experience in the languages the children know will be extremely
important in order to understand and construct meanings, structures and strategies
when participating in acts of communication.
The elaboration of our project, which affects the organisation and contents of the
programme, is closely linked to the psychopedagogic principles which serve as a
foundation for the curricular designof Primary Education. It is our aim that our pupils
acquire communicative competence in English via games and motivating activities,
which at the same time promote effective learning. Whilst engaged in these activities
they use the language to obtain information, express their own opinions and relate with
others in a natural way. It is a question of reinforcing the students’ ability to perceive
the knowledge of a foreign language not just as one more subject, but as the reflection
of an outside world of which we all form a part. The objective, insofar as is possible, is
to globalise experiences whilst not forgetting the specific stage of learning in which
students find themselves.
: Methodological bases that inspire our work are as follows
The starting point in the students’ learning is their previous knowledge; focusing
on this may seem close and familiar to the students but with an aspect of fantasy to
strike a balance between safety/well-being and interest/imagination. The student can
transfer learned concepts and strategies to build meaning and attribute meaning to
what he/she learns (Starting with what he knows and making hypotheses to make rules
Family and Friends 3 – Oxford University Press24
to help interiorize the new system) thus, enhancing their personal growth, development
and socialization.
Communicative situations that include humour and play capture the motivation
of students and facilitate learning; It is therefore important to take into account the
importance of songs and stories, the features of the characters, illustrations and even
sound effects
Children learn in different ways and at different speeds; for this reason our project
is devised to be used with flexibility so that all group members can take part and find
activities to which they can apply know-how and aptitude, facilitating the development
of one's own daily awareness of achievement and progress. Our project provides extra
support for those who need it, taking into account those cases in which progress does
not respond to expectancy as well as those who may excel in their goal achievement
and, due to lack in programmed activities, lose interest and become unmotivated. To
remedy these situations the programme includes extension activities for the more
advanced and reinforcement for those who may get bogged down at any time. These
activities are in the Activity Book (at the end of the book: ’Extra Writing’ for each unit),
in the photocopiable materials and the Resources Pack and notes in the Teacher’s
Book.
Children’s learning is more intense and effective when they are active; they need
to exercise their action skills. Each of the units in our project provides a wide range of
activities and teaching resources for participation. The student is the keystone in the
learning/teaching process but his/her constructive attitude depends on the teacher’s
intervention. This intervention must be both active and reflective and adapt to the
student’s level using input to help the student interaction and feedback to contextualise
activities and render meaningful answers with a view to promoting communication
strategies, consolidating those already acquired and the admission of errors.
Consider both progress and the error as something natural in the learning
process. Errors occur as a result of the underlying dynamism in comprehension and
progressive mastering of the new language. We understand that errors occur when the
child tries to anticipate the functioning of the language or when he transfers rules from
his mother tongue in a natural process of acquisition. It is important to note the
difference between error and mistake. Errors are believed to be systematic failings due
to lack of knowledge. These errors will be dealt with when finishing oral interactions, in
Family and Friends 3 – Oxford University Press25
groups, taking into account that they take time to correct. A mistake is an occasional
failure due to lack of attention which may even befall native speakers. Mistakes are not
worthwhile correcting since they are not relevant to the teaching/learning process.
The evaluation of individual and collective progress is an important factor in
ensuring quality; We have provided an English language portfolio with photocopiable
Self Evaluation sheets (Teacher’s Book) which will enable teachers to monitor their
students’ progress. It is devised so that it can be adapted by teachers to their own
specific needs
Globalised learning will generate an apprehension of reality as a whole. Our
project takes this into account offering activities related with other areas in the
curriculum beginning with learning about the child, then moving on to the world around
him; house, school, environment and society in general. In each unit, this development
is reflected in those topics related to other areas in the curriculum; Environmental
Education, Artistic Education, Mathematics, Physical Education, etc.
5.2. CONTRIBUTION OF THIS AREA TO THE ACQUISITION OF KEY COMPETENCES
The Royal Decree 1513/2006 of minimum education indicates how this area
contributes to the process of acquiring the key competences, so we make specific
reference to the legislation in question.
Learning a foreign language contributes directly to the acquisition of Linguistic
Competence, completing, enriching and adding new aspects of comprehension and
expression to the general communicative competence of the student. A communicative
approach to language learning contributes to this competence in the same way as
learning of the mother tongue.
Language is the principal vehicle for human thought, the most powerful tool for the in-
terpretation and representation of reality the the instrument of learning par excellence,
so the area, contributes towards both general communicative ability and to the compet-
ence of learning-to-learn. However, its main contribution ítems from the Fac. that the
learning of a foreign language is far more effective if it includes contents directly related
to reflection upon learning itself, in order that each child may identify how to learn bet-
ter and whichare the most effective strategies.. Hence the introduction in the curriculum
Family and Friends 3 – Oxford University Press26
of a specific section reflecting upon learning itself. In addition, the decisions prompting
this reflection favour autonomy, and in this sense, it might be said that the foreign lan-
guage helps in the development of autonomy and personal initiative.
All the above-mentioned competences are currently directly related to Data processing
and digital competence. ITC offers the possibility of communicating in real time with
any part of the world and also offers easy access to an incessant flow of information
which is growing every day. Knowledge of a foreign language offers the possibility of
communicating by using it. And, most important of all, the context of this communica-
tion is authentic and functional.
This area contributes significantly towards the development of social and civic com-
petence. Languages enable people to comunícate socially, but are also a vehicle of
cultural communication and transmission. Learning a foreign language involves the
knowledge of cultural traits and facts associated with different communities of speak-
ers of the language. This learning, well directed from school, should develop into both
the ability and desire to discover other cultures and relate to other people, speakers or
students of the language. Meanwhile, knowledge of another language and of cultural
traits different to one’s own help towards increased understanding and appreciation of
one’s own language and culture and promotes respect, acknowledgement and accept-
ance of different cultures and behaviour, encourages tolerance and integration and
helps one to understand and appreciate both similarities and differences between
people.
Finally, though to a lesser degree, this area assists the development of the artistic and
cultural competence if the linguistic models used contain, the limitations of this stage
notwithstanding, linguistic productions with a cultural component.
5.3. CONTENTS
The Real Decreto de Enseñanzas Mínimas establishes the following contents for the
area of foreign language in the second cycle of Primary Education.
Block 1. Listen, speak and converse
Family and Friends 3 – Oxford University Press27
The linguistic model provided by the school is the first source of knowledge and
learning of the language. The discourse employed in the classroom is both the vehicle
for and the object of learning, which is why the Curriculum and our project attend to
both the knowledge of linguistic elements and the ability to use them for other
communicative tasks.
In addition, the linguistic model offered should be provided by a number of different
speakers in order to reflect the variation and nuances which an environmental linguistic
model offers speakers both in phonetic and prosodic terms and in the choice of specific
expressions in recognised communicative situations. Hence the presence in the
Curriculum and our project of the use of conventional audiovisual media and of IT and
communication technology.
The contents of this block for the second cycle for the areas of foreign language in
accordance with the Real Decreto de Enseñanzas Mínimas are as follows:
Block 1. Understand, speak and converse
Listen to and understand progressively more complex oral messages, such as in-
structions or explanations, controlled oral exchanges or recordings on audiovisual
or IT sources to extract global or specific information.
Oral exchange in real or simulated situations providing verbal and non-verbal re-
sponses requiring a choice from a limited number of possibilities, in progressively
less controlled contexts.
Production of previously seen oral texts via active participation in sketches, songs,
recitals, plays, controlled exchanges… or prepared by means of prior work with as-
sistance and models, showing interest in expressing themselves orally in individual
and group activities.
Development of basic strategies to improve comprehension and oral expression:
use of visual and non-verbal context and of previous knowledge of the subject or
the situation transferred from the languages they know to the target language.
Assessment of the foreign language as an instrument of communication.
Block 2. Read and Write
This aims at discursive competence in writing. In the target language written texts are
also models of textual composition and practice and acquisition of linguistic elements.
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The progressive use of written language will depend on the degree of knowledge of the
code, which is directly related to the degree of security which the said code offers in the
graphic representation of the sounds of the language. To overcome this lack of
security, the Curriculum and our project include strategies and resources such as the
use of dictionaries and other conventional or digital means of consultation for the
comprehension and composition of every type of text.
The contents of this block for the second cycle for the areas of foreign language in
accordance with the Real Decreto de Enseñanzas Mínimas are as follows:
Reading and understanding different texts, digital or on paper, adapted to the
pupils’ linguistic competence, to use global and specific information, in the execu-
tion of a task or to enjoy reading.
Guided use of reading strategies (use of elements of visual context and of prior
knowledge of the subject or situation transferred from the languages they know),
identifying the most important information, deducing the meaning of unknown
words and expressions.
Reading and writing their own texts about everyday situations and their own experi-
ence such as invitations, congratulations, notes, warnings, brochures….
Composition, using models, of different simple texts, using familiar expressions and
sentences, to transmit information, or with diverse communicative aims.
Use of IT and communication technology to read, write and transmit information.
I.
Block 3: Knowledge of the language
Contact with and use of the target language, enable those learning it to elaborate an
elementary conceptual system regarding how it functions. The starting point is the type
of situation where its use involves the inference of rules concerning the functioning of
the language so that pupils can acquire confidence in their own abilities.
The contents of this block for the second cycle for the areas of foreign language in
accordance with the Real Decreto de Enseñanzas Mínimas are as follows:
Linguistic knowledge.
Family and Friends 3 – Oxford University Press29
o Identification of aspects of phonetics, rhythm, stress and intonation of the
target language and their use as fundamental aspects of comprehension
and production of brief oral texts.
o Recognition and use of previously employed vocabulary and basic forms
and structures particular to the target language. .
o Association of spelling, pronunciation and meaning via written models,
familiar oral expressions and establishment of analytical relation between
spelling and sound.
o Initiation into knowledge and use of basic strategies of production of texts
(choice of addressee, purpose, planning, preparation of draft, revision of text
and final version) using highly structured models.
o Interest in using the target language correctly in different situations.
Reflection upon learning.
o Use of skills and procedures such as memorisation, word association and
expressions with gestures and visual elements, observation of models,
reading of texts, use of multimedia resources, for the acquisition of new
vocabulary, forms and structures of the language.
o Reflection upon their own learning and acceptance of error as part of the
process.
o Progressive use of graphic sources of consultation and information and of
the possibilities afforded by this technology.
o Confidence in their own ability to learn a foreign language and appreciation
of teamwork.
BLOCK 4 – Socio-cultural features and intercultural awareness
This block helps pupils to discover customs, forms of socialising, features and
particularities of countries where the target language is spoken, in other words, ways of
life different to their own. This knowledge will encourage tolerance and acceptance,
increase interest in knowledge of different social and cultural realities and facilitate
intercultural communication.
The contents of this block for the second cycle for the areas of foreign language in
accordance with the Real Decreto de Enseñanzas Mínimas are as follows:
Interest in acquiring information about the people and culture of countries where
the target language is spoken.
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Knowledge of some similarities and differences in everyday customs and use of ba-
sic forms of socialising between countries where the target language is spoken and
our own.
Receptive attitude towards people who speak another language and have a differ-
ent culture to one’s own
5.4. ASSESSMENT CRITERIA
The Real Decreto de Enseñanzas Mínimas establishes the following assessment
criteria for the second cycle of Primary Education in the area of foreign language:
1. Participate in controlled oral exchanges referring to familiar topics in predictable
communication situations, respecting the basic rules of exchange, such as
listening to and looking at the person who is speaking.
This criterion assesses the ability to express immediate needs such as asking
permission, borrowing everyday objects, finding objects or people, talking about
the weather or about likes and abilities. There will be assessment of participa-
tion in everyday situations such as routines, habits, language in class or simu-
lated situations, dramatisations, songs or recitals. This criterion will also assess
pupils’ attitude when participating in exchanges and their degree of interest in
the contributions of others.
2. Grasp general meaning, and identify specific information in oral texts which are
familiar and of interest to pupils.
This criterion seeks to assess whether pupils are able to grasp the general
meeting of an oral message, employing linguistic and non-linguistic elements
present in the communication situation. It also refers to the ability to recognise
and extract familiar words and expressions which appear in longer expressions
although the text is not understood in its entirety.
3. Read and grasp global meaning and some specific information in simple texts
about familiar topics and with a specific purpose.
This criterion assesses whether pupils are capable of reading, aloud too, differ-
ent texts, appropriate to their communicative skills, such as notes, classroom
rules, letters, posters or stories, containing familiar vocabulary and expressions,
Family and Friends 3 – Oxford University Press31
to extract general and specific information, employing fundamental reading
comprehension strategies such as using elements of linguistic and non-lin-
guistic context, and transferring knowledge of known languages.
4. Write sentences and short texts in everyday and school situations and from
models with a specific purpose and an established format, both on paper and in
digital form.
This criterion seeks to assess the ability to write diverse texts such as notes, In-
structions or rules, letters, posters, brochures, comics or simple descriptions. It
will assess the ability to use a model to produce a text with a certain degree of
autonomy, as well as correct spelling as a result of the observation of models
and the knowledge of the relationship between sound and spelling.
5. Use in a meaningful way forms and structures particular to the target language,
including aspects of sound, rhythm, stress and intonation in different communic-
ative contexts.
This criterion seeks to assess pupils’ ability to recognise and reproduce sounds,
rhythm, stress and intonation when participating actively by listening to repeat-
ing and anticipating expressions in reading aloud activities and with the use of
models.
6. Use some learning-to-learn strategies, such as requesting clarification, accom-
panying communication with gestures, using visual and bilingual dictionaries,
recovering, seeking and compiling information about familiar topics in different
sources and identifying certain personal features which help them to learn bet-
ter.
This criterion aims to assess the use of basic strategies which favour the learn-
ing process such as the use of visual resources and gestures, requesting help
and clarification, gradually more autonomous use of bilingual dictionaries and
some basic technology. It will also assess the ability to evaluate their own pro-
gress, to provide examples of strategies to learn better and the acquisition of a
degree of autonomy in the spontaneous use of simple, everyday forms and
structures.
7. Appreciate the target language as an instrument of communication with other
people and show curiosity and interest towards people who speak the target
language.
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This criterion assesses whether pupils have an attitude of curiosity towards
those who speak the target language or other languages different to their own,
and also the capacity to appreciate linguistic diversity as an enriching element
of society and value sociocultural particularities of speakers of other languages.
8. Identify aspects of everyday life in countries where the target language is
spoken and compare them with their own.
This criterion assesses the capacity to observe and identify differences and sim-
ilarities in aspects of everyday life in countries where the target language is
spoken with regard to timetables, meals, traditions, festivals and ways of social-
ising with people.
The section Programme of Units of this document lists the assessment criteria and
tools specific to each teaching unit.
6. PROGRAMME OF UNITS
This programme and timing constitutes a timing and learning model for 3rd year of
Primary Education, based on a 108-hour year, and considers the specific objectives
of English as a subject.
This is a timetable which is adaptable to the group/class profile as it may be used
simultaneously with pupils with language-learning difficulties, as well as those of a
slightly more advanced level. Furthermore, it may be adapted to the teacher and pupils’
own tastes and aims and to the evolution of the academic year.
This is a guiding and extendable programme, with countless optional possibilities
suggested in the Teacher’s Guide and the Photocopy Masters Book. Teachers may
introduce these activities whenever they see fit, according to the needs and attitude of
pupils, bearing in mind learning rhythm – individual and collective – and available
teaching hours.
STARTER UNIT: MY FAMILY
I. TEACHING OBJECTIVES
BLOCK 1- Oral communication: listening, speaking and conversing
Family and Friends 3 – Oxford University Press33
Participate in oral exchanges:
- Identify the numbers 1-100 in numerical and written form.
- Converse using greetings, numbers, colours, months of the year,
comparatives and present simple of be and got and past simple of be, using
the expressions: I’m seven.We´ve got two cousins. It was sunny. The
children were happy. The red car is bigger than the blue car.
Understand simple oral texts within the classroom context:
- Sing a song
BLOCK 2- Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to vocabulary studied in previous levels
Use of basic reading comprehension strategies (Point and answer).
Complete simple written texts with vocabulary studied.
Read a song.
Identify specific words.
BLOCK 3 – Knowledge of the language
Revise and identify the vocabulary from the unit:
- related to greetings, numbers, colours and days of the week.
- Hobbies: word groups. .
Understand and correctly apply grammatical aspects:
I’m seven.We´ve got two cousins. It was sunny. The children were happy. The red
car is bigger than the blue car.
Recognise and reproduce sounds, rhythm, stress and intonation: phonics, song.
Use revision and reflection strategies.
BLOCK 4 – Socio-cultural features and intercultural awareness
Learn basic forms of social relationship in the target language, participating in
different classroom activities.
Show a positive attitude towards people who speak another language and have a
different culture to the student’s own.
Identify customs and features of everyday life typical of other countries and cul-
tures where the target language is spoken.
II. CONTENTS
Family and Friends 3 – Oxford University Press34
BLOCK 1- Oral communication: listening, speaking and conversing
Participation in oral exchanges:
- Identification of numbers 1-100 in numerical and written form (SB&WB p. 4-
6)
- Dialogues using greetings, numbers, colours, months of the year,
comparatives and present simple of be and got and past simple of be, using
the expressions: I’m seven.We´ve got two cousins. It was sunny. The
children were happy. The red car is bigger than the blue car. (SB, p. 4,5
and 6)
Comprehension of simple oral texts within the classroom context:
- Song (SB, p.4)
BLOCK 2- Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to vocabulary studied in previous levels (
SB p. 4-6)
Use of basic reading comprehension strategies (Point and answer). (SB, p.5 and 7)
Completion of simple written texts with words studied (SB, p.4-7)
Read a song. (SB, p.4)
Identification of and differentiation between sounds in specific vocabulary and
chant (SB&WB, p.7)
BLOCK 3 – Knowledge of the language
Revision and identification of vocabulary from the unit:
- Related to greetings, colours, numbers, months….(SB p. 4-7 and WB p. 4-
7)
- Hobbies: word groups.
Comprehension and correct application of grammatical aspects:
- I’m seven.We´ve got two cousins. It was sunny. The children were happy.
The red car is bigger than the blue car. (SB, p. 4,5 and 6)
- Use of and differentiation between sounds and letters. (SB&WB, p.7)
Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB&WB, p. 6 and 7)
Use of revision strategies and reflection upon what has been learnt. (SB&WB, p.6
and 7)
BLOCK 4 – Socio-cultural features and intercultural awareness
Family and Friends 3 – Oxford University Press35
Learn basic forms of social relationship in the target language, participating in
different classroom activities. (SB p.4-7; p.4-7)
Identify customs and features of everyday life typical of other countries and cul-
tures where the target language is spoken.
Accept and learn mathematical forms ( SB p.7)
Organise personal work as a strategy to progress in learning. ( SB&WB, p.6 and
7)
Take advantage of learning opportunities created within and beyond the
classroom. .(SB&WB, p.4-7)
Participate actively in activities and group work.(SB&WB, p.4-7)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in the unit contribute towards the development of
linguistic competence in communication, especially:
The section Listen and read or repeat to reference the functional language in the
unit:
- Converse using greetings, asking name, age …(SB, p. 4,5 and 6)
The sections with activities contained in the WB p. 4-7
Data processing and digital competence
- Practise and become familiar with the functioning of different digital and IT com-
petences via the course using the MultiROM Interactive exercises
Family and Friends 3 – Oxford University Press36
Social and civic competence
- This competence is developed by working on essential communication skills like:
- Dialogues and communicative exchanges ( SB pp. 4, 5, 6).
- Socialising and participating in classroom activities, establishing and accepting
norms of coexistence: both in pairs and in groups
- Exhibit one’s own work and listen to that of others, putting oneself in their place.
Artistic and cultural competence
Sing a song. (SB, p. 5).
Immersion in the language, tradition and culture of the English-speaking world.
Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 4- 7)
Act out a short story: ( SB p.4)
Learning-to-learn
Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.
Manage one’s own skills. (WB, pp. 4-7).
Autonomy and personal initiative
Assume responsibility for the tasks and activities set out in the unit (WB, pp.. 4 - 7)
Use the reference material recommended for the unit.
Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by
communicative activities in the unit: dialogues, etc.
Organise personal work as a strategy to progress in learning.
.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
Family and Friends 3 – Oxford University Press37
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements, etc)...
This competence is developed in the unit via Listen point and repeat: SB p. 7 and
Writing: write the answer (SB p. 7)
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 6)
Production of oral and written texts:
Sing a song (SB p. 4)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Starter Unit – pp. 4-7)
Activities in the reference sections:
- Vocabulary: (Starter Unit)
Extension activities
Teacher’s Resource and Tests Pack and TB Starter Unit
VI. ASSESSMENT
Formative assessment
Starter Unit (SB p. 4-7)
Completion of WB exercises (Starter Unit p. 4-7).
Self-assessment
Teacher’s Resource Pack
TEB p.6
Assessment criteria
Family and Friends 3 – Oxford University Press38
BLOCK 1 - Oral communication, listening, speaking and conversing
Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Starter Unit Test Audio, Tests and Resource Multi-ROM 1.
- Listening Test and Resource, Multi-ROM 1, SB p. 4-7 ;PMB) Tests Starter
Unit,
- Express oneself and interact correctly and fluently in communicative
situations: ( SB& WB p.4-7)
- Ask and answer questions about the topic studied. Speaking Tests, TR Multi-
ROM 1 and PMB). (SB&WB, p. 4-7)
- Act out a conversation (Role-play – (SB p.5) Speaking Tests, TR Multi-ROM 1
and PMB).
- Describe photographs (Photo description (SB p.6 and 7) - Speaking Tests, TR
Multi-ROM 1).
BLOCK 2 - Written communication: reading and writing
Understand the information contained in written texts from different sources
(Reading ( SB p.4-7; WB p.4-7) -Test and Resource, Multi-ROM 1)
Complete texts using different resources (Writing (SB p. 6 WB p. 4-7)- TR Multi-
ROM 1 PMB)
BLOCK 3 - Knowledge of the language
Vocabulary
Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
- related to greetings, colours and numbers. (SB & WB p.4-7)
- Hobbies: word groups.
Grammar
Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, (SB& WB p. 4-7 and WB, p.116)
I’m seven.We´ve got two cousins. It was sunny. The children were happy. The red car
is bigger than the blue car.
Phonetics
Apply knowledge acquired regarding pronunciation.
Reflection on learning (SB&WB p.5-7)
Check whether basic strategies for progress in learning are being used. (SB&WB p.5-
7)
Family and Friends 3 – Oxford University Press39
BLOCK 4 - Socio-cultural features and international awareness
Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. ((SB p.4-7;WB, p.4-7)
Identify cultural elements typical of countries and cultures where the target
language is spoken. Teacher’s Resource Pack
UNIT 1: THEY´RE FROM AUSTRALIA!
I. TEACHING OBJECTIVES
BLOCK 1- Oral communication: listening, speaking and conversing
Participate in oral exchanges:
- Identify the numbers from 10-20 in numerical order
- Converse using greetings, numbers, colours, toys and days of the week,
using the expressions: His/Her; I’ve got…; What colour is his / her…?
Where is it? It’s in/ on / under
Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand a narration.
BLOCK 2- Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to vocabulary studied in Friends and
Family 1.
Use of basic reading comprehension strategies (Point and answer)
Complete simple written texts with vocabulary studied.
Read a story, a song.
Write words with a capital letter when necessary.
Identify sounds within a text.
BLOCK 3 - Knowledge of the language
Revise and identify vocabulary from the unit:
- related to seasons and countries.
Family and Friends 3 – Oxford University Press40
- Hobbies: word groups.
Understand and correctly apply grammatical aspects:
- Where are you from? I’m from Egypt. / Where’s he from? He’s from Brazil.
Use and differentiate between sounds and letters.
Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.
Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities
Demonstrate a positive language towards people who speak a different language
and have a different culture to one’s own
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken.
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing
Participation in oral exchanges:
- Identification of names of different countries (SB&WB p. 8 and 9)
- Dialogues using vocabulary related to people’s origins, using the present
simple and using the expressions Where are you from? I’m from Egypt. /
Where’s he from? He’s from Brazil. (SB&WB, p. 8, 9,10 and 12, WB p. 108)
Comprehension of simple oral texts within the classroom context:
- A short story. (SB, p.8 and 9)
- Song (SB, p.10)
- Narration (SB, p.12)
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to different countries ( SB p. 8,10 and
12)
Use of basic reading comprehension strategies (Point and answer). (SB, p.12 and
13)
Completion of simple written texts with words studied (SB, p.10 and 12)
Reading of a short story, a song and a narration. (SB, p.8,10 and 12)
Family and Friends 3 – Oxford University Press41
Identification of and differentiation between sounds in specific vocabulary and
chant (SB&WB, p.11)
BLOCK 3 - Knowledge of the language
Revision and identification of vocabulary from the unit:
- related to seasons and countries.(SB p. 8, 10,12 and WB p. 8-13)
- Hobbies: word groups.
Comprehension and correct application of grammatical aspects:
-Where are you from? I’m from Egypt. / Where’s he from? He’s from Brazil.
(SB&WB, p. 8, 9, 10 and 12; WB, p.108)
Use of and differentiation between sounds and letters. (SB&WB, p.11)
Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB&WB, p. 10 and 11)
Use of revision strategies and reflection upon what has been learnt. (SB&WB, p.12
and 13)
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities (SB p.8,9,12; WB, p.8,9 and13)
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.33)
Acceptance and learning of mathematical forms ( SB p.10)
Organisation of personal work as a strategy to progress in learning. ( SB&WB,
p.12 and 13)
Take advantage of learning opportunities created within and beyond the classroom
.(SB&WB, p.8-13 )
Active participation in activities and group work.(SB&WB, p.8-13 )
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this unit contribute towards the development of
linguistic competence in communication, especially:
The section Listen and read or repeat to reference the functional language in the
unit
- Talk about people’s origins, age… (SB, p. 8 and 9)
- Narration (SB, p.12)
Family and Friends 3 – Oxford University Press42
- Act out a dialogue (SB, p. 8).
The sections with activities contained in the WB p. 8-13
Data processing and digital competence
- Practise and become familiar with the functioning of different digital and IT com-
petences using the MultiROM interactive exercises
Social and civic competence
This competence is developed by working on essential communication skills like:
- Dialogues and communicative exchanges ( SBpp.8, 10,12, 13).
- Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
- Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence
Sing a song and act out a short story. (SB, p. 10 and 12).
Immersion in the language, culture and tradition of the English-speaking world
(Cultural lessons: Birthdays in the UK, TB p. 33)
Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 10)
Act out a short story: ( SB p.9)
Learning-to-learn
Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.
Use the reference material: Grammar reference (WB p.108).
Manage their own abilities in the review sections (WB, p. 12 and 13).
Autonomy and personal initiative
Assume responsibility for the tasks and activities set out in the unit (WB, p. 8-13)
Use the reference material recommended for the unit.
Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by
communicative activities in the unit: dialogues etc,
Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
Family and Friends 3 – Oxford University Press43
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Speaking: SB p. 10.
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 8)
Narration (SB p.12)
Production of oral and written texts:
Complete a song and a description (SB p. 10 and 12, WB p 13)
Reproduce a dialogue/song (SB p. 8 and 10)
Write a description of themselves (WB, p. 13)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 1 – p. 8-13)
Activities in the reference sections:
- Grammar reference (Unit 1-WB, p. 108)
- Pronunciation bank (Unit 1-WB, p. 11)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 1
VI. ASSESSMENT
Family and Friends 3 – Oxford University Press44
Formative assessment
Unit 1 (SB p. 8-11)
Cumulative review (Starter-Unit 1, SB p. 12 and 13)
Completion of WB exercises (Unit 1, p. 8-13).
Self-assessment
Progress review (Unit 1 - WB, p. 12 and 13).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing
Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 1 Test Audio, Tests and Resource Multi-ROM 1.
- Listening Test and Resource, Multi-ROM 1; SB p 8, 10,12 and 13) Tests
Unit 1,
- Express oneself and interact correctly and fluently in communicative
situations:
- Ask and answer questions about the topic studied. Speaking Tests, TR Multi-
ROM 1; (SB&WB, p. 8, 9, 10 and 12)).
- Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.9).
- Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.12, 13).
Family and Friends 3 – Oxford University Press45
BLOCK 2 - Written communication: reading and writing
Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.8, 10, 12; WB p.8-13)
Complete texts using different resources (Writing - TR Multi-ROM 1; WB p 8-13)
BLOCK 3 - Knowledge of the language
Vocabulary
Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,)
- Related to people’s age and origins.
- Hobbies: word groups.
Grammar
Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB& WB p.9 and WB, p.108)
- Where are you from? I’m from Egypt. / Where’s he from? He’s from Brazil.
Phonetics
Apply knowledge acquired regarding pronunciation .( SB& WB p.11)
Reflection upon learning
Check whether basic strategies for progress in learning are being used. ( SB p. 10
and 11; WB p.11)
BLOCK 4 - Socio-cultural features and international awareness
Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.8,9,12; WB, p.8,9 and13)
Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 33)
UNIT 2: MY WEEKEND
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing
Participate in oral exchanges:
- Identify the names of hobbies.
- Converse using vocabulary related to hobbies, using like+-ing, using the
expressions I like reading. I don’t like fishing. Do you like playing chess?
Family and Friends 3 – Oxford University Press46
Yes, I do. / No, I don’t. He doesn’t like skateboarding. Does he like playing
chess? Yes, he does. / No, he doesn’t.
Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand a simple description.
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to hobbies
Use of basic reading comprehension strategies (Point and answer).
Write simple written texts with previously studied words and expressions.
Read a short story, a song, a chant.
Identify the contraction of verbs.
Identify sounds within a text.
BLOCK 3 - Knowledge of the language
Revise and identify vocabulary from the unit:
- related to hobbies.
- Hobbies: word groups.
Understand and correctly apply grammatical aspects:
- I like reading. I don’t like fishing. Do you like playing chess? Yes, I do. / No,
I don’t. He doesn’t like skateboarding. Does he like playing chess? Yes, he
does. / No, he doesn’t.
Use and differentiate between sounds and letters.
Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.
Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities
Demonstrate a positive language towards people who speak a different language
and have a different culture to one’s own
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken.
II. CONTENTS
Family and Friends 3 – Oxford University Press47
BLOCK 1 - Oral communication, listening, speaking and conversing
Participation in oral exchanges:
- Identification of the names of hobbies (SB&WB p. 14 and 15)
- Dialogues using Vocabulary related to hobbies, using like+-ing, using the
expressions I like reading. I don’t like fishing. Do you like playing chess?
Yes, I do. / No, I don’t. He doesn’t like skateboarding. Does he like playing
chess? Yes, he does. / No, he doesn’t. (SB&WB, p. 14-16 and 18)
Comprehension of simple oral texts within the classroom context:
- A short story. (SB, p.14 and 15)
- Song referring to hobbies (SB, p.16)
- Description (SB, p.18)
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to hobbies ( SB p. 14,16,18)
Use of basic reading comprehension strategies (Point and answer). (SB, p.18 and
19)
Completion of simple written texts with words studied (SB, p.16 and 18)
Reading of a short story, a song and a description. (SB, p. 14,16,18)
Identification of and differentiation between sounds in specific vocabulary and
chant (SB&WB, p.17)
BLOCK 3 - Knowledge of the language
Revision and identification of vocabulary from the unit:
- related to hobbies.(SB p. 14,16,18 and WB p. 14-19)
- Hobbies: word groups. (SB, p.14,15 and 16)
Comprehension and correct application of grammatical aspects:
- Expressions: I like reading. I don’t like fishing. Do you like playing chess?
Yes, I do. / No, I don’t. He doesn’t like (SB p.15 and WB, p.108-109)
Use of and differentiation between sounds and letters. (SB&WB, p.17)
Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB&WB, p. 16 and 17)
Use of revision strategies and reflection upon what has been learnt. (SB&WB,
p.18-19)
BLOCK 4 - Socio-cultural features and international awareness
Family and Friends 3 – Oxford University Press48
Learn basic forms of socialising in the target language, participating in different
classroom activities (SB p.14,15 and 18;WB, p.14,15 and 19)
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.34)
Acceptance and learning of mathematical forms ( SB p.8)
Organisation of personal work as a strategy to progress in learning. ( SB&WB,
p.18-19)
Take advantage of learning opportunities created within and beyond the classroom
.(SB&WB, p.14-19 )
Active participation in activities and group work. (SB&WB, p.14-19 ; TB p.34)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this unit contribute towards the development of
linguistic competence in communication, especially:
The section Listen and read or repeat to reference the functional language in the
unit
- Talk about hobbies (SB, p. 14 , 16 and 18)
- Talk about a person’s hobbies (SB, p.18)
- Act out a dialogue (SB, p. 14).
The sections with activities contained in the WB p. 14-19
Data processing and digital competence
- Practise and become familiar with the functioning of different digital and IT com-
petences using the MultiROM interactive exercises. SB p.18
Family and Friends 3 – Oxford University Press49
Social and civic competence
This competence is developed by working on essential communication skills like:
- Dialogues and communicative exchanges (SBpp.14,16,18 and 19).
- Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
- Exhibiting their own tastes and listening to those of others, putting oneself in
their place...
Artistic and cultural competence
Complete a song, a description. (SB, p. 16and18).
Immersion in the language, culture and tradition of the English-speaking world
(Cultural lessons: Hobbies in the UK. TB p. 34)
Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 16)
Act out a short story: ( SB p.15)
Learning-to-learn
Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.
Use the reference material: Grammar reference (WB p.108-109).
Manage their own abilities in the review sections (WB, pp. 18 and19)
Autonomy and personal initiative
Assume responsibility for the tasks and activities set out in the unit (WB, p. 14-19)
Use the reference material recommended for the unit.
Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by
communicative activities in the unit: dialogues etc, etc.
Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
Family and Friends 3 – Oxford University Press50
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Listen and read: SB p. 8
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 14)
Production of oral and written texts:
Complete a Description (WB p 16 and 17)
Reproduce a dialogue/song (SB pp. 14 and 16)
Write an email to a penfriend (WB, p. 19)
VI. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 2 –pp.14-19)
Activities in the reference sections:
- Grammar reference (Unit 2-WB, p. 108-109)
- Pronunciation bank (Unit 2-WB, p. 17)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 2
VI. ASSESSMENT
Formative assessment
Unit 2 (SB p. 14-17)
Cumulative review (Unit 2, SB p. 18 and 19)
Completion of WB exercises (Unit 2, p. 14-19).
Self-assessment
Progress review (Unit 2 - WB, p. 18 and 19).
Assessment criteria
Family and Friends 3 – Oxford University Press51
BLOCK 1 - Oral communication, listening, speaking and conversing
Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 2 Test Audio, Tests and Resource Multi-ROM 1.
- Listening Test and Resource, Multi-ROM 1; SB p 14,16,18 and 19) Tests
Unit 2,
- Express oneself and interact correctly and fluently in communicative
situations:
- Ask and answer questions about the topic studied. Speaking Tests, TR Multi-
ROM 1; SB&WB, p. 14-16 and 18).
- Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.15
and 18).
- Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.18 and 19).
BLOCK 2 - Written communication: reading and writing
Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.14,16,18; WB p.14-19)
Complete texts using different resources (Writing - TR Multi-ROM 1; WB p 14-19)
BLOCK 3 - Knowledge of the language
Vocabulary
Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
- related to vocabulary to express hobbies.(SB p.14-16)
- Hobbies: word groups.
Grammar
Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1,
I like reading. I don’t like fishing. Do you like playing chess? Yes, I do. / No, I
don’t. He doesn’t like skateboarding. Does he like playing chess? Yes, he does. /
No, he doesn’t. SB& WB p.15 and WB, p.108-109)
Phonetics
Apply knowledge acquired regarding pronunciation .(SB& WB p.17)
Reflection upon learning
Family and Friends 3 – Oxford University Press52
Check whether basic strategies for progress in learning are being used. ( SB p. 16
and 17; WB p.17)
BLOCK 4 - Socio-cultural features and international awareness
Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.14,15,18;WB, p.14,15 y19)
Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 34)
UNIT 3: MY THINGS
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing
Participate in oral exchanges:
- Identify possessions and the verbs related to them.
- Converse using vocabulary related to possessions, using can to ask
permission and using the expressions: This is your computer.That´s our CD.
That’s their CD placer. Can I use your computer? Yes, you can. / No, you
can’t. / Can you turn off the TV please?
Understand simple oral texts related to objects they possess:
- Listen to and act out a short story.
- Sing a song.
- Understand instructions.
Family and Friends 3 – Oxford University Press53
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to outdoor activities.
Use of basic reading comprehension strategies (Point and answer).
Complete simple written texts with previously studied words.
Read a short story, a song.
Recognise the uses of the question mark, comma and full stop.
Identify sounds within a text.
BLOCK 3 - Knowledge of the language
Revise and identify vocabulary from the unit:
- related to objects they possess.
- Hobbies: word groups.
Understand and correctly apply grammatical aspects:
-This is your computer.That´s our CD. That’s their CD placer. Can I use your
computer? Yes, you can. / No, you can’t. / Can you turn off the TV please?
Use and differentiate between sounds and letters.
Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.
Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities (SB p.20,21,24;WB, p.20,21 and 25)
Demonstrate a positive language towards people who speak a different language
and have a different culture to one’s own (TB, p.44)
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.44)
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing
Participation in oral exchanges:
- Identification of possessions and the verbs related to them (SB&WB p. 20-
21)
Dialogues using vocabulary related to possessions, using can to ask permission
and using the expressions: This is your computer.That´s our CD. That’s their CD
Family and Friends 3 – Oxford University Press54
player. Can I use your computer? Yes, you can. / No, you can’t. / Can you turn off
the TV please? (SB&WB p. 20-21 WB p 117)
Comprehension of simple oral texts within the classroom context:
- A short story. (SB, p.20-21)
- Song (SB, p.22)
- Instructions (SB, p.24)
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to possessions. (SB, p.24-25)
Use of basic reading comprehension strategies (Point and answer). (SB, p. 24-25)
Completion of simple written texts with words studied (SB, p.22 and 24)
Reading of a short story, a song and a description. (SB, p.20,22 and 24)
Identification of and differentiation between sounds in specific vocabulary and
chant (SB&WB, p.23)
BLOCK 3 - Knowledge of the language
Revision and identification of vocabulary from the unit:
- related to possessions.(SB p. 20,22 and 24 and WB p. 20-25)
- Hobbies: word groups.
Comprehension and correct application of grammatical aspects:
- This is your computer.That´s our CD. That’s their CD placer. Can I use your
computer? Yes, you can. / No, you can’t. / Can you turn off the TV please?
(SBp.21 and WB, p.109-110)
Use of and differentiation between sounds and letters. (SB&WB, p.23)
Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB&WB, p. 22 and 23)
Use of revision strategies and reflection upon what has been learnt. (SB&WB, p.24
and 25)
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities (SB p.20,21,24;WB, p.20,21 and 25)
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.44)
Acceptance and learning of mathematical forms ( SB p. 25)
Family and Friends 3 – Oxford University Press55
Organisation of personal work as a strategy to progress in learning. ( SB&WB,
p.24 and 25)
Take advantage of learning opportunities created within and beyond the classroom
(SB&WB, p.20-25)
Active participation in activities and group work. (SB&WB, p.20-25 ; TB p.44)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this unit contribute towards the development of
linguistic competence in communication, especially:
The section Listen and read or repeat to reference the functional language in the
unit
- Talk about objects they possess (SB, p. 20 and 21)
- Descriptions (SB, p.24)
- Act out a dialogue (SB, p. 20).
The sections with activities contained in the WB p. 20-27
Data processing and digital competence
- Practise and become familiar with the functioning of different digital and IT com-
petences using the MultiROM interactive exercises.
Social and civic competence
This competence is developed by working on essential communication skills like:
- Dialogues and communicative exchanges ( SB p. 20, 21 22, 24).
- Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
- Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence
Sing a song performing actions. (SB, p. 22).
Immersion in the language, culture and tradition of the English-speaking world
(Cultural lessons: British collectors, TB p. 44)
Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 20)
Act out a short story: ( SB p.21)
Family and Friends 3 – Oxford University Press56
Learning-to-learn
Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.
Use the reference material: Grammar reference (WB p.109-110).
Manage their own abilities in the review sections (WB, p. 26 and 27).
Autonomy and personal initiative
Assume responsibility for the tasks and activities set out in the unit (WB, p. 20-27)
Use the reference material recommended for the unit.
Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by
communicative activities in the unit: dialogues etc, etc.
Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Listen and match: SB p. 25
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 20)
Description (SB p. 24)
Production of oral and written texts:
Complete a description (SB p 21 and 25, WB p 25)
Reproduce a dialogue/song (SBpp.20 and 22)
Family and Friends 3 – Oxford University Press57
Write a description of somebody’s collection (WB, p. 25)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 3 – p. 20-27)
Activities in the reference sections:
- Grammar reference (Unit 3-WB, p. 109-110)
- Pronunciation bank (Unit 3-WB, p. 23)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 3
VI. ASSESSMENT
Summative assessment
Summative assessment is a compendium of the contents worked on in units 1-3, both
in the Students’ Book and the Activity Book activities and in the various activities
suggested in the TB
Family and friends 3 Units 1-3 (SB Units 1-3)
Formative assessment
Unit 3 (SB p. 20-23)
Cumulative review (Starter-Unit 3, SB p. 24-27)
Completion of WB exercises (Unit 3, p. 22-23).
Family and Friends 3 – Oxford University Press58
Self-assessment
Progress review (Unit 3 - WB, p. 24-27).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing
Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 3 Test Audio, Tests and Resource Multi-ROM 1.
- Listening Test and Resource, Multi-ROM 1; SB p 20,22,24 and 25) Tests
Unit 3,
- Express oneself and interact correctly and fluently in communicative
situations:
- Ask and answer questions about the topic studied. Speaking Tests, TR Multi-
ROM 1; SB&WB, p.20-22 and 24).
- Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1, SB p.21).
- Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.24 and 25).
BLOCK 2 - Written communication: reading and writing
Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.20,22 and 24; WB p.20-25)
Complete texts using different resources (Writing - TR Multi-ROM 1; WB p 20-25)
BLOCK 3 - Knowledge of the language
Vocabulary
Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
- related to the vocabulary of objects they possess.(SB p.20-22)
- Hobbies: word groups.
Grammar
Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB& WB p.9 and WB, p.117)
-This is your computer.That´s our CD. That’s their CD placer. Can I use your
computer? Yes, you can. / No, you can’t. / Can you turn off the TV please?
Phonetics
Apply knowledge acquired regarding pronunciation .(SB& WB p.23)
Reflection upon learning
Family and Friends 3 – Oxford University Press59
Check whether basic strategies for progress in learning are being used. ( SB p. 22
and 23; WB p.23)
BLOCK 4 - Socio-cultural features and international awareness
Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.20,21,24;WB, p.20, 21 y25)
Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 44)
UNIT 4: WE´RE HAVING FUN AT THE BEACH!
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing
Participate in oral exchanges:
- Identify water sports.
- Converse using vocabulary related to water sports using the present
continuous using the expressions I’m swimming. I’m not swimming. He’s
surfing. We’re mailing. They aren’t waterskiing.
Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand a Description.
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to water sports.
Use of basic reading comprehension strategies (Point and answer).
Complete simple written texts with previously studied words.
Read a short story, a song.
Recognise the use of the gerund in the present continuous.
Identify sounds within a text.
BLOCK 3 - Knowledge of the language
Revise and identify vocabulary from the unit:
- related to water sports. (SB p. 30 and 31; WB p. 28 and 29)
Family and Friends 3 – Oxford University Press60
- Hobbies: word groups.
Understand and correctly apply grammatical aspects:
- I’m swimming. I’m not swimming. He’s surfing. We’re mailing. They aren’t
waterskiing.
Use and differentiate between sounds and letters.
Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.
Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities
Demonstrate a positive language towards people who speak a different language
and have a different culture to one’s own
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken.
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing
Participation in oral exchanges:
- Identification of water sports (SB p. 30 and 31; WB p. 28 and 29)
- Dialogues using vocabulary related to water sports using the present
continuous using the expressions I’m swimming. I’m not swimming. He’s
surfing. We’re mailing. They aren’t waterskiing. (SB, p. 30 – 32; WB p. 28 -
30)
Comprehension of simple oral texts within the classroom context:
- A short story. (SB, p.30 and 31)
- Song (SB, p.32)
- Description (SB, p.34)
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to water sports ( WB p.28-33)
Use of basic reading comprehension strategies (Point and answer). (SB, p. 34- 35)
Completion of simple written texts with words studied (WB, p.30 and 32)
Reading of a short story, a song and a description. (SB, p.30,32 and 34)
Family and Friends 3 – Oxford University Press61
Identification of and differentiation between sounds in specific vocabulary and
chant (SB, p.33; WB, p.31)
BLOCK 3 - Knowledge of the language
Revision and identification of vocabulary from the unit:
- related to water sports.(SB p. 30,32,34 and WB p. 28-33)
- Hobbies: word groups.
Comprehension and correct application of grammatical aspects:
- I’m swimming. I’m not swimming. He’s surfing. We’re mailing. They aren’t
waterskiing. (SBp.30-32)
Use of and differentiation between sounds and letters. (SB, p.33; WB, p.31)
Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB, p. 32 and 33; WB, p. 30 and 31)
Use of revision strategies and reflection upon what has been learnt. (SB, p.34-35;
WB, p.32-33)
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities (SB p.30,31 and 34;WB, p. 28, 29 and 33)
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.46 and 51)
Acceptance and learning of mathematical forms( SB p.35)
Organisation of personal work as a strategy to progress in learning. ( SB, p.34-35;
WB, p.32-33)
Take advantage of learning opportunities created within and beyond the classroom
.(SB, p.30-35 ; WB, p.28-33)
Active participation in activities and group work.(SB, p.30-35 ; WB, p. 28-33 ; TB
p.46 and 51)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this unit contribute towards the development of
linguistic competence in communication, especially:
The section Listen and read or repeat to reference the functional language in the
unit
- Talk about water sports (SB, p. 31 and 32)
- Descriptions (SB, p.34)
Family and Friends 3 – Oxford University Press62
- Act out a dialogue (SB, p. 30).
The sections with activities contained in the WB p. 28-33
Data processing and digital competence
- Practise and become familiar with the functioning of different digital and IT com-
petences using the MultiROM interactive exercises.
Social and civic competence
This competence is developed by working on essential communication skills like:
- Dialogues and communicative exchanges (SBpp.30, 32, 34 and 35).
- Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
- Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence
Complete a description. (SB, p. 34).
Immersion in the language, culture and tradition of the English-speaking world
(Cultural lessons: Water Sports in the UK, TB p. 46) School activity holidays TB p.
51
Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 32 and 34)
Act out a short story: ( SB p.31 and 34)
Learning-to-learn
Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.
Use the reference material: Grammar reference (WB p.110).
Manage their own abilities in the review sections (WB, pp. 34 and 35).
Autonomy and personal initiative
Assume responsibility for the tasks and activities set out in the unit (WB, p. 28-33)
Use the reference material recommended for the unit.
Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc
Organise personal work as a strategy to progress in learning.
Family and Friends 3 – Oxford University Press63
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Listen and write the number: SB p. 35
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 30)
Production of oral and written texts:
Complete a dialogue and a description (WB p 30)
Reproduce a dialogue/song(SBpp.30, 34)
Write a description of what they like doing, using the present continuous (WB, p. 33)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 4 –pp.30 a 35)
Activities in the reference sections:
- Grammar reference (Unit 4-WB, p. 110)
- Pronunciation bank (Unit 4-SB, p. 33)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 4
VI. ASSESSMENT
Family and Friends 3 – Oxford University Press64
Formative assessment
Unit 4 (SB p. 30-33)
Cumulative review (Starter-Unit 4, SB p. 34 and 35)
Completion of WB exercises (Unit 4, p. 28 a 33).
Self-assessment
Progress review (Unit 4 - WB, p. 32 and 33).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing
Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 4 Test Audio, Tests and Resource Multi-ROM 1.
- Listening Test and Resource, Multi-ROM 1; SB p 30,32,34 and 35) Tests
Unit 4,
- Express oneself and interact correctly and fluently in communicative
situations:
- Ask and answer questions about the topic studied. Speaking Tests, TR Multi-
ROM 1; SB, p. 30-32 and 34; WB, p. 28-30 and 32).
- Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.31).
- Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.34-35).
BLOCK 2 - Written communication: reading and writing
Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.30,32,34; WB p. 28-33)
Complete texts using different resources (Writing - TR Multi-ROM 1; WB p 28-33)
BLOCK 3 - Knowledge of the language
Vocabulary
Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
- related to the vocabulary of water sports.( SB p. 30 and 31)
- Hobbies: word groups.
Grammar
Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB p.31 and WB, p.29 and 110)
Family and Friends 3 – Oxford University Press65
-I’m swimming. I’m not swimming. He’s surfing. We’re mailing. They aren’t
waterskiing
Phonetics
Apply knowledge acquired regarding pronunciation. ( SB p. 32 and 33; WB p.31)
Reflection upon learning
Check whether basic strategies for progress in learning are being used. ( SB p. 32
and 33; WB p.31)
BLOCK 4 - Socio-cultural features and international awareness
Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.30,31,34; WB p. 28,29 y33)
Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 46 and 51)
UNIT 5: A NAUGHTY MONKEY!
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing
Participate in oral exchanges:
- Identify names of animals.
- Converse using vocabulary related to animals. using the expressions Are
you reading? Yes, I am. / No I’m not. / Is the monkey eating a sandwich?
Yes, It is. / No, It isn’t. / Are they eating? Yes, they are. / No, they aren’t.
Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand a description.
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to animals.
Use of basic reading comprehension strategies (Point and answer).
Complete simple written texts with previously studied words.
Read a short story, a song.
Identify the use of speech marks in a text.
Identify sounds within a text.
Family and Friends 3 – Oxford University Press66
BLOCK 3 - Knowledge of the language
Revise and identify vocabulary from the unit:
- related to animals.
- Hobbies: word groups.
Understand and correctly apply grammatical aspects:
-Are you reading? Yes, I am. / No I’m not. / Is the monkey eating a sandwich? Yes,
It is. / No, It isn’t. / Are they eating? Yes they are. / No, they aren’t.
Use and differentiate between sounds and letters.
Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.
Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities
Demonstrate a positive language towards people who speak a different language
and have a different culture to one’s own
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken.
II. CONTENIDOS
BLOCK 1 - Oral communication, listening, speaking and conversing
Participation in oral exchanges:
- Identification of the names of animals. (SB p. 36 and 37; WB p. 34 and 35)
- Dialogues using vocabulary related to animals. using the expressions: Are
you reading? Yes, I am. / No I’m not. / Is the monkey eating a sandwich?
Yes, It is. / No, It isn’t. / Are they eating? Yes they are. / No, they aren’t. SB
p. 36-38 and 40; WB, p. 34-36 , 40 and 111)
Comprehension of simple oral texts within the classroom context:
- A short story. (SB, p.36 and 37)
- A song (SB, p.38)
- a description (SB, p.40)
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to animals ( WB p. 34-39)
Family and Friends 3 – Oxford University Press67
Use of basic reading comprehension strategies (Point and answer). (SB, p. 36 and
37)
Completion of simple written texts with words studied (WB, p.36 and 38)
Reading of a short story, a song and a description. (SB, p.36,38 and 40)
Identification of and differentiation between sounds in specific vocabulary and
chant (SBp.39; WB, p.37)
BLOCK 3 - Knowledge of the language
Revision and identification of vocabulary from the unit:
- related to animals.(SB p. 36,38,40 and WB p. 34-39)
- Hobbies: word groups.
Comprehension and correct application of grammatical aspects:
Are you reading? Yes, I am. / No I’m not. / Is the monkey eating a sandwich? Yes,
It is. / No, It isn’t. / Are they eating? Yes they are. / No, they aren’t. (SBp.37 and
WB, p.111)
Use of and differentiation between sounds and letters. (SBp.39; WB, p.37)
Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB p. 38 and 39; WB, p. 36 and 41)
Use of revision strategies and reflection upon what has been learnt. (SBp.40-41;
WB, p. 38-39)
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities (SB p.36,37,40;WB, p. 34,35,39)
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.52)
Acceptance and learning of mathematical forms( SB p.41)
Organisation of personal work as a strategy to progress in learning. ( SBp.40 and
41; WB, p.38 and 39)
Take advantage of learning opportunities created within and beyond the classroom
.(SB, p.36-41; WB, p.34-39 )
Active participation in activities and group work.( SB, p.36-41; WB, p.34-39 ; TB
p.52)
III. KEY COMPETENCES
Linguistic communication
Family and Friends 3 – Oxford University Press68
All the sections and activities in this unit contribute towards the development of
linguistic competence in communication, especially:
The section Listen and read or repeat to reference the functional language in the
unit
- Talk about school (SB, p. 36 and 37)
- Descriptions (SB, p.40-41)
- Act out a dialogue (SB, p. 36).
The sections with activities contained in the WB p. 34-39
Data processing and digital competence
- Practise and become familiar with the functioning of different digital and IT com-
petences using the MultiROM interactive exercises.
Social and civic competence
This competence is developed by working on essential communication skills like:
- Dialogues and communicative exchanges (SBpp.36,38,40 and 41).
- Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
- Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence
Sing a song performing the actions. (SB, p. 38).
Immersion in the language, culture and tradition of the English-speaking world
(Cultural lessons: City farms TB p. 52)
Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 38)
Act out a short story: ( SB p.37)
Learning-to-learn
Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.
Use the reference material: Grammar reference (WB p.111).
Manage their own abilities in the review sections (WB, pp. 38 and 39)
Autonomy and personal initiative
Assume responsibility for the tasks and activities set out in the unit (WB, p. 34-39)
Family and Friends 3 – Oxford University Press69
Use the reference material recommended for the unit.
Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc
Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Put the Pictures in the correct order:
SB p. 41.
V. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 36)
Description SB p.40
Production of oral and written texts:
Complete a song and a description (SB p 40, WB p 39)
Reproduce a dialogue/song (SBpp.36y 38)
Write a description (WB, p. 39)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 5 –pp.34-39)
Activities in the reference sections:
Family and Friends 3 – Oxford University Press70
- Grammar reference (Unit 5-WB, p. 111)
- Pronunciation bank (Unit 5-WB, p. 37)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 5
VI. ASSESSMENT
Formative assessment
Unit 5 (SB p. 36-39)
Cumulative review (Starter-Unit 5, SB p. 40 and 41)
Completion of WB exercises (Unit 5, p. 34-39).
Self-assessment
Progress review (Unit 5 - WB, p. 38 and 39).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing
Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 5 Test Audio, Tests and Resource Multi-ROM 1.
- Listening Test and Resource, Multi-ROM 1; SB p 36,38,40 and 41) Tests
Unit 5,
- Express oneself and interact correctly and fluently in communicative
situations:
- Ask and answer questions about the topic studied. Speaking Tests, TR Multi-
ROM 1; SB p. 36-38 and 40; WB, p. 34-36 and 38).
- Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.37).
- Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.40-41).
BLOCK 2 - Written communication: reading and writing
Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.36,38,40; WB p. 34-39)
Complete texts using different resources (Writing - TR Multi-ROM 1; WB p 34-39)
BLOCK 3 - Knowledge of the language
Vocabulary
Family and Friends 3 – Oxford University Press71
Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
- related to the vocabulary related to animals. (SB p.36,37)
- Hobbies: word groups.
Grammar
Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB p.37 and WB, p.35 and 111)
- Are you reading? Yes, I am. / No I’m not. / Is the monkey eating a sandwich?
Yes, It is. / No, It isn’t. / Are they eating? Yes they are. / No, they aren’t
Phonetics
Apply knowledge acquired regarding pronunciation .(SB p.39; WB p.37)
Reflection upon learning
Check whether basic strategies for progress in learning are being used. ( SB p. 38-
39; WB p.37)
BLOCK 4 - Socio-cultural features and international awareness
Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.36,37,40;WB, p. 36,37 y41)
Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 52)
UNIT 6: JIM´S DAY
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing
Participate in oral exchanges:
- Identify daily activities.
- Converse using vocabulary related to daily activities and the time when they
are performed, using the expressions :
I have breakfast at eight o’clock. He doesn’t get up early. Do they live in a
big house? Yes, they do/ No, they don’t. What time does he start work?
Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand a description.
BLOCK 2 - Written communication: reading and writing
Family and Friends 3 – Oxford University Press72
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to daily activities.
Use of basic reading comprehension strategies (Point and answer).
Complete simple written texts with previously studied words.
Read a short story, a song.
Differentiate between proper nouns and common nouns.
Identify sounds within a text.
BLOCK 3 - Knowledge of the language
Revise and identify vocabulary from the unit:
- related to routine activities.
- Hobbies: word groups.
Understand and correctly apply grammatical aspects:
I have breakfast at eight o’clock. He doesn’t get up early. Do they live in a big house?
Yes, they do/ No, they don’t. What time does he start work?
▪ Use and differentiate between sounds and letters.
Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.
Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities
Demonstrate a positive language towards people who speak a different language
and have a different culture to one’s own
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken.
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing
Participation in oral exchanges:
- Identification of daily activities.
- Dialogues using Vocabulary related to daily activities and the time when
they are performed, using the expressions :
I have breakfast at eight o’clock. He doesn’t get up early. Do they live in a
big house? Yes, they do/ No, they don’t. What time does he start work?
Comprehension of simple oral texts within the classroom context:
Family and Friends 3 – Oxford University Press73
- A short story.
- Song.
- A description.
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and to daily activities and the time when they are
performed.
Use of basic reading comprehension strategies (Point and answer). (SB, p. 46 and
47)
Completion of simple written texts with words studied (WB, p.42 and 44)
Reading of a short story, a song and a Description. (SB, p.42,44 and 46)
Identification of and differentiation between sounds in specific vocabulary and
chant (SB, p. 45; WB, p.43)
BLOCK 3 - Knowledge of the language
Revision and identification of vocabulary from the unit:
- related to daily activities and the time when they are performed.(SB p. 42,
44,46 and WB p. 40-47)
- Hobbies: word groups.
Comprehension and correct application of grammatical aspects:
I have breakfast at eight o’clock. He doesn’t get up early. Do they live in a big
house? Yes, they do/ No, they don’t. What time does he start work? (SBp.41 and WB,
p.111-112)
Use of and differentiation between sounds and letters. (SB, p.45; WB, p.43)
Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB, p.44 and 45; WB, p.42 and 43)
Use of revision strategies and reflection upon what has been learnt. (SB, p.44 and
45; WB, p.42 and 43)
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities (SB p.42,43,46;WB, p. 40,41 and 45)
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.58 and 62)
Acceptance and learning of mathematical forms ( SB p.44 and 47)
Family and Friends 3 – Oxford University Press74
Organisation of personal work as a strategy to progress in learning. (SB, p.46 and
47; WB, p.44 and 45)
Take advantage of learning opportunities created within and beyond the classroom
(SB, p.42-47 ; WB, p.40-45 ;TB p.58 and 62)
Active participation in activities and group work. (SB, p.42-47 ; WB, p.40-45 ;TB
p.58 and 62)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this unit contribute towards the development of
linguistic competence in communication, especially:
The section Listen and read or repeat to reference the functional language in the
unit
- Talk about what they do every day and what time they do it (SB, p. 42y 43)
- Descriptions (SB, p.46)
- Act out a dialogue (SB, p. 42).
The sections with activities contained in the WB p. 40-45
Data processing and digital competence
- Practise and become familiar with the functioning of different digital and IT com-
petences using the MultiROM interactive exercises. SB p. 46
Social and civic competence
This competence is developed by working on essential communication skills like:
- Dialogues and communicative exchanges ( SBpp.42,44,46 and 47).
- Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
- Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence
Complete a Description. (SB, p. 44 and 46).
Immersion in the language, culture and tradition of the English-speaking world
(Cultural lessons: Jackaroos, TB p. 58; The school of the air TB p.62
Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 44)
Family and Friends 3 – Oxford University Press75
Act out a short story: ( SB p.43)
Learning-to-learn
Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.
Use the reference material: Grammar reference (WB p.111-112).
Manage their own abilities in the review sections (WB, pp. 44 and 45)
Autonomy and personal initiative
Assume responsibility for the tasks and activities set out in the unit (WB, p. 40-45)
Use the reference material recommended for the unit.
Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc
Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Ask and answer: SB p. 44 and Listen
and write the number (SB p. 47)
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 42)
Description SB p. 46
Production of oral and written texts:
Sing a song (SB p 44)
Family and Friends 3 – Oxford University Press76
Reproduce a dialogue/song (SBpp.42 and 44)
Write a Description of the activities they perform every day. (WB, p. 44-45)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 6 –pp.40-45)
Activities in the reference sections:
- Grammar reference (Unit 6-WB, p. 111-112)
- Pronunciation bank (Unit 6-WB, p. 45)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 6
VI. ASSESSMENT
Summative assessment
Summative assessment is a compendium of the contents studied in units 1-6, both in
the Students’ Book and the Activity Book activities and in the various activities
suggested in the TB
Family and friends 3 Units 1-6 (SB Units 1-6)
Formative assessment
Unit 6 (SB p. 42-47)
Cumulative review (Starter-Unit 6, SB p. 42-51)
Completion of WB exercises (Unit 6, p. 40-47).
Self-assessment
Progress review (Unit 6 - WB, p. 40-47).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing
Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 6 Test Audio, Tests and Resource Multi-ROM 1.
Family and Friends 3 – Oxford University Press77
- Listening Test and Resource, Multi-ROM 1; SB p 42, 44,46 and 47) Tests
Unit 6,
- Express oneself and interact correctly and fluently in communicative
situations:
- Ask and answer questions about the topic studied. Speaking Tests, TR Multi-
ROM 1; SB, p. 42-44; WB, p. 40, 41,42 and 44).
- Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.43).
- Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.46, 47).
BLOCK 2 - Written communication: reading and writing
Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.42, 44, 46; WB p.40-45)
Complete texts using different resources (Writing - TR Multi-ROM 1)
BLOCK 3 - Knowledge of the language
Vocabulary
Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
- related to the activities they perform every day. , WB p 40-47)
- Hobbies: word groups.
Grammar
Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB p.43 and WB, p.41,111 and 112)
I have breakfast at eight o’clock. He doesn’t get up early. Do they live in a big
house? Yes, they do/ No, they don’t. What time does he start work?
Phonetics
Apply knowledge acquired regarding pronunciation .(SB,p.45; WB p.43)
Reflection upon learning
Check whether basic strategies for progress in learning are being used. ( SB p. 44
and 45; WB p.43)
BLOCK 4 - Socio-cultural features and international awareness
Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.42,43,46;WB, p. 40,41 and 45)
Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 58 and 62)
Family and Friends 3 – Oxford University Press78
UNIT 7: PLACES TO GO!
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing
Participate in oral exchanges:
- Identify the names of places in a city.
- Converse using vocabulary related to places in a city using adverbs of
frequency and prepositions of time using the forms: Do you ever go to the
library? We always go to the Sports centre. He plays football on Mondays.
Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand a Description.
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to places in a city.
Use of basic reading comprehension strategies (Point and answer).
Complete simple written texts with previously studied words.
Read a short story, a song.
Find verbs, adjectives and prepositions in a sentence.
Identify sounds within a text.
BLOCK 3 - Knowledge of the language
Revise and identify vocabulary from the unit:
- Places in a city.
- Hobbies: word groups.
Understand and correctly apply grammatical aspects:
- Do you ever go to the library? We always go to the Sports centre. He plays
football on Mondays.
Use and differentiate between sounds and letters.
Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.
Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and international awareness
Family and Friends 3 – Oxford University Press79
Learn basic forms of socialising in the target language, participating in different
classroom activities
Demonstrate a positive language towards people who speak a different language
and have a different culture to one’s own
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken.
II. CONTENIDOS
BLOCK 1 - Oral communication, listening, speaking and conversing
Participation in oral exchanges:
- Identification of the names of places in a city. (SB p. 52 and 53; WB p. 48
and 49 )
- Dialogues using Vocabulary related to places in a city using adverbs of
frequency and prepositions of time using the forms: Do you ever go to the
library? We always go to the Sports centre. He plays football on Mondays.
(SB, p. 52-54 and 56; WB, p. 48-50, 52 y112)
Comprehension of simple oral texts within the classroom context:
- A short story. (SB, p.52 and 53)
- Song (SB, p.54)
- Una Description (SB, p.56)
Family and Friends 3 – Oxford University Press80
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to places in a city ( WB p.48,49 and 112)
Use of basic reading comprehension strategies (Point and answer). (SB, p. 56-57)
Completion of simple written texts with words studied(WB, p.50 - 52)
Reading of a short story, a song and a Description. (SB, p.52 and 54)
Identification of and differentiation between sounds in specific vocabulary and
chant(SB, p.55; WB, p.51)
BLOCK 3 - Knowledge of the language
Revision and identification of vocabulary from the unit:
- related to places in a city.(SB p. 52,54,56 and WB p. 48-53)
- Hobbies: word groups.
Comprehension and correct application of grammatical aspects:
-Do you ever go to the library? We always go to the Sports centre. He plays
football on Mondays. (SBp.53 and WB, p.112)
Use of and differentiation between sounds and letters. (SB, p.55; WB, p.51)
Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB, p.54-55; WB, p.50-51)
Use of revision strategies and reflection upon what has been learnt. (SB, p.54-56;
WB, p.50-52)
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities (SB p.52,53,56;WB, p. 48,49 and 53)
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.64)
Acceptance and learning of mathematical forms( SB p.59)
Organisation of personal work as a strategy to progress in learning. ( SB, p.56 and
57; WB, p.52 and 53)
Take advantage of learning opportunities created within and beyond the classroom
.(SB, p.52-57 ; WB, p.48-53)
Active participation in activities and group work.( SB, p.52-57 ; WB, p.48-53; TB
p.64)
III. KEY COMPETENCES
Linguistic communication
Family and Friends 3 – Oxford University Press81
All the sections and activities in this unit contribute towards the development of
linguistic competence in communication, especially:
The section Listen and read or repeat to reference the functional language in the
unit
- Talk about what they like doing (SB, p. 52 and 53)
- Descriptions (SB, p.56)
- Act out a dialogue (SB, p. 52).
The sections with activities contained in the WB p. 48-53
Data processing and digital competence
- Practise and become familiar with the functioning of different digital and IT com-
petences using the MultiROM interactive exercises
Social and civic competence
This competence is developed by working on essential communication skills like:
- Dialogues and communicative exchanges( SBpp.52,54,56 and 57).
- Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
- Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence
Complete a song and a Description. (SB, p. 54 and 56).
Immersion in the language, culture and tradition of the English-speaking
world(Cultural lessons: Sports centres in Britain, TB p. 64)
Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 54)
Act out a short story: ( SB p.53)
Learning-to-learn
Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.
Use the reference material: Grammar reference (WB p.112).
Manage their own abilities in the review sections (WB, pp. 52 and 53).
Autonomy and personal initiative
Assume responsibility for the tasks and activities set out in the unit(WB, p. 48 a 53)
Use the reference material recommended for the unit.
Family and Friends 3 – Oxford University Press82
Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc
Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Write the odd one out: SB p. 55.
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 52)
Production of oral and written texts:
Complete a song and a description (WB p 53)
Reproduce a dialogue/song (SB pp.52 and 54)
Write an e-mail to invite a friend to the cinema (SB, p. 53)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 7 –pp.48-53)
Activities in the reference sections:
- Grammar reference (Unit 7-WB, p. 112)
- Pronunciation bank (Unit 7-SB, p. 55)
Extension activities
Family and Friends 3 – Oxford University Press83
Teacher’s Resource and Tests Pack and TB Unit 7
VI. ASSESSMENT
Formative assessment
Unit 7 (SB p. 52-55)
Cumulative review (Unit 7, SB p. 56 and 57)
Completion of WB exercises (Unit 1, p. 48-53).
Self-assessment
Progress review (Unit 7 - WB, p. 52 and 53).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing
Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 7 Test Audio, Tests and Resource Multi-ROM 1.
- Listening Test and Resource, Multi-ROM 1; SB p 52,54,56 and 57) Tests
Unit 7
- Express oneself and interact correctly and fluently in communicative
situations:
- Ask and answer questions about the topic studied Speaking Tests, TR Multi-
ROM 1; SB, p. 52-54 and 56; WB, p. 48-50 and 52).
- Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.
53).
- Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.56 and 57).
BLOCK 2 - Written communication: reading and writing
Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.52,54,56; WB p.48-53)
Complete texts using different resources(Writing - TR Multi-ROM 1; WB p 48-53)
BLOCK 3 - Knowledge of the language
Vocabulary
Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
Family and Friends 3 – Oxford University Press84
-related to the vocabulary places in a city. (SB p 52-53)
- Hobbies: word groups.
Grammar
Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB p.53 and WB, p.49 and 112)
-Do you ever go to the library? We always go to the Sports centre. He plays football
on Mondays
Phonetics
Apply knowledge acquired regarding pronunciation. (SB, p.55; WB p.51)
Reflection upon learning
Check whether basic strategies for progress in learning are being used. ( SB p. 54
and 55; WB p.51)
BLOCK 4 - Socio-cultural features and international awareness
Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.52,53 and 56;WB, p.48,49 and 53)
Identify cultural elements typical of countries and cultures where the target
language is spoken .(TB p.64)
Family and Friends 3 – Oxford University Press85
UNIT 8: I´D LIKE A MELON!
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing
Participate in oral exchanges:
- Identify food.
- Converse using vocabulary related to food using a, an, some, I would like,
using the expressions: I’d like some melons. We’d like a banana. Would you
like some cereal? Yes, please. / No thanks…
Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand a recipe
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to food.
Use of basic reading comprehension strategies (Point and answer).
Complete simple written texts with previously studied words.
Read a short story, a song.
Identify the uses of a, an and some.
Identify the differences between the sounds: /Id/, /It/
BLOCK 3 - Knowledge of the language
Revise and identify vocabulary from the unit:
- related to food.
- Hobbies: word groups.
Understand and correctly apply grammatical aspects:
- I’d like some melons. We’d like a banana. Would you like some cereal? Yes,
please. / No thanks.
Use and differentiate between sounds.
Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.
Use revision and reflection strategies.
Family and Friends 3 – Oxford University Press86
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities
Demonstrate a positive language towards people who speak a different language
and have a different culture to one’s own
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken.
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing
Participation in oral exchanges:
- Identification of food. (SB, p. 58,59; WB p. 54,55)
- Dialogues using Vocabulary related to food using a, an, some, I would like,
using the expressions: I’d like some melons. We’d like a banana. Would you
like some cereal? Yes, please./ No thanks…(SB, p. 58-60 and 62; WB, p.
54-56,58 and 113)
Comprehension of simple oral texts within the classroom context:
- A short story. (SB, p.58 and 59)
- Song (SB, p.60)
- Recipe (SB, p.62)
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to food (SB, p.62-63)
Use of basic reading comprehension strategies (Point and answer). (SB, p. 62 and
63)
Completion of simple written texts with words studied (WB, p.56-57)
Reading of a short story, a song and a recipe. (SB, p.58, 60 and 62)
Identification of and differentiation between sounds in specific vocabulary and
chant (SB, p.61; WB, p.57)
BLOCK 3 - Knowledge of the language
Revision and identification of vocabulary from the unit:
- related to food.(SB p. 58, 60,62 and WB p. 54-59)
- Hobbies: word groups.
Comprehension and correct application of grammatical aspects:
Family and Friends 3 – Oxford University Press87
- I’d like some melons. We’d like a banana. Would you like some cereal? Yes,
please. / No thanks. (SBp.59 and WB, p.113)
Use of and differentiation between sounds and letters. ( SBp.61; WB, p.57)
Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant ( SBp.60 and 61; WB, p.56 and 57)
Use of revision strategies and reflection upon what has been learnt. (SB, p.62 and
63; WB, p.58 and 59)
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities (SB p.58,59,62;WB, p. 54,55,59)
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.70 and 74)
Acceptance and learning of mathematical forms ( SB p. 62)
Organisation of personal work as a strategy to progress in learning. (SB, p.62 and
63; WB, p.58 and 59)
Take advantage of learning opportunities created within and beyond the classroom
.(SB, p.58-63; WB, p.54-59 )
Active participation in activities and group work.(SB, p.58-63;WB, p. 54-59 ; TB
p.70 and 74)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this unit contribute towards the development of
linguistic competence in communication, especially:
The section Listen and read or repeat to reference the functional language in the
unit
- Talk about food shopping in a supermarket (SB, p. 58 and 59)
- Descriptions (SB, p.60 and 62)
- Act out a dialogue (SB, p. 58 and 63).
The sections with activities contained in the WB p. 54-59
Family and Friends 3 – Oxford University Press88
Data processing and digital competence
- Practise and become familiar with the functioning of different digital and IT com-
petences using the MultiROM interactive exercises.
Social and civic competence
This competence is developed by working on essential communication skills like:
- Dialogues and communicative exchanges ( SBpp.58,60,62 and 63).
- Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
- Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence
Complete a song, a Description. (SB, p. 56 and 58).
Immersion in the language, culture and tradition of the English-speaking world
(Cultural lessons: Ethical food shopping, TB p. 70; Weekly market in the UK TB
p.74
Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 60)
Act out a short story: ( SB p.59)
Learning-to-learn
Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.
Use the reference material: Grammar reference (WB p.113).
Manage their own abilities in the review sections(WB, pp. 58 and 59)
Autonomy and personal initiative
Assume responsibility for the tasks and activities set out in the unit (WB, p. 54-59)
Use the reference material recommended for the unit.
Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc
Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
Family and Friends 3 – Oxford University Press89
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and related to numbers, basic operations, symbols and
forms of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Listen and read: SB p.62.
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 58)
Description (SB p. 62)
Production of oral and written texts:
Complete a Description (SB p 60 and 62, WB p 59)
Reproduce a dialogue/song (SBpp.58 and 60)
Write a recipe of how to make sandwich (WB, p. 59)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 8 –pp.54-59)
Activities in the reference sections:
- Grammar reference (Unit 8-WB, p. 113)
- Pronunciation bank (Unit 8-WB, p. 61)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 8
VI. ASSESSMENT
Formative assessment
Family and Friends 3 – Oxford University Press90
Unit 8 (SB p. 58-61)
Cumulative review (Unit 8, SB p. 62-63)
Completion of WB exercises (Unit 8, p. 54-59).
Self-assessment
Progress review (Unit 8 - WB, p. 58 and 59).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing
Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 8 Test Audio, Tests and Resource Multi-ROM 1.
- Listening Test and Resource, Multi-ROM 1; SB p 58,60,62 and 63) Tests
Unit 8,
- Express oneself and interact correctly and fluently in communicative
situations:
- Ask and answer questions about the topic studied. Speaking Tests, TR Multi-
ROM 1; SB, p. 58-60 and 62; WB, p. 54-56 and 58).
- Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.59).
- Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.62-63).
BLOCK 2 - Written communication: reading and writing
Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.58,60 and 62; WB p.54-59)
Complete texts using different resources (Writing - TR Multi-ROM 1; WB p 54-59)
BLOCK 3 - Knowledge of the language
Vocabulary
Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
- related food shopping in a supermarket.(SB,p.58-59)
- Hobbies: word groups.
Grammar
Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB, p.59 and WB, p.55 and 113)
Family and Friends 3 – Oxford University Press91
- I’d like some melons. We’d like a banana. Would you like some cereal? Yes,
please. / No thanks
Phonetics
Apply knowledge acquired regarding pronunciation .(SB, p.61; WB p.57)
Reflection upon learning
Check whether basic strategies for progress in learning are being used. ( SB p. 60
and 61; WB p.57)
BLOCK 4 - Socio-cultural features and international awareness
Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.58,59,62;WB, p. 54,55 y59)
Identify cultural elements typical of countries and cultures where the target
language is spoken.(TB p. 70 and 74)
UNIT 9: WHAT´S THE FASTEST ANIMAL IN THE WORLD?
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing
Participate in oral exchanges:
- Identify names of places to go to.
- Converse using vocabulary related to places to go to, using the comparative
and the superlative and using the expressions: Russia is bigger than the
UK. The highest mountain in the world is Mount Everest. The fastest animal
in the World is the cheetah.
- Understand simple texts in the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand an interview.
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to places to go to.
Use of basic reading comprehension strategies (Point and answer).
Complete simple written texts with previously studied words.
Read a short story, a song.
Family and Friends 3 – Oxford University Press92
Put adverbs of frequency in the right place.
Identify sounds within a text or a word.
BLOCK 3 - Knowledge of the language
Revise and identify vocabulary from the unit:
- related to places to go to.
- Hobbies: word groups.
Understand and correctly apply grammatical aspects:
- Russia is bigger than the UK. The highest mountain in the World is Mount
Everest. The fastest animal in the World is the cheetah.
Use and differentiate between sounds and letters.
Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.
Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities
Demonstrate a positive language towards people who speak a different language
and have a different culture to one’s own
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken.
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing
Participation in oral exchanges:
- Identification of the names of places to go to. (SB p. 64 and 65; WB p. 60
and 61)
- Dialogues using Vocabulary related to places to go to, the comparative and
the superlative and using the expressions: Russia is bigger than the UK.
The highest mountain in the world is Mount Everest. The fastest animal in
the World is the cheetah. (SB, p. 64-66 and 64; WB, p. 60-62 , 64 and 113)
Comprehension of simple oral texts within the classroom context:
- A short story. (SB, p.64 and 65)
- Song (SB, p.66)
- Description of workplaces. (SB, p.68)
BLOCK 2 - Written communication: reading and writing
Family and Friends 3 – Oxford University Press93
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to places to go to ( SB p. 64, 66 and 68)
Use of basic reading comprehension strategies (Point and answer). (SB, p. 68-69)
Completion of simple written texts with words studied (WB, p.62 and 64)
Reading of a short story, a song and an interview. (SB, p.64,66 and 68)
Identification of and differentiation between sounds in specific vocabulary and
chant(SB, p.67; WB, p.63)
BLOCK 3 - Knowledge of the language
Revision and identification of vocabulary from the unit:
- related to places to go to .(SB p. 64,66,68 and WB p. 60-65)
- Hobbies: word groups. (WB, p.113)
Comprehension and correct application of grammatical aspects:
- Russia is bigger than the UK. The highest mountain in the world is Mount
Everest. The fastest animal in the World is the cheetah. (SBp.61 and WB, p.113)
Use of and differentiation between sounds and letters. (SB, p.67; WB, p.63)
Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB, p.67; WB, p.63)
Use of revision strategies and reflection upon what has been learnt. (SB, p.68-71;
WB, p.64-67)
Family and Friends 3 – Oxford University Press94
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities (SB p.64,65 and 68;WB, p.60,61 and 65)
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.76)
Acceptance and learning of mathematical forms ( SB p.65)
Organisation of personal work as a strategy to progress in learning. ( SB, p.68-69;
WB, p.64-65)
Take advantage of learning opportunities created within and beyond the classroom
(SB, p.64-71; WB, p.60-67 )
Active participation in activities and group work.( SB, p.64-71;WB, p.60-67 ; TB
p.79)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this unit contribute towards the development of
linguistic competence in communication, especially:
The section Listen and read or repeat to reference the functional language in the
unit
- Talk about places to go to (SB, p. 64 and 65)
- Descriptions (SB, p.66 and 68)
- Act out a dialogue (SB, p. 64).
The sections with activities contained in the WB p. 60-65
Data processing and digital competence
- Practise and become familiar with the functioning of different digital and IT com-
petences using the MultiROM interactive exercises. SB p. 68
Social and civic competence
This competence is developed by working on essential communication skills like:
- Dialogues and communicative exchanges ( SBpp.64,66,68 and 69).
- Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
- Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence
Family and Friends 3 – Oxford University Press95
Complete a song, a description. (SB, p. 66 and 68).
Immersion in the language, culture and tradition of the English-speaking world
(Cultural lessons: School quiz TEMS and quiz shows in the UK, TB p. 76)
Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 66)
Act out a short story: ( SB p.65)
Learning-to-learn
Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.
Use the reference material: Grammar reference (WB p.113).
Manage their own abilities in the review sections (WB, pp. 64 and 67)
Autonomy and personal initiative
Assume responsibility for the tasks and activities set out in the unit (WB, p. 60-67)
Use the reference material recommended for the unit.
Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc
Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Ask and answer: SB p. 65
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Family and Friends 3 – Oxford University Press96
Literary genres:
Dialogue (SB p. 64)
Description and interview. SB p. 64, 66 and 68
Production of oral and written texts:
Complete a Description (SB p 66, WB p 63)
Reproduce a dialogue/song (SBpp.64 and 66)
Write a Description of what they do (WB p. 65)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 9 –pp.60-63)
Activities in the reference sections:
- Grammar reference (Unit 9-WB, p. 113)
- Pronunciation bank (Unit 9-SB, p. 67)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 9
VI. ASSESSMENT
Summative assessment
Summative assessment is a compendium of the contents worked on in units 1-9, both
in the Students’ Book and the Activity Book activities and in the various activities
suggested in the TB
Family and friends 3 Units 1-9 (SB Units 1-9)
Formative assessment
Unit 9 (SB p. 64-67)
Cumulative review (Unit 9, SB p. 70 and 71)
Completion of WB exercises (Unit 9, p. 60-67).
Self-assessment
Progress review (Unit 9 - WB, p. 66 and 67).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing
Family and Friends 3 – Oxford University Press97
Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 9 Test Audio, Tests and Resource Multi-ROM 1.
- Listening Test and Resource, Multi-ROM 1; SB p 64,66,68 and 69) Tests
Unit 9,
- Express oneself and interact correctly and fluently in communicative
situations:
- Ask and answer questions about the topic studied. Speaking Tests, TR Multi-
ROM 1; SB, p. 64-66 and 68; WB, p. 60-62 and 64).
- Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.65).
- Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.68, 69).
BLOCK 2 - Written communication: reading and writing
Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.64,66,68; WB p. 60-65)
Complete texts using different resources(Writing - TR Multi-ROM 1; WB p 60-67)
BLOCK 3 - Knowledge of the language
Vocabulary
Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
- related to the vocabulary of places to go to. (SB p. 64-65)
- Hobbies: word groups.
Grammar
Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB p.65 and WB, p.61 and 113)
Russia is bigger than the UK. The highest mountain in the World is Mount Everest.
The fastest animal in the World is the cheetah.
Phonetics
Apply knowledge acquired regarding pronunciation. ( SB p. 67; WB p.63)
Reflection upon learning
Check whether basic strategies for progress in learning are being used. ( SB p. 66
and 67; WB p.63)
BLOCK 4 - Socio-cultural features and international awareness
Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.64,66,68; WB p. 60,61 and 65)
Family and Friends 3 – Oxford University Press98
Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p.76)
UNIT 10: IN THE PARK!
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing
Participate in oral exchanges:
- Identify Vocabulary to talk about things in a park.
- Converse using vocabulary related to things in a park using must and
mustn’t to indicate duty or obligation and using the expressions: We must do
our homework. They mustn’t talk in class. You must turn off your mobile
phone. You mustn’t walk on the grass.
Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand a fairy tale.
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to things in a park.
Use of basic reading comprehension strategies (Point and answer).
Complete simple written texts with previously studied words.
Read a short story, a song.
Recognise the uses of and or in a sentence.
Identify the sound/e/ with the letters ai, ay, a_e.
BLOCK 3 - Knowledge of the language
Revise and identify vocabulary from the unit:
- related to things in a park.
- Hobbies: word groups.
Understand and correctly apply grammatical aspects:
- We must do our homework. They mustn’t talk in class. You must turn off your
mobile phone. You mustn’t walk on the grass. …
Use and differentiate between sounds and letters.
Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.
Family and Friends 3 – Oxford University Press99
Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities
Demonstrate a positive language towards people who speak a different language
and have a different culture to one’s own
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken.
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing
Participation in oral exchanges:
- Identification of Vocabulary to talk about things in a park. (SB p. 74-75; WB
p. 68-69)
- Dialogues using Vocabulary related to things in a park using must and
mustn’t to indicate duty or obligation and using the expressions: We must do
our homework. They mustn’t talk in class. You must turn off your mobile
phone. You mustn’t walk on the grass. (SB, p.74-76 and 78; WB, p. 68-70,
72 and 114)
Comprehension of simple oral texts within the classroom context:
- A short story. (SB, p.74 and 75)
- Song (SB, p.76)
- Comprehension of a fairy tale. (SB, p.72)
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to things in a park (SB, p. 78 and 79)
Use of basic reading comprehension strategies (Point and answer). ((SB, p. 78 and
79)
Completion of simple written texts with words studied (WB, p.70 and 72)
Reading of a short story, a song and a tale. (SB, p.74 and 76)
Identification of and differentiation between sounds in specific vocabulary and
chant (SB, p.77; WB, p.71)
BLOCK 3 - Knowledge of the language
Family and Friends 3 – Oxford University Press100
Revision and identification of vocabulary from the unit:
- related to things in a park. (SB, p.74 and 75)
- Hobbies: word groups.
Comprehension and correct application of grammatical aspects:
We must do our homework. They mustn’t talk in class. You must turn off your
mobile phone. You mustn’t walk on the grass. (SB, p.74-76 and 78; WB, p. 68-70,
72 and 114)
Use of and differentiation between sounds and letters. (SB, p.77; WB, p.71)
Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant. (SB, p.77; WB, p.71)
Use of revision strategies and reflection upon what has been learnt.(SB, p.78 and
80; WB, p.72 and 73)
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities (SB p.74,75 and 78;WB, p.68,69 and 73)
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p86)
Acceptance and learning of mathematical forms( SB p.79)
Organisation of personal work as a strategy to progress in learning. (SB, p.78 and
80; WB, p.72 and 73)
Take advantage of learning opportunities created within and beyond the classroom
(SB, p.74-79; WB, p.68-73)
Active participation in activities and group work (SB, p.74-79; WB, p. 68-73; TB
p.86)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this unit contribute towards the development of
linguistic competence in communication, especially:
The section Listen and read or repeat to reference the functional language in the
unit
- Talk about what they must or mustn’t do (SB, p. 74y 75)
- Descriptions (SB, p.76 and 78)
- Act out a dialogue (SB, p. 74).
The sections with activities contained in the WB p. 68-73
Family and Friends 3 – Oxford University Press101
Data processing and digital competence
- Practise and become familiar with the functioning of different digital and IT com-
petences using the MultiROM interactive exercises.
Social and civic competence
This competence is developed by working on essential communication skills like:
- Dialogues and communicative exchanges ( SBpp.74,76,78 and 79).
- Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
- Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence
Complete a Description. (WB, p. 70).
Immersion in the language, culture and tradition of the English-speaking world
(Cultural lessons: Ginger bread biscuits, TB p. 86)
Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 76 and 78)
Act out a short story: ( SB p.75)
Learning-to-learn
Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.
Use the reference material: Grammar reference (WB p.114).
Manage their own abilities in the review sections (WB, pp. 72 and 73
Autonomy and personal initiative
Assume responsibility for the tasks and activities set out in the unit (WB, p. 68-73)
Use the reference material recommended for the unit.
Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc
Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Family and Friends 3 – Oxford University Press102
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Listen and write the number: SB p. 79
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 74)
Description (SB p. 78)
Production of oral and written texts:
Complete a Description (WB p 73)
Reproduce a dialogue/song (SBpp.74 and 76)
Write about school rules (WB p.73)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 10 –pp.68 a 73)
Activities in the reference sections:
- Grammar reference (Unit 10-WB, p. 114)
- Pronunciation bank (Unit 10-SB, p. 77)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 10
VI. ASSESSMENT
Formative assessment
Unit 10 (SB p. 74-77)
Cumulative review (Unit 10, SB p. 78 and 79)
Completion of WB exercises (Unit 10, p. 68-73).
Family and Friends 3 – Oxford University Press103
Self-assessment
Progress review (Unit 10 - WB, p. 72 and 73).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing
Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 10 Test Audio, Tests and Resource Multi-ROM 1.
- Listening Test and Resource, Multi-ROM 1; SB p 74,76,78 and 79) Tests
Unit 10
- Express oneself and interact correctly and fluently in communicative
situations:
- Ask and answer questions about the topic studied. Speaking Tests, TR Multi-
ROM 1; SB, p. 74-76 and 78; WB, p. 68-70 and 72).
- Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.75).
- Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.78, 79).
BLOCK 2 - Written communication: reading and writing
Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p. 74,76,78; WB p. 68-73)
Complete texts using different resources (Writing - TR Multi-ROM 1; WB p 68-73)
BLOCK 3 - Knowledge of the language
Vocabulary
Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
- related to the vocabulary of the park. SB, p. 74 and 75
- Hobbies: word groups.
Grammar
Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB p.75 and WB, p.69 and 114)
- We must do our homework. They mustn’t talk in class. You must turn off your
mobile phone. You mustn’t walk on the grass
Phonetics
Apply knowledge acquired regarding pronunciation. ( SB p.77; WB p.71)
Reflection upon learning
Family and Friends 3 – Oxford University Press104
Check whether basic strategies for progress in learning are being used. ( SB p.
76,77; WB p.71)
BLOCK 4 - Socio-cultural features and international awareness
Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.74-76;WB, p. 62,69 and 73)
Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 86)
UNIT 11: IN THE MUSEUM
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing
Participate in oral exchanges:
- Identify the names of means of transport.
- Converse using vocabulary related to means of transport, using the past
simple of be and the quantifiers lots of, some and any and using the
expressions: There was/wasn’t a……in your town fifty years ago. There
were lots of…. There weren’t any…
Understand simple oral texts within the classroom:
- Listen to and act out a short story.
- Sing a song.
- Understand a Description.
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to means of transport.
Use of basic reading comprehension strategies (Point and answer).
Complete simple written texts with previously studied words.
Read a short story, a song and a historical text.
Identify the different paragraphs of a text.
Identify the sound /i: /.
BLOCK 3 - Knowledge of the language
Revise and identify vocabulary from the unit:
Family and Friends 3 – Oxford University Press105
- related to means of transport.
- Hobbies: word groups.
Understand and correctly apply grammatical aspects:
- There was/wasn’t a……in your town fifty years ago. There were lots of….
There weren’t any…
Use and differentiate between sounds and letters.
Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.
Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities
Demonstrate a positive language towards people who speak a different language
and have a different culture to one’s own
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken.
II. CONTENIDOS
BLOCK 1 - Oral communication, listening, speaking and conversing
Participation in oral exchanges:
- Identification of the names of means of transport. (SB p. 80 and 81; WB p.
74 and 75)
- Dialogues with Vocabulary related to means of transport, using the past
simple of be and the quantifiers lots of, some and any and using the
expressions: There was/wasn’t a……in your town fifty years ago. There
were lots of… There weren’t any…(SB, p. 80-82 and 84; WB, p. 74,
75,76,78 and 114-115)
Comprehension of simple oral texts within the classroom context:
- A short story. (SB, p.80 and 81)
- Song (SB, p.82)
- Description. (SB, p.84)
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to means of transport ( SB p. 80,82
y84)
Family and Friends 3 – Oxford University Press106
Use of basic reading comprehension strategies (Point and answer). (SB, p. 84 and
85)
Completion of simple written texts with words studied (WB, p.76 and 78)
Reading of a short story, a song and a Description. (SB, p.80,82 and 84)
Identification of and differentiation between sounds in specific vocabulary and
chant (SB, p.83; WB, p.77)
BLOCK 3 - Knowledge of the language
Revision and identification of vocabulary from the unit:
- related to means of transport.(SB p. 80,82 y84 and WB p. 74-79)
- Hobbies: word groups.
Comprehension and correct application of grammatical aspects:
- There was/ wasn’t a……in your town fifty years ago. There were lots of….
There weren’t any… (SB, p. 80-82 and 84; WB, p. 74, 75, 76, 78 and 114-115)
Use of and differentiation between sounds and letters. (SB, p.83; WB, p.77)
Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB, p.83; WB, p.77)
Use of revision strategies and reflection upon what has been learnt. (SB, p.84 and
85; WB, p.78 and 79)
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities (SB p.80,81,84;WB, p. 74,75 y79)
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.92)
Acceptance and learning of mathematical forms ( WB p.76)
Organisation of personal work as a strategy to progress in learning. (SB, p.84 and
85; WB, p.78 and 79)
Take advantage of learning opportunities created within and beyond the classroom
.(SB, p.80-85; WB, p.74-79 )
Active participation in activities and group work.( SB, p.80-85; WB, p.74-79; TB
p.92)
III. KEY COMPETENCES
Linguistic communication
Family and Friends 3 – Oxford University Press107
All the sections and activities in this unit contribute towards the development of
linguistic competence in communication, especially:
The section Listen and read or repeat to reference the functional language in the
unit
- Talk about means of transport in the past (SB, p. 80, 81)
- Descriptions (SB, p.82 and 84)
- Act out a dialogue (SB, p. 80).
The sections with activities contained in the WB p. 74-79
Data processing and digital competence
- Practise and become familiar with the functioning of different digital and IT com-
petences using the MultiROM interactive exercises.
Social and civic competence
This competence is developed by working on essential communication skills like:
- Dialogues and communicative exchanges ( SBpp.80,82,84 and 85).
- Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
- Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence
Complete sentences. (SB, p. 84).
Immersion in the language, culture and tradition of the English-speaking world
(Cultural lessons: The Vikings, TB p. 92)
Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 82)
Act out a short story: ( SB p.81)
Learning-to-learn
Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.
Use the reference material: Grammar reference (WB p.114-115).
Manage their own abilities in the review sections (WB, pp. 78 and 79)
Autonomy and personal initiative
Assume responsibility for the tasks and activities set out in the unit (WB, p. 74-79)
Family and Friends 3 – Oxford University Press108
Use the reference material recommended for the unit.
Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc
Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Circle the correct word: WB p. 76.
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 80)
Production of oral and written texts:
Complete a Description (SB p 84, WB p 79)
Reproduce a dialogue/song (SBpp.80 and 82)
Write a Description of their city fifty years ago and now (WB, p. 79)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 11 –pp.74-79)
Activities in the reference sections:
- Grammar reference (Unit 11-WB, p. 114-115)
- Pronunciation bank (Unit 11-SB, p. 83)
Family and Friends 3 – Oxford University Press109
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 11
VI. ASSESSMENT
Formative assessment
Unit 11 (SB p. 80-83)
Cumulative review (Unit 11, SB p. 84 and 85)
Completion of WB exercises (Unit 11, p. 74- 79).
Self-assessment
Progress review (Unit 11 - WB, p. 78 and 79).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing
Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 11 Test Audio, Tests and Resource Multi-ROM 1.
- Listening Test and Resource, Multi-ROM 1; SB p 80, 82,84 and 85) Tests
Unit 11,
- Express oneself and interact correctly and fluently in communicative
situations:
- Ask and answer questions about the topic studied. Speaking Tests, TR Multi-
ROM 1; SB, p. 80-82 and 84; WB, p. 74-76 and 78).
- Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.81).
- Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.84, 85).
BLOCK 2 - Written communication: reading and writing
Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p. 80, 82,84; WB p. 74-79)
Complete texts using different resources (Writing - TR Multi-ROM 1; WB p 74-79)
BLOCK 3 - Knowledge of the language
Vocabulary
Family and Friends 3 – Oxford University Press110
Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
- related to different means of transport. (SB p.80, 81).
- Hobbies: word groups.
Grammar
Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB, p.80 and WB, p.74 and 114-115)
-There was/wasn’t a……in your town fifty years ago. There were lots of…. There
weren’t any…
Phonetics
Apply knowledge acquired regarding pronunciation. ( SB p. 83; WB p.77)
Reflection upon learning
Check whether basic strategies for progress in learning are being used. ( SB p. 82
and 83; WB p.77)
BLOCK 4 - Socio-cultural features and international awareness
Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.80,81,84;WB, p. 74,75 y79)
Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p.92)
UNIT 12: A CLEVER BABY!
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing
Participate in oral exchanges:
- Identify adjectives to describe people.
- Converse using adjectives attributed to people using the past simple of be
and have, and using the expressions: I was tall when I was five. He had
black hair when he was young…
Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand a Description.
BLOCK 2 - Written communication: reading and writing
Family and Friends 3 – Oxford University Press111
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to the description of people.
Use of basic reading comprehension strategies (Point and answer).
Complete simple written texts with previously studied words.
Read a short story, a song, a poem.
Use the connectors and and but to connect sentences.
Identify sounds within a word.
BLOCK 3 - Knowledge of the language
Revise and identify vocabulary from the unit:
- related to adjectives to describe people.
- Hobbies: word groups.
Understand and correctly apply grammatical aspects:
- I was tall when I was five. He had black hair when he was young…
Use and differentiate between sounds and letters.
Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.
Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities
Demonstrate a positive language towards people who speak a different language
and have a different culture to one’s own
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken.
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing
Participation in oral exchanges:
- Identification of adjectives to describe people. (SB p. 86 and 87; WB p. 80
and 81)
- Dialogues using adjectives attributed to people using the past simple of be
and have, and using the expressions: I was tall when I was five. He had
black hair when he was young…(SB, p. 86-88 and 84; WB, p. 80-82 ,84 and
115-116)
Comprehension of simple oral texts within the classroom context:
Family and Friends 3 – Oxford University Press112
- A short story. (SB, p.86 and 87)
- Song (SB, p.88)
- Description (SB, p.90)
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to the description of people.
(SB, p.90)
Use of basic reading comprehension strategies (Point and answer). (SB, p.90 and
91)
Completion of simple written texts with words studied (WB, p.82-84)
Reading of a short story, a song. (SB, p.86 and 88)
Identification of and differentiation between sounds in specific vocabulary and
chant (SB, p.89; WB, p.83)
BLOCK 3 - Knowledge of the language
Revision and identification of vocabulary from the unit:
related to the Description of people (SB p g. 80,82 and 84 and WB p. 80-85)
- Hobbies: word groups.
Comprehension and correct application of grammatical aspects:
- - I was tall when I was five. He had black hair when he was young…
(SBp.87 and WB, p.115-116)
Use of and differentiation between sounds and letters. (SB, p.89; WB, p.83)
Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB, p.88 and 89; WB, p.83)
Use of revision strategies and reflection upon what has been learnt. (SB, p.90 and
91; WB, p.84 and 85)
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities (SB p.86,87 and 90;WB, p. 80,81 and 85)
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.95)
Acceptance and learning of mathematical forms ( SB p. 81)
Organisation of personal work as a strategy to progress in learning. ( SB, p.88-93;
WB, p.82-87)
Take advantage of learning opportunities created within and beyond the classroom
.(SB, p.86-93; WB, p.80-87)
Family and Friends 3 – Oxford University Press113
Active participation in activities and group work.( SB, p.86-93; WB, p .80-87 ; TB
p.95)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this unit contribute towards the development of
linguistic competence in communication, especially:
The section Listen and read or repeat to reference the functional language in the
unit
- Talk about how people were before and are now (SB, p. 86 and 87)
- Descriptions (SB, p.90)
- Act out a dialogue (SB, p. 86).
The sections with activities contained in the WB p. 80-87
Data processing and digital competence
- Practise and become familiar with the functioning of different digital and IT com-
petences using the MultiROM interactive exercises.
Social and civic competence
This competence is developed by working on essential communication skills like:
- Dialogues and communicative exchanges ( SBpp.86,88,90 and 91).
- Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
- Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence
Complete a Description. (WB, p. 87).
Immersion in the language, culture and tradition of the English-speaking world(
Cultural lessons: Weekends in the UK, TB p. 95)
Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 86-88)
Act out a short story: ( SB p.87)
Learning-to-learn
Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.
Family and Friends 3 – Oxford University Press114
Use the reference material: Grammar reference (WB p.115-116).
Manage their own abilities in the review sections (WB, pp. 84 and 87)
Autonomy and personal initiative
Assume responsibility for the tasks and activities set out in the unit (WB, p. 80-87)
Use the reference material recommended for the unit.
Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc
Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Write: SB p. 81
Family and Friends 3 – Oxford University Press115
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 86)
Poetry (SB p. 90)
Production of oral and written texts:
Complete sentences (SB p 87, WB p 85)
Reproduce a dialogue/son (SBpp.86 and 88)
Write a Description of a family photo (WB, p. 85)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 12 –pp.80-85)
Activities in the reference sections:
- Grammar reference (Unit 12-WB, p. 115-116)
- Pronunciation bank (Unit 12-WB, p. 89)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 12
VI. ASSESSMENT
Summative assessment
Summative assessment is a compendium of the contents worked on in units 1-12, both
in the Student’s Book and the Activity Book activities and in the various activities
suggested in the TB
Family and friends 3 Units 1-12 (SB Units 1-12)
Formative assessment
Unit 12 (SB p. 86-89)
Cumulative review (Unit 12, SB p. 90-93)
Family and Friends 3 – Oxford University Press116
Completion of WB exercises (Unit 12, p. 80-87).
Self-assessment
Progress review (Unit 12 - WB, p. 84-87).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing
Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 12 Test Audio, Tests and Resource Multi-ROM 1.
- Listening Test and Resource, Multi-ROM 1; SB p 86,88,90,93) Tests Unit
12,
- Express oneself and interact correctly and fluently in communicative
situations:
- Ask and answer questions about the topic studied. Speaking Tests, TR Multi-
ROM 1; SB, p. 86-88 and 90; WB, p. 80-82 and 84).
- Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.87).
- Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.90 and 91).
BLOCK 2 - Written communication: reading and writing
Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.86,88,90)
Complete texts using different resources (Writing - TR Multi-ROM 1; WB p 80-85)
BLOCK 3 - Knowledge of the language
Vocabulary
Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1,
- related to adjectives to describe people.( SB, p. 86-87)
- Hobbies: word groups.
Grammar
Understand and use correctly the grammatical structures learnt in the unit: (Grammar -
TR Multi-ROM 1, SB p.87; WB, p.81 and 115-116)
- I was tall when I was five. He had black hair when he was young…
Phonetics
Apply knowledge acquired regarding pronunciation. ( SB p. 89; WB p.83)
Family and Friends 3 – Oxford University Press117
Reflection upon learning
Check whether basic strategies for progress in learning are being used. ( SB p. 88-
89; WB p.83)
BLOCK 4 - Socio-cultural features and international awareness
Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.86,87,90;WB, p. 80,81 y85)
Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 95)
UNIT 13: THE ANCIENT EGYPTIANS!
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing
Participate in oral exchanges:
- Identify regular verbs.
- Converse using regular verbs in past simple in affirmative and negative form
using the expressions They lived 5.000 years ago. They didn’t cook pizza.
Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand aDescription.
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and using the past
Use of basic reading comprehension strategies (Point and answer).
Complete simple written texts with previously studied words.
Read a short story, a song.
Match paragraphs with the topic they refer to.
Identify sounds within a text.
BLOCK 3 - Knowledge of the language
Revise and identify vocabulary from the unit:
- related to activities they have or haven’t done.
Family and Friends 3 – Oxford University Press118
- Hobbies: word groups.
Understand and correctly apply grammatical aspects:
- They lived 5.000 years ago. They didn’t cook pizza.
Use and differentiate between sounds and letters.
Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.
Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities
Demonstrate a positive language towards people who speak a different language
and have a different culture to one’s own
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken.
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing
Participation in oral exchanges:
- Identification of regular verbs. (SB p. 96 and 97; WB p. 88 and 89)
- Dialogues using regular verbs in past simple in affirmative and negative
form using the expressions They lived 5.000 years ago. They didn’t cook
pizza. (SB, p. 96-98 and 100; WB, p. 88-90, 92 and 116)
Comprehension of simple oral texts within the classroom context:
- A short story. (SB, p.96, 97)
- Song (SB, p.98)
- Description (SB, p.100)
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and using the past.
Use of basic reading comprehension strategies (Point and answer). (SB, p. 100-
101)
Completion of simple written texts with words studied (WB, p.98 and 100)
Reading of a short story, a song... (SB, p.96 and 98)
Identification of and differentiation between sounds in specific vocabulary and
chant.(SB, p.99; WB, p.91)
Family and Friends 3 – Oxford University Press119
BLOCK 3 - Knowledge of the language
Revision and identification of vocabulary from the unit:
- Related to activities they have or haven’t done. (SB, p.96,98,100 ;WB p. 88-
93)
- Hobbies: word groups.
Comprehension and correct application of grammatical aspects:
- They lived 5.000 years ago. They didn’t cook pizza (SBp.97 and WB, p.116)
Use of and differentiation between sounds and letters. (SB, p.99; WB, p.91)
Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB, p.98 and 99; WB, p.91)
Use of revision strategies and reflection upon what has been learnt. (SB, p.98,99;
WB, p. 90,91)
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities (SB p.96, 97,100;WB, p. 88,89 and 93)
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.100)
Acceptance and learning of mathematical forms ( SB p.101)
Organisation of personal work as a strategy to progress in learning. ( SB, p.100
and 101; WB, p.92 and 93)
Take advantage of learning opportunities created within and beyond the classroom
.(SB, p.96-101; WB, p.88-93)
Active participation in activities and group work.( SB, p.96-101; WB, p.88-93; TB
p.100)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this unit contribute towards the development of
linguistic competence in communication, especially:
The section Listen and read or repeat to reference the functional language in the
unit
- Talk about what they have done or what has happened (SB, p. 96 and 97)
- Descriptions of the world of papyrus (SB, p.100)
- Act out a dialogue (SB, p. 96).
Family and Friends 3 – Oxford University Press120
The sections with activities contained in the WB p. 88-93
Data processing and digital competence
- Practise and become familiar with the functioning of different digital and IT com-
petences using the MultiROM interactive exercises.
Social and civic competence
This competence is developed by working on essential communication skills like:
- Dialogues and communicative exchanges ( SBpp.96,98,100 and 101).
- Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
- Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence
Complete a Description. (WB, p. 91).
Immersion in the language, culture and tradition of the English-speaking world
(Cultural lessons: The Rosetta Stone, TB p. 100)
Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 98)
Act out a short story: ( SB p.99)
Learning-to-learn
Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.
Use the reference material: Grammar reference (WB p.116).
Manage their own abilities in the review sections (WB, pp. 92 and 93).
Autonomy and personal initiative
Assume responsibility for the tasks and activities set out in the unit (WB, p. 88-93)
Use the reference material recommended for the unit.
Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc
Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
Family and Friends 3 – Oxford University Press121
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Listen and number: SB p.101.
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 96)
Informative description (SB p. 100)
Production of oral and written texts:
Complete sentences and a Description (SB p 97, WB p 89)
Reproduce a dialogue/song (SBpp.96 and 98)
Write a Description about children in Ancient Egypt and now (WB, p. 93)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 13 –pp.88 a 93)
Activities in the reference sections:
- Grammar reference (Unit 13-WB, p. 116)
- Pronunciation bank (Unit 13-SB, p. 99)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 13
VI. ASSESSMENT
Family and Friends 3 – Oxford University Press122
Formative assessment
Unit 13 (SB p. 96-99)
Cumulative review (Unit 13, SB p. 100 and 101)
Completion of WB exercises (Unit 13, p. 88 a 93).
Self-assessment
Progress review (Unit 13 - WB, p. 92 and 93).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing
Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 13 Test Audio, Tests and Resource Multi-ROM 1.
- Listening Test and Resource, Multi-ROM 1; SB p 96,98,100,101) Tests
Unit 13,
- Express oneself and interact correctly and fluently in communicative
situations:
- Ask and answer questions about the topic studied. Speaking Tests, TR Multi-
ROM 1; SB, p. 96-98 and 100; WB, p. 88-90 and 92).
- Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.
97).
- Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.100-101).
BLOCK 2 - Written communication: reading and writing
Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.96,98,100; WB p.88-93)
Complete texts using different resources (Writing - TR Multi-ROM 1; WB p 88-93)
BLOCK 3 - Knowledge of the language
Vocabulary
Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1, SB
p.96,97)
- related to activities or things that have happened.
- Hobbies: word groups.
Grammar
Family and Friends 3 – Oxford University Press123
Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB p.97 ; WB, p.89 and 116)
- They lived 5.000 years ago. They didn’t cook pizza
Phonetics
Apply knowledge acquired regarding pronunciation. ( SB p. 99; WB p.91)
Reflection upon learning
Check whether basic strategies for progress in learning are being used. ( SB p. 98-
99; WB p.91)
BLOCK 4 - Socio-cultural features and international awareness
Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.96,97,100;WB, p. 88,89 and 93)
Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 100)
Family and Friends 3 – Oxford University Press124
UNIT 14: DID YOU HAVE A GOOD DAY AT SCHOOL?
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing
Participate in oral exchanges:
- Identify objects related to school.
- Talk about events that have happened and related to the school using the
interrogative form of the past simple of regular verbs using Wh- questions:
Did you have a good day? Yes, I did. / No, I didn’t. What did you watch last
night? A film.
- Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand a Description.
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to the past.
Use of basic reading comprehension strategies (Point and answer).
Complete simple written texts with previously studied words.
Read a short story, a song.
Use words which indicate time to show the order in which events occur.
Identify sounds within a text.
BLOCK 3 - Knowledge of the language
Revise and identify vocabulary from the unit:
- related to the past of school events.
- Hobbies: word groups.
Understand and correctly apply grammatical aspects:
-Did you have a good day? Yes, I did. / No, I didn’t. What did you watch last
night? A film.
▪ Use and differentiate between sounds and letters.
Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.
Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and international awareness
Family and Friends 3 – Oxford University Press125
Learn basic forms of socialising in the target language, participating in different
classroom activities
Demonstrate a positive language towards people who speak a different language
and have a different culture to one’s own
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken.
II. CONTENTS
BLOCK 1 - Oral communication, listening, speaking and conversing
Participation in oral exchanges:
- Identification of objects related to school. (SB p. 102 and 103; WB p. 94 and
95)
- Dialogues about events that have occurred and related to school using the
interrogative form of the past simple of regular verbs using Wh- questions:
Did you have a good day? Yes, I did. / No, I didn’t. What did you watch last
night? A film. (SB, p. 102-104 and 106; WB, p. 94-96 and 98)
Comprehension of simple oral texts within the classroom context:
- A short story. (SB, p.102 and 103)
- Song (SB, p.104)
- Description (SB, p.106)
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to the past ( SB p.102,104,106)
Use of basic reading comprehension strategies (Point and answer). (SB, p. 106
and 107)
Completion of simple written texts with words studied (WB, p.96 - 98)
Reading of a short story, a song and a Description. ((SB, p.102,104 and 106)
Match words which have the same sound. (SB, p.105)
Identify long and short vowel sounds within a text. (SB, p.105; WB, p.97)
BLOCK 3 - Knowledge of the language
Revision and identification of vocabulary from the unit:
- related to the past.(SB p. 102,104,106 and WB p. 94-99)
- Hobbies: word groups.
Comprehension and correct application of grammatical aspects:
Family and Friends 3 – Oxford University Press126
- Did you have a good day? Yes, I did. / No, I didn’t. What did you watch last
night? A film. (SBp.103 and WB, p.116)
Use of and differentiation between sounds and letters. (SB, p.105; WB, p.97)
Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB, p.104 and 105; WB, p.96 and 97)
Use of revision strategies and reflection upon what has been learnt. (SB, p.106-
107; WB, p.98-99)
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities (SB p.102,103,106;WB, p.94,95 and 99)
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.111)
Acceptance and learning of mathematical forms ( SB p.107)
Organisation of personal work as a strategy to progress in learning. (SB, p.106-
107; WB, p.98-99)
Take advantage of learning opportunities created within and beyond the classroom
.(SB, p.102-107; WB, p.94-99)
Active participation in activities and group work.( SB, p.102-107; WB, p.94-99; TB
p.111)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this unit contribute towards the development of
linguistic competence in communication, especially:
The section Listen and read or repeat to reference the functional language in the
unit
- Converse using the past. (SB, p. 102 and 103)
- Descriptions (SB, p.108)
- Act out a dialogue (SB, p. 102).
The sections with activities contained in the WB p. 94-99
Data processing and digital competence
- Practise and become familiar with the functioning of different digital and IT com-
petences using the MultiROM interactive exercises.
Family and Friends 3 – Oxford University Press127
Social and civic competence
This competence is developed by working on essential communication skills like:
- Dialogues and communicative exchanges ( SBpp.102,104,106 and 107).
- Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
- Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence
Complete a song, a Description. (SB, p. 104 and 106).
Immersion in the language, culture and tradition of the English-speaking world
(Cultural lessons: Camping in the UK, TB p. 111)
Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 104)
Act out a short story: ( SB p.103)
Learning-to-learn
Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.
Use the reference material: Grammar reference (WB p.117).
Manage their own abilities in the review sections ( WB, pp. 98 and 99)
Autonomy and personal initiative
Assume responsibility for the tasks and activities set out in the unit (WB, p. 94-99)
Use the reference material recommended for the unit.
Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc
Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning.
Family and Friends 3 – Oxford University Press128
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
This competence is developed in the unit via Listen and write the numbers: SB p.
107.
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 102)
Description (SB p. 106)
Production of oral and written texts:
Complete a description (SB p 106, WB p 99)
Reproduce a dialogue/song (SBpp.102 and 104)
Write a description of a day at school (WB, p. 99)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 14 –pp.94-99)
Activities in the reference sections:
- Grammar reference (Unit 14-WB, p. 117)
- Pronunciation bank (Unit 14-SB, p. 105)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 14
II. ASSESSMENT
Formative assessment
Unit 14 (SB p102-105)
Cumulative review (Starter-Unit 14, SB p. 106 and 107)
Completion of WB exercises (Unit 14, p. 94 a 99).
Self-assessment
Family and Friends 3 – Oxford University Press129
Progress review (Unit 14 - WB, p. 98 and 99).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing
Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 14 Test Audio, Tests and Resource Multi-ROM 1.
- Listening Test and Resource, Multi-ROM 1; SB p 102,104,106 and 107)
Tests Unit 14,
- Express oneself and interact correctly and fluently in communicative
situations:
- Ask and answer questions about the topic studied. Speaking Tests, TR Multi-
ROM 1; SB, p. 102-104y 106; WB, p. 94-96 and 98).
- Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB
p.103).
- Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.106-107).
Family and Friends 3 – Oxford University Press130
BLOCK 2 - Written communication: reading and writing
Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p.102,104,106; WB p. 94-99)
Complete texts using different resources (Writing - TR Multi-ROM 1; WB p. 94-99)
BLOCK 3 - Knowledge of the language
Vocabulary
Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1, SB
p.102-103)
- related to school.
- Hobbies: word groups.
Grammar
Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB p.103 and WB, p.95 and 116)
- Did you have a good day? Yes, I did. / No, I didn’t. What did you watch last night?
A film.
Phonetics
Apply knowledge acquired regarding pronunciation. ( SB p. 105; WB p.97)
Reflection upon learning
Check whether basic strategies for progress in learning are being used. ( SB p.
104-105; WB p.97)
BLOCK 4 - Socio-cultural features and international awareness
Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p. 102,104,106;WB, p. 94,96 and 98)
Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 111)
Family and Friends 3 – Oxford University Press131
UNIT 15: OUR HOLIDAY!
I. TEACHING OBJECTIVES
BLOCK 1 - Oral communication, listening, speaking and conversing
Participate in oral exchanges:
- Identify names of things related to holidays.
- Converse using names of things related to holidays, using the form be going
to + verb, using the expressions. He’s going to play basketball tomorrow.
Are you going to swim on the sea? Yes, I am. / No I’m not.
Understand simple oral texts within the classroom context:
- Listen to and act out a short story.
- Sing a song.
- Understand aDescription.
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to holidays.
Use of basic reading comprehension strategies (Point and answer).
Complete simple written texts with previously studied words.
Read a short story, a song.
Identify the correct way to begin and end a letter or an e-mail.
Identify sounds within a text.
BLOCK 3 - Knowledge of the language
Revise and identify vocabulary from the unit:
- related to holidays.
- Hobbies: word groups.
Understand and correctly apply grammatical aspects:
- He’s going to play basketball tomorrow. Are you going to swim on the sea?
Yes, I am. / No I’m not.
Use and differentiate between sounds and letters.
Recognise and reproduce sounds, rhythm, stress and intonation: phonics, chant.
Use revision and reflection strategies.
BLOCK 4 - Socio-cultural features and international awareness
Family and Friends 3 – Oxford University Press132
Learn basic forms of socialising in the target language, participating in different
classroom activities
Demonstrate a positive language towards people who speak a different language
and have a different culture to one’s own
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken.
II. CONTENIDOS
BLOCK 1 - Oral communication, listening, speaking and conversing
Participation in oral exchanges:
- Identification of names of things related to holidays. (SB p. 108 and 109;
WB p. 100 and 101)
- Dialogues using names of things related to holidays, using the form be
going to + verb, using the expressions. He’s going to play basketball
tomorrow. Are you going to swim on the sea? Yes, I am. / No I’m not. (SB,
p.108, 109,110 and 112; WB, p. 100, 101,102 ,104 and 118)
Comprehension of simple oral texts within the classroom context:
- A short story. (SB, p.108 and 109)
- Song (SB, p.110)
- Description (SB, p.112)
BLOCK 2 - Written communication: reading and writing
General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to holidays. ( SB p. 108,110,112)
Use of basic reading comprehension strategies (Point and answer).(SB, p. 112-
113)
Completion of simple written texts with words studied (WB, p.110 and 112)
Reading of a short story, a song... (SB, p.108,110)
Identification of and differentiation between sounds in specific vocabulary and
chant. (SB, p.111; WB, p.103)
Family and Friends 3 – Oxford University Press133
BLOCK 3 - Knowledge of the language
Revision and identification of vocabulary from the unit:
- related to holidays .(SB p. 108,110,112 WB p.100-107)
- Hobbies: word groups.
Comprehension and correct application of grammatical aspects:
- - He’s going to play basketball tomorrow. Are you going to swim on
the sea? Yes, I am. / No I’m not. (SB, p. 109; WB, p. 118)
Use of and differentiation between sounds and letters. (SB, p.111; WB, p.103)
Recognition and reproduction of aspects of sound, rhythm, stress and intonation:
phonics, chant (SB, p.111; WB, p.103)
Use of revision strategies and reflection upon what has been learnt. (SB, p.112 and
113; WB, p.104 and 105)
BLOCK 4 - Socio-cultural features and international awareness
Learn basic forms of socialising in the target language, participating in different
classroom activities (SB p.108,109,112;WB, p. 100,101,116)
Identification of customs and features of everyday life typical of other countries and
cultures where the target language is spoken. (TB, p.122)
Acceptance and learning of mathematical forms
Organisation of personal work as a strategy to progress in learning. ( SB, p.112-
115; WB, p.104-107)
Take advantage of learning opportunities created within and beyond the classroom
.(SB, p.108-115; WB, p.100-107)
Active participation in activities and group work.( SB, p.108-115; WB, p.100-107;
TB p.122)
III. KEY COMPETENCES
Linguistic communication
All the sections and activities in this unit contribute towards the development of
linguistic competence in communication, especially:
The section Listen and read or repeat to reference the functional language in the
unit
- Talk about what they are going to do soon (SB, p. 108 and 109)
- Descriptions (SB, p.112)
- Act out a dialogue (SB, p. 108).
The sections with activities contained in the WB p. 100-107
Family and Friends 3 – Oxford University Press134
Data processing and digital competence
- Practise and become familiar with the functioning of different digital and IT com-
petences using the MultiROM interactive exercises... SB p. 112 and WB p. 105
Social and civic competence
This competence is developed by working on essential communication skills like:
- Dialogues and communicative exchanges ( SBpp.108,110,112 and 113).
- Socialising and participating in classroom activities, establishing and accepting
norms of co-existence both in pairs and in groups
- Exhibiting one’s own work and listening to that of others, putting oneself in their
place.
Artistic and cultural competence
Complete a description. (SB, p. 110 and WB p. 102).
Immersion in the language, culture and tradition of the English-speaking world
(Cultural lessons: School and public holidays in the UK, TB p. 112)
Use the target language as a means of accessing information and as a tool for
learning contents ( SB p. 110)
Act out a short story: ( SB p.109)
Learning-to-learn
Understand and use good learning habits in class: create a notebook/folder with
the vocabulary studied.
Use the reference material: Grammar reference (WB p.118).
Manage their own abilities in the review sections (WB, pp. 104 and 107)
Autonomy and personal initiative
Assume responsibility for the tasks and activities set out in the unit (WB, p. 104-
107)
Use the reference material recommended for the unit.
Have at one’s disposal and employ social skills to interact, co-operate and work in
pairs and in teams in a co-operative and flexible manner whenever required by the
communicative activities in the unit: dialogues, etc
Organise personal work as a strategy to progress in learning.
Competence in knowledge of and interaction with the physical world
Family and Friends 3 – Oxford University Press135
This competence consists of the correct perception of the physical space in which
human life and activity develop and the ability to interact within that space.
Mathematical competence
Consists of the ability to use and relate numbers, basic operation, symbols and forms
of mathematical expression and reasoning.
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements etc)...
IV. LITERARY EDUCATION
This section develops the ability to interact with others, by means of the repetition of
dialogues included in the unit as well as invented ones. It is important to highlight the
creation of descriptive texts, which help to strengthen the language in both oral and
written form.
Literary genres:
Dialogue (SB p. 108)
Narration (SB p. 112)
Production of oral and written texts:
Complete a description (SB p 112, WB p 102)
Reproduce a dialogue/song (SBpp.108 and 110)
Write an email or a letter about what they are going to do next weekend. (WB, p. 105)
V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Unit 15 –pp.100-107)
Activities in the reference sections:
- Grammar reference (Unit 15-SB, p. 118)
- Pronunciation bank (Unit 15-SB, p. 111)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 15
VI. ASSESSMENT
Summative assessment
Family and Friends 3 – Oxford University Press136
Summative assessment is a compendium of the contents worked on in units 1-15, both
in the Students’ Book and the Activity Book activities and in the various activities
suggested in the TB
Family and friends 3 Units 1-15 (SB Units 1-15)
Formative assessment
Unit 15 (SB p. 108-111)
Cumulative review (Starter-Unit 1-15, SB p. 112-115)
Completion of WB exercises (Unit 15, p. 100-107).
Self-assessment
Progress review (Unit 15 - WB, p. 104 and 105).
Assessment criteria
BLOCK 1 - Oral communication, listening, speaking and conversing
Understand the general idea and most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 15 Test Audio, Tests and Resource Multi-ROM 1.
- Listening Test and Resource, Multi-ROM 1; SB p 108,110,112 and 115)
Tests Unit 15,
- Express oneself and interact correctly and fluently in communicative
situations:
- Ask and answer questions about the topic studied. Speaking Tests, TR Multi-
ROM 1; SB, p. 108-112 and 114; WB, p. 100-104 and 106).
- Act out a conversation (Role-play - Speaking Tests, TR Multi-ROM 1; SB p.
109).
- Describe photographs (Photo description - Speaking Tests, TR Multi-ROM 1;
SB p.112 and 115).
BLOCK 2 - Written communication: reading and writing
Understand the information contained in written texts from different sources
(Reading -Test and Resource, Multi-ROM 1; SB p. 108,110,112; WB p. 100-107)
Complete texts using different resources (Writing - TR Multi-ROM 1; WB p. 100-
107)
Family and Friends 3 – Oxford University Press137
BLOCK 3 - Knowledge of the language
Vocabulary
Know and extend vocabulary (Vocabulary- Test and Resource, Multi-ROM 1, SB
p.108 and 109)
- related to holidays.
- Hobbies: word groups.
Grammar
Understand and use correctly the grammatical structures learnt in the unit:
(Grammar - TR Multi-ROM 1, SB p.109 and WB, p.101 and 118)
- He’s going to play basketball tomorrow. Are you going to swim on the sea? Yes, I
am. / No I’m not
Phonetics
Apply knowledge acquired regarding pronunciation. ( SB p. 111; WB p.103)
Reflection upon learning
Check whether basic strategies for progress in learning are being used. ( SB p.
110,111; WB p.103)
BLOCK 4 - Socio-cultural features and international awareness
Show interest in learning the target language and recognise the enriching quality of
linguistic diversity. (SB p.108,109,112;WB, p. 100,101,105-107 )
Identify cultural elements typical of countries and cultures where the target
language is spoken. (TB p. 122)
Family and Friends 3 – Oxford University Press138
7. CLASSROOM PROGRAMMETIMING FAMILY AND FRIENDS 3: YEAR 2010/2011*
UNIT APPROX. Nº
SESSIONS
APPROX. TIMING (45 MIN PER SESSION) NOTES and OBSERVATIONS
Starter : My family 4 3 hours*
1 They’re from Australia! 6 4 hours and 30 min*
2 My weekend 6 4 hours and 30 min*
3 My things 7 5 hours and 15 min*
4 We’re having fun at the Beach! 6 4 hours and 30 min*
5 A naughty monkey! 6 4 hours and 30 min*
6 Jim’s day 7 5 hours and 15 min*
7 Places to go! 6 4 hours and 30 min*
8 I’d like a melon! 6 4 hours and 30 min*
9 What’s the fastest animal in the world? 7 5 hours and 15 min*
10 In the park 6 4 hours and 30 min*
11 In the museum 6 4 hours and 30 min*
12 A clever baby! 7 5 hours and 15 min*
13 The Ancient Egyptians 6 4 hours and 30 min*
14 Did you have a good day at school? 6 4 hours and 30 min*
15 Our holiday! 7 5 hours and 15 min*
Culture, Festivals and Extensive Reading 9 4 hours and 30 min*
TOTAL e.g. approx 108 81 hours
Extra activities programmed by the school
*Each centre will have to adapt this programme to its own situation and timetable.
THE SESSIONS ARE APPROXIMATELY 45’ LONG. TEACHERS WILL ADAPT THIS TO THEIR TIMETABLE AND CLASS LEVEL
The terms used in the classroom programme tables are as follows:
Skills Interaction Material
RC Reading
comprehension
T-P Teacher-pupil WB Workbook
OC Oral comprehension IW Individual work SB Students’ Book
WE Written expression GW Group work TB Teacher’s Book
OE Oral expression PW Pair work TRP Teacher’s Resource and Tests
Pack
OI Oral interaction PMB Photocopy Masters Book
AS All skills TEB Testing and Evaluation Booklet
STARTER UNIT: MY FAMILY
SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALS
1 45’
Warm up. TB, p. 24
Identify the names of the characters in the story.Remember the vocabulary of family members.Flashcards 1-10SB p.4
- Practise greetings.
- Revision of the vocabulary related to the family.- Presentation of the unit contents and plan of
objectives and activities. - Write the names of the characters.
OC, OE
RC, OC, OE
RC, OC, OE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Reinforcement activities-WB exercises, p. 4-Wordlist, TB 24Extension activities:
- Optional activity: TB p.24
Completion of exercises proposed to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary
RC, WE
RC, OE
IW
IW, GW
WBTRP
TB
245’
Warm-up activity. Play: Jump!TB p.25
Development activities: (Grammar)Revise comparative adjectives.Revise the past simple of beIdentify names of animals.
SB, p. 5
- Play: Jump
- Identification of communicative purpose of sen-tences.
- Use of different grammatical structures:I’m seven. We’ve got two cousins. It was sunny. The children were happy. The red car is bigger than the blue car
- Identification of true and false sentences after observing a picture.
OC, OE,
RC, OC,
OC, OE
T-P
IW, PW, GW
PW, GW
SB CDTB
Reinforcement activitiesWB exercises, p.5
Completion of the WB exercises to consolidate what has been learnt
RC, WE
IW WB
345’
Warm-up activity: TB p. 26
Development activities :.(Song)Identify the months of the yearSB, p. 6
- Participation in communicative exchanges to practise the structures learnt in a context of everyday language. When’s your birthday? My birthday is in April. How old are you? I´m eight- Práctica de los meses mediante a song.
RC, OE
.RC, OC, OE,WE
T-P, IW
PW, GW
SBTRPCD
Reinforcement activitiesWB exercises, p. 6
Extension activities:Optional activities TB p. 26
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
IW
WBTRP
TRP
445’
Warm-up activity. TB p. 27
Development activities:Identify the written and numerical form of the numbers from 1-100.Perform sums with the written form of numbersMatch the written forms of the numbers from 10-20 with their numerical formSB, p. 7
- Listen to, repeat and point out numbers- Perform sums, using the written form of numbers
OC, OE
RC, WE, OC
T-P
IW, GW
SBCD
Reinforcement activities-WB exercises, p. 7
Extension activities:-Optional activity: Vocabulary (TB p.27) -My family. Test, (TEB p.6)
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary.
RC, WE
RC, WE
IW
IW
WBTRP
TB
UNIT 1: THEY’ RE FROM AUSTRALIA
SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES
1 45’
Warm up. TB, p. 28
Identify the names of different countries.SB p.8Flashcards 1-18
Understand a short story.SB, p. 8
- Observation of flashcards to introduce vocabulary.- Presentation of the unit contents and plan of
objectives and activities. - Match pictures and words.- Memorisation of Vocabulary .
- Introduction of the unit topic and vocabulary : short story about family members completion of suggested comprehension exercises: - Listen to a text- Read the short story
OC, OE
RC, OC, OE
RC, OC, OE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Reinforcement activities-WB exercises, p. 8-Wordlist, TB 28
Extension activities:- Optional activity: Vocabulary,
TB p.28- Cut and make 1 PMB p.36
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary
RC, WE
RC, OE
IW
IW, GW
WBTRP
TB
245’
Warm-up activity. Play: Snap!TB p.21Development activities: (Grammar)Revise personal pronouns.Revise the short form of be in affirmative and interrogative sentences using: Where are you from? I’m from Egypt. / Where’s he from? He’s from Brazil.
Act out the storySB, p. 9
- Game: Snap!
- Read and listen to a text studied in the previous session
- Identification of the communicative purpose of the previous text.
- Learn and use different grammatical structures: Where are you from? I’m from Egypt. Where’s he from? He’s from Brazil.
- Dramatisation of the short story
OC, OE,
RC, OC,
OC, OE
T-P
IW, PW, GW
PW, GW
SB CDTB
Reinforcement activitiesWB exercises, p.9Grammar reference. WB p.108Extension activities:Optional activity: (TB p. 29)
Completion of the WB exercises to consolidate what has been learnt
Completion of exercises to improve oral and written skills.
RC, WE
RC, WE
IW
IW
WB
WBTB
345’
Warm-up activity: Play: Freeze! TB p. 23
Development activities (Grammar & Song).Ask and answer questions in the present.Write sentences with the verb beUse be and countries in the context of a song.SB, p. 10
- Play: Freeze!
- Participation in communicative exchanges to
practise the structures learnt in a context of everyday language
- Learn a song performing actions
RC, OE
.RC, OC, OE,WE
T-P, IW
PW, GW
SBTRPCD
Reinforcement activitiesWB exercises, p. 10Extension activities:Optional activity TB p. 30
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
IW
WBTRP
TRP
445’
Warm-up activity.TB p.31
Development activities (Phonics)Revise the pronunciation of the consonants cr, dr, sp, sn and plIdentify the sounds /Kr/, / dr/, sp/, /sn/ and /pl/Use these sounds in the context of a chantSB, p. 11
- Revise phonemes
- Listen to, repeat and indicate sounds- Listen to and repeat a chant.- Match sounds and letters.
OC, OE
RC, WE, OC
T-P
IW, GW
SBCD
Reinforcement activities-WB exercises, p. 11
Extension activities:-Optional activity: Vocabulary (TB p.31)
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary.
RC, WE
RC, WE
IW
IW
WBTRP
TB
545’
Warm-up activity.TB p.32
Development activities (Skills time!).Identify vocabulary related to the four seasonsRead and understand a story.Recognise a sequence of events in a story. SB, p. 12
- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercises such as completing tables, sentences etc.- Recognise words upon hearing or reading them.
OE
RC, OC, OE
GW
IW, GW, PW
SBCD
Reinforcement activitiesWB exercises, p. 12Extra writing worksheet PMB p.2Extension activities:Optional activity, TB, P. 32Play script 1: The Selfish Giant PMB p.32-33
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
PW, GW
WB
TB
645’
Warm-up activity. TB p.33
Development activities (Skills Time!).Identify a picture after listening to specific information.Ask and answer questions about themselves and their favourite season.Identify and write with capital letters appropriate words.SB, p. 13
- Listen to specific vocabulary- Ask and answer questions using the structures and vocabulary studied. - Identification and use of capital letter when ne-cessary.
RC, OC
OC, OE, RC, WE
T-P
IW
SBCD
Reinforcement activitiesWB exercises, p. 13Pair work, TRP
Extension activities: Optional activity: Communication, TB p.33Test Unit 1, TEB p. 7
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to consolidate oral expression.
Completion of suggested activities
RC, WE
OE, OIOC, OE
WE, OE
IW
PWT-P
GW, IW
WBSB
TRPTB
UNIT 2: MY WEEKEND
SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES
1 45’
Warm up. TB, p. 34
Identify different hobbiesSB p.14Flashcards 25-32
Understand a short storySB, p. 14
.
- Observation of flashcards to introduce vocabulary.- Presentation of the unit contents and plan of
objectives and activities. - Match pictures and words.- Memorisation of Vocabulary .
- Introduction of the unit topic and vocabulary : short story about hobbies and family members completion of suggested comprehension exercises: - Listen to a text- Read the short story
OC, OE
RC, OC, OE
RC, OC, OE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Reinforcement activities-WB exercises, p. 14-Wordlist, TB 34
Extension activities:
- Optional activity: Vocabulary, TB p.34
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary
RC, WE
RC, OE
IW
IW, GW
WBTRP
TB
245’
Warm-up activity. TB p.35Development activities: (Grammar)Identify the affirmative, negative and interrogative forms of the present simple: like+ -ingComplete sentences with the third person singular and plural.Ask and answer questions using: I like reading. I don’t like fishing. Do you like playing chess? Yes, I do. / No, I don’t. He doesn’t like skateboarding. Does he like playing chess? Yes, he does./ No, he doesn’t
Act out the storySB, p. 14
- Read and listen to a text studied in the previous session- Identification of the communicative purpose of the
previous text.- Learn and use different grammatical structures:I like reading. I don’t like fishing. Do you like playing chess? Yes, I do. / No, I don’t. He doesn’t like skateboarding. Does he like playing chess? Yes, he does./ No, he doesn’t
- Dramatisation of the short story
OC, OE,
RC, OC,
OC, OE
T-P
IW, PW, GW
PW, GW
SB CDTB
Reinforcement activitiesWB exercises, p.15Grammar reference. WB p.108-109Extension activities:Optional activity: (TB p. 35)
Completion of the WB exercises to consolidate what has been learnt
Completion of exercises to improve oral and written skills.
RC, WE
RC, WE
IW
IW
WB
WBTB
345’
Warm-up activity Play: Teachers can’t remember TB p. 19Development activities: (Grammar & Song).Ask and answer questions with does+ like+ -ingWrite sentences with likes / doesn’t like + -ing Use the forms studied in the context of a song.SB, p. 16
- Play: Teachers can’t remember- Participation in communicative exchanges to
practise the structures learnt in a context of everyday language.
- Learn a song performing actions
RC, OE
.RC, OC, OE,WE
T-P, IW
PW, GW
SBTRPCD
Reinforcement activitiesWB exercises, p. 16Extension activities:Optional activity TB p.36
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
IW
WBTRP
TRP
445’
Warm-up activity.TB p. 37
Development activities (Phonics)Revise the sounds of long vowels /e,/a, /ə and / u :/ +consonant+ e Associate the sounds of the letters a-e, i-e, o-e and u-e in words.Identify these words and sounds in a chantSB, p. 17Phonics cards 4-7
- Revision of phonemes
- Listen to, repeat and indicate sounds- Listen to and repeat a chant.- Match sounds and letters.
OC, OE
RC, WE, OC
T-P
IW, GW
SBCD
Reinforcement activities-WB exercises, p. 17
Extension activities:-Optional activity: Vocabulary (TB p.37)
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary.
RC, WE
RC, WE
IW
IW
WBTRP
TB
545’
Warm-up activity.TB p. 38
Development activities (Skills time!).Read and understand a web page.Identify specific vocabulary in a textSB, p. 18 TB p. 38
- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercises such as completing tables, sentences etc.
- Recognition of specific information upon listening to or reading a text
OE
RC, OC, OE
TG
IW, GW, PW
SBCD
Reinforcement activitiesWB exercises, p. 18Extra writing worksheet PMB p.3Extension activities:Optional activity, TB, P. 38
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge and de Vocabulary.
RC, WE
RC, WE
IW
PW, GW
WB
TB
645’
Warm-up activity. TB p.39
Development activities (Skills Time!).Match people with their hobbies after listening to specific informationAsk and answer questions about what they like doingUse the apostrophe in the contractions of verbs: are not = aren’tSB, p. 19
- Listen to specific vocabulary- Ask and answer questions using the structures and vocabulary studied. - Observe and write the contraction of verbs
RC, OC
OC, OE, RC, WE
T-P
IW
SBCD
Reinforcement activitiesWB exercises, p. 19Pair work, TRPExtension activities: Optional activity: Communication, TB p.39Test Unit 2 TEB p.5 and TEB p. 8
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to consolidate oral expression.
Completion of suggested activities
RC, WE
OE, OIOC, OE
WE, OE
IW
PWT-P
GW, IW
WBSB
TRPTB
UNIT 3: MY THINGS
SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES
1 45’
Warm up. TB, p. 40
Identify objects which they possess and related verbs.SB p.20Flashcards 39-46
Understand a short story.SB, p. 20
- Observation of flashcards to introduce the vocabulary.
- Presentation of the unit contents and plan of objectives and activities.
- Match pictures and words.- Memorisation of Vocabulary
- Introduction of the unit topic and vocabulary : short story about possessions, verbs related to them and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story
OC, OE
RC, OC, OE
RC, OC, OE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Reinforcement activities-WB exercises, p. 20-Wordlist, TB 40Extension activities:
- Optional activity: Vocabulary, TB p.40
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary
RC, WE
RC, OE
IW
IW, GW
WBTRP
TB
245’
Warm-up activity. TB p.41Development activities: (Grammar)Understand and use possessive adjectives: your, our, theirUnderstand the use of can to ask permission. .Answer questions with can in short form , using: This is your computer.That´s our CD. That’s their CD placer. Can I use your computer? Yes, you can. / No, you can’t. / Can you turn off the TV please?Act out the storySB, p. 21
- Read and listen to a text studied in the previous session
- Identification of the communicative purpose of the previous text.
- Learn and use different grammatical structures:This is your computer.That´s our CD. That’s their CD placer. Can I use your computer? Yes, you can. / No, you can’t. / Can you turn off the TV please?-Dramatisation of the short story
OC, OE,
RC, OC,
OC, OE
T-P
IW, PW, GW
PW, GW
SB CDTB
Reinforcement activitiesWB exercises, p.21Grammar reference. WB p.109-110Extension activities:Optional activity: (TB p. 41)Values 1 worksheet PMB p.6-7
Completion of the WB exercises to consolidate what has been learnt
Completion of exercises to improve oral and written skills.
RC, WE
RC, WE
IW
IW
WB
WBTB
345’
Warm-up activity: TB p. 42
Development activities (Grammar &Song).Identify the uses of can to ask permission. Use can in the context of a song.SB, p. 22
- Participation in communicative exchanges to practise the structures learnt in a context of everyday language.
- Learn a song performing actions
RC, OE
.RC, OC, OE,WE
T-P, IW
PW, GW
SBTRPCD
Reinforcement activitiesWB exercises, p. 22Extension activities:Optional activity TB p.42
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
IW
WBTRP
TRP
445’
Warm-up activity.TB p. 43
Development activities (Phonics)Pronounce the sound /a: /Associate the sound /a:/ with the letters ar in a word : car / parkIdentify the sound /a:/ in a chantWrite words that rhyme.Phonics cards 4-9
SB, p. 23
- Revision of phonemes studied
- Listen to, repeat and indicate sounds- Listen to and repeat a chant.- Match words that rhyme.
OC, OE
RC, WE, OC
T-P
IW, GW
SBCD
Reinforcement activities-WB exercises, p. 23
Extension activities:-Optional activity: Vocabulary (TB p.43)
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary.
RC, WE
RC, WE
IW
IW
WBTRP
TB
545’
Warm-up activity.TB p.44
Development activities (Skills time!).Read and understand school projects about collectionsFind specific information about people in a text.SB, p. 24
- Sing the song learnt in the previous session.- Learn and reinforce vocabulary and grammatical
structures for the descriptionand completion of suggested exercises such as completing tables, sentences etc.
- Recognise words upon hearing or reading them.
OE
RC, OC, OE
TG
IW, GW, PW
SBCD
Reinforcement activitiesWB exercises, p. 24Extra writing worksheet PMB p.4Extension activities:Optional activity, TB, P. 42
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
PW, GW
WB
TB
645’
Warm-up activity. Play: What have we got? TB p.45
Development activities (Skills Time!). Identify specific information to match people with what they collectAsk and answer questions based on a text previously listened to.Identify the use of the question mark, comma and full stop.SB, p. 25
- Play: What have we got?
- Listen to specific information- Ask and answer questions using the structures and vocabulary studied. - Write the question mark, comma and full stop.
RC, OC
OC, OE, RC, WE
T-P
IW
SBCD
Reinforcement activitiesWB exercises, p. 25Writing skills worksheet PMB p.5Pair work, TRPExtension activities: Optional activity: Communication, TB p.45Values worksheet (Unit 3) PMB p.6-7 ( if not done) and TEB p. 9
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to consolidate oral expression.
Completion of suggested activities
RC, WE
OE, OIOC, OE
WE, OE
IW
PWT-P
GW, IW
WBSB
TRPTB
745’
Assessment exercises:Summative Test 1 p. 10 TEBSkills Test 1 p.12
Completion of assessment activities from Units 1-3WE, OE IW TRP
UNIT 4: WE´RE HAVING FUN AT THE BEACH!
SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES
1 45’
Warm up.:Play: Quickly, slowlyTB, p. 46
Identify different water sportsSB p.30Flashcards 53-60
Understand a short story SB, p. 30
- Play: Quickly, slowly
-Observation of flashcards to introduce vocabulary.- Presentation of the unit contents and plan of
objectives and activities. - Match pictures and words.- Memorisation of Vocabulary via chant
- Introduction of the unit topic and vocabulary : short story about water sports and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story
OC, OE
RC, OC, OE
RC, OC, OE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Reinforcement activities-WB exercises, p. 28-Wordlist, TB 46
- Extension activities:- Optional activity: Vocabulary,
TB p.46- Cut and make 2 PMB p.37
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary
RC, WE
RC, OE
IW
IW, GW
WBTRP
TB
245’
Warm-up activity. TB p. 47Development activities: (Grammar)Identify the Present Continuous in the affirmative and negativeUnderstand how some verbs change in the –ing form.Complete sentences in present continuous with the correct form of be, using the expressions: I’m swimming. I’m not swimming. He’s surfing. We’re mailing. They aren’t waterskiingAct out the storySB, p. 31
- Read and listen to a text studied in the previous session
- Identification of the communicative purpose of the previous text.
- Learn and use different grammatical structures: I’m swimming. I’m not swimming. He’s surfing. We’re mailing. They aren’t waterskiing
- Dramatisation of the short story
OC, OE,
RC, OC,
OC, OE
T-P
IW, PW, GW
PW, GW
SB CDTB
Reinforcement activitiesWB exercises, p.29Grammar reference. WB p.110Extension activities:Optional activity: (TB p. 47)
Completion of the WB exercises to consolidate what has been learnt
Completion of exercises to improve oral and written skills.
RC, WE
RC, WE
IW
IW
WB
WBTB
345’
Warm-up activity: TB p. 48
Development activities (Grammar &Song).Use the present continuous affirmative and negative to describe and locate actions in pictures. Write sentences in present continuous about a pictureUse the vocabulary studied in the context of a song.SB, p. 32
- Participation in communicative exchanges to practise the structures learnt in a context of everyday language.
- Learn a song performing actions
RC, OE
.RC, OC, OE,WE
T-P, IW
PW, GW
SBTRPCD
Reinforcement activitiesWB exercises, p. 30Extension activities:Optional activity TB p. 48
Completion of exercises to reinforce and consolidate what has been learnt.Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
IW
WBTRP
TRP
445’
Warm-up activity.TB p. 49
Development activities (Phonics)Pronounce the sound //Identify the sound // with the letters all in words ball, wall, tall…Identify and repeat this sound in un chant
SB, p. 33
- Revise phonemes studied
- Listen to, repeat and indicate sounds- Listen to and repeat a chant.- Match sounds and letters.
OC, OE
RC, WE, OC
T-P
IW, GW
SBCD
Reinforcement activities-WB exercises, p. 31
Extension activities:-Optional activity: Vocabulary (TB p.49)
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary.
RC, WE
RC, WE
IW
IW
WBTRP
TB
545’
Warm-up activity. TB p.50
Development activities (Skills time!).Read a holiday brochure.Recognise and use descriptive adjectivesSB, p. 34Flashcards 61-66
- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercises such as completing sentences.
- Recognise words upon hearing or reading them.
OE
RC, OC, OE
TG
IW, GW, PW
SBCD
Reinforcement activitiesWB exercises, p. 32Extra writing worksheet PMB p.8Extension activities:Optional activity, TB, P. 50
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
PW, GW
WB
TB
645’
Warm-up activity. TB p.51
Development activities (Skills Time!).Identify specific information to order some pictures.Ask and answer questions about what they like doing on the beachIdentify the use of the gerund -ingSB, p. 35
.
- Listen to specific information- Ask and answer questions using the structures and
vocabulary studied. - Write verbs in gerund form to complete sentences.
RC, OC
OC, OE, RC, WE
T-P
IW
SBCD
Reinforcement activitiesWB exercises, p. 33Pair work, TRPExtension activities: Optional activity: Communication, TB p.51Test Unit 4 TEB p. 14
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to consolidate oral expression.
Completion of suggested activities
RC, WE
OE, OIOC, OE
WE, OE
IW
PWT-P
GW, IW
WBSB
TRPTB
UNIT 5: A NAUGHTY MONKEY!
SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES
1 45’
Warm up. Play: Simon saysTB, p. 52
Identify the names of different animalsSB p.36Flashcards 67-74
Understand a short story SB, p. 36
- Play: Simon says.
- Observation of flashcards to introduce the vocabulary.
- Presentation of the unit contents and plan of objectives and activities.
- Match pictures and words.- Memorisation ofVocabulary.
- Introduction of the unit topic and vocabulary : short story about a visit to the zoo and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story
OC, OE
RC, OC, OE
RC, OC, OE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Reinforcement activities-WB exercises, p. 34-Wordlist, TB 52- Values 2 worksheets PMB p.12-13
Extension activities:
- Optional activity: Vocabulary, TB p.52
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary
RC, WE
RC, OE
IW
IW, GW
WBTRP
TB
245’
Warm-up activity. TB p.53Development activities: (Grammar)Identify the interrogative form of the present continuous.Use short answers to answer questions in the present continuous.Using: Are you reading? Yes, I am. / No I’m not. / Is the monkey eating a sandwich? Yes, It is. / No, It isn’t. / Are they eating? Yes they are./ No, they aren’tAct out the storySB, p. 37
- Read and listen to a text studied in the previous session
- Identification of the communicative purpose of the previous text.
- Learn and use different grammatical structures:- Are you reading? Yes, I am. / No I’m not. / Is the
monkey eating a sandwich? Yes, It is. / No, It isn’t. / Are they eating? Yes they are./ No, they aren’t
- Dramatisation of the short story
OC, OE,
RC, OC,
OC, OE
T-P
IW, PW, GW
PW, GW
SB CDTB
Reinforcement activitiesWB exercises, p.35Grammar reference. WB p.111Extension activities:Optional activity: (TB p. 53)
Completion of the WB exercises to consolidate what has been learnt
Completion of exercises to improve oral and written skills.
RC, WE
RC, WE
IW
IW
WB
WBTB
345’
Warm-up activity: TB p.54Development activities (Grammar & Song).Ask and answer questions using the third person singular of the present continuous.Use the third person singular of the present continuous with short answers.Use the forms studied in the context of a song.SB, p. 38
- Participation in communicative exchanges to practise the structures learnt in a context of everyday language.- Learn a song performing the actions
RC, OE
.RC, OC, OE,WE
T-P, IW
PW, GW
SBTRPCD
Reinforcement activitiesWB exercises, p. 36
Extension activities:Optional activity TB p.54
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
IW
WBTRP
TRP
445’
Warm-up activity.TB p. 55
Development activities (Phonics)Pronounce the sound //Associate the sound // with the letters or and awIdentify the sound // in a chantSB, p. 39Phonics cards 12-13
- Revision of phonemes studied
- Listen to, repeat and indicate sounds- Listen to and repeat a chant.- Match sounds and letters.
OC, OE
RC, WE, OC
T-P
IW, GW
SBCD
Reinforcement activities-WB exercises, p. 37
Extension activities:-Optional activity: Vocabulary (TB p.55)
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary.
RC, WE
RC, WE
IW
IW
WBTRP
TB
545’
Warm-up activity. TB p.56Development activities (Skills time!).Read and understand a storyRecognise specific vocabulary in a textWrite descriptions of the characters in the story.SB, p. 38
- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercises such as completing sentences, etc.
- Recognise words upon hearing or reading them.
OE
RC, OC, OE
TG
IW, GW, PW
SBCD
Reinforcement activitiesWB exercises, p. 38Extra writing worksheet PMB p 9Extension activities:Optional activity, TB, P. 56
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
PW, GW
WB
TB
645’
Warm-up activity. Play: Where was it?TB p.57
Development activities (Skills Time!).Listen to and understand the descriptions of what is happening in the pictures and order them.Ask and answer questions about the picturesIdentify and use speech marks.SB, p. 41
- Use of the vocabulary studied in this unit
- Listen to descriptions of what is happening- Ask and answer questions using the structures and vocabulary studied. - Identification and use of speech marks in sentences
RC, OC
OC, OE, RC, WE
T-P
IW
SBCD
Reinforcement activitiesWB exercises, p. 39Pair work, TRPExtension activities: Optional activity: Communication, TB p.57Test Unit 5 TEB p.15
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to consolidate oral expression.
Completion of suggested activities
RC, WE
OE, OIOC, OE
WE, OE
IW
PWT-P
GW, IW
WBSB
TRPTB
UNIT 6: JIM´S DAY
SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES
1 45’
Warm up. TB, p. 58
Identify activities which they perform every daySB p.42Flashcards 81-88
Understand a short storySB, p. 42
- Observation of flashcards to introduce vocabulary.- Presentation of the unit contents and plan of
objectives and activities. - Match pictures and words.- Memorisation ofVocabulary .
- Introduction of the unit topic and vocabulary : short story about a relation’s routines and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story
OC, OE
RC, OC, OE
RC, OC, OE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Reinforcement activities-WB exercises, p. 40-Wordlist, TB 58
Extension activities:
- Optional activity: Vocabulary, TB p.58
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary
RC, WE
RC, OE
IW
IW, GW
WBTRP
TB
245’
Warm-up activity. TB p. 59
Development activities: (Grammar)Identify the present simple in its three forms and short answers.Use the third person singular to complete sentences: I have breakfast at eight o’clock. He doesn’t get up early. Do they live in a big house? Yes, they do/ No, they don’t. What time does he start work?Act out the storySB, p. 43
- Read and listen to a text studied in the previous session
- Identification of the communicative purpose of the previous text.
- Use of different grammatical structures:I have breakfast at eight o’clock. He doesn’t get up early. Do they live in a big house? Yes, they do/ No, they don’t. What time does he start work?
- Dramatisation of the short story
OC, OE,
RC, OC,
OC, OE
T-P
IW, PW, GW
PW, GW
SB CDTB
Reinforcement activitiesWB exercises, p.41Grammar reference. WB p.111-112Extension activities:Optional activity: (TB p. 59)
Completion of the WB exercises to consolidate what has been learnt
Completion of exercises to improve oral and written skills.
RC, WE
RC, WE
IW
IW
WB
WBTB
345’
Warm-up activity: TB p. 60
Development activities (Grammar& Song).Ask and answer questions about when they perform routines.Use the vocabulary studied in the context of a song.SB, p. 44
- Participation in communicative exchanges to practise the structures learnt in a context of everyday language.- Learn a song performing the actions
RC, OE
.RC, OC, OE,WE
T-P, IW
PW, GW
SBTRPCD
Reinforcement activitiesWB exercises, p. 42
Extension activities:Optional activity TB p.60
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
IW
WBTRP
TRP
445’
Warm-up activity.TB p. 61
Development activities (Phonics)Pronounce el diphthong /Associate the sound /with the letters oy and oi in words like boy, coinIdentify the sound/ in a chantSB, p. 45Phonics cards 14-17
- Revision of phonemes studied
- Listen to, repeat and indicate sounds- Listen to and repeat a chant.- Match sounds and letters.
OC, OE
RC, WE, OC
T-P
IW, GW
SBCD
Reinforcement activities-WB exercises, p. 43
Extension activities:-Optional activity: Vocabulary (TB p.61)
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary.
RC, WE
RC, WE
IW
IW
WBTRP
TB
545’
Warm-up activity.TB p.62
Development activities (Skills time!).Read and understand a web page about Cyber schools on a posterFind specific information in a textSB, p. 46
- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercises such as completing sentences etc.
- Recognition of information upon hearing or reading a text.
OE
RC, OC, OE
TG
IW, GW, PW
SBCD
Reinforcement activitiesWB exercises, p. 44Extra writing worksheet PMB p.10Extension activities:Optional activity, TB, P. 62
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
PW, GW
WB
TB
645’
Warm-up activity. TB p.63
Development activities (Skills Time!).Identify and order the sequence of events in a person’s daily routine.Ask and answer questions about when they perform each routineIdentify common and proper nouns in a sentence.SB, p. 47
- Listen to specific vocabulary- Write sentences using the structures and vocabu-
lary learnt. - Recognition of verbs to express activities
RC, OC
OC, OE, RC, WE
T-P
IW
SBCD
Reinforcement activitiesWB exercises, p. 45Pair work, TRPExtension activities: Optional activity: Communication, TB p.63Values worksheet (Unit 6 PMB p.12 and 13 ( if not done) and TEB p. 16
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to consolidate oral expression.
Completion of suggested activities
RC, WE
OE, OIOC, OE
WE, OE
IW
PWT-P
GW, IW
WBSB
TRPTB
745’
Assessment exercises:Summative Test 2 p. 17 TEBSkills Test 2 p.19
Completion of assessment activities from Units 1-6 WE, OE IW TRP
UNIT 7: PLACES TO GO!
SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES
1 45’
Warm up. TB, p. 64
Identify the names of places in a citySB p.52Flashcards 89-96
Understand a short story SB, p. 52
- Observation of flashcards to introduce vocabulary.- Presentation of the unit contents and plan of
objectives and activities. - Match pictures and words.- Memorisation of Vocabulary .
- Introduction of the unit topic and vocabulary : short story about what to do at the weekend and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story
OC, OE
RC, OC, OE
RC, OC, OE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Reinforcement activities-WB exercises, p. 48-Wordlist, TB 64
Extension activities:
- Optional activity: Vocabulary, TB p.64
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary
RC, WE
RC, OE
IW
IW, GW
WBTRP
TB
245’
Warm-up activity. TB p. 65Development activities: (Grammar)Understand questions with Do you ever+ infinitive .Identify adverbs of frequency. Identify and use prepositions of time, using: Do you ever go to the library? We always go to the Sports centre. He plays football on Mondays
Act out the storySB, p. 53
- Revision of vocabulary studied in the previous session.
- Read and listen to a text studied in the previous session
- Identification of the communicative purpose of the previous text.
- Learn and use different grammatical forms:Do you ever go to the library? We always go to the Sports centre. He plays football on Mondays
- Dramatisation of the short story
OC, OE,
RC, OC,
OC, OE
T-P
IW, PW, GW
PW, GW
SB CDTB
Reinforcement activitiesWB exercises, p 49Grammar reference. WB p.112Extension activities:Optional activity: (TB p.65)
Completion of the WB exercises to consolidate what has been learnt
Completion of exercises to improve oral and written skills.
RC, WE
RC, WE
IW
IW
WB
WBTB
345’
Warm-up activity. TB p. 66
Development activities (Grammar& Song).Talk about activities they perform using adverbs of frequencyUse the vocabulary studied in the context of a song.SB, p. 54
- Revision of Vocabulary.
- Participation in communicative exchanges to practise the structures learnt in a context of everyday language.- Learn a song performing actions
RC, OE
.RC, OC, OE,WE
T-P, IW
PW, GW
SBTRPCD
Reinforcement activitiesWB exercises, p. 50
Extension activities:Optional activity TB p.66
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
IW
WBTRP
TRP
445’
Warm-up activity.TB p. 67
Development activities (Phonics)Pronounce the sound / a.Associate the sound / awith the letters ow and ou in words bowl, cloud Identify the sound / a in a chantSB, p. 51Phonics cards 14-19
- Revision of phonemes
- Listen to, repeat and indicate sounds- Listen to and repeat a chant.- Match sounds and letters.
OC, OE
RC, WE, OC
T-P
IW, GW
SBCD
Reinforcement activities-WB exercises, p. 51
Extension activities:-Optional activity: Vocabulary (TB p.67)
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary.
RC, WE
RC, WE
IW
IW
WBTRP
TB
545’
Warm-up activity.TB p.68
Development activities (Skills time!).Read and understand a textRecognise specific information in a textSB, p. 56
- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercises such as answers to questions, etc.
- Recognise words upon hearing or reading them.
OE
RC, OC, OE
TG
IW, GW, PW
SBCD
Reinforcement activitiesWB exercises, p. 52Extra writing worksheet PMB p. 14Extension activities:Optional activity, TB, P. 68
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
PW, GW
WB
TB
645’
Warm-up activity. TB p.69
Development activities (Skills Time!).Listen to specific information and match it.Ask and answer questions about what they like doing I like + -ing and how often...Identify verbs, adjectives and prepositions in sentencesSB, p. 57
- Listen to a text with specific Vocabulary - Ask and answer questions using the structures and vocabulary studied. - Identification of verbs, adjectives and prepositions in a sentence
RC, OC
OC, OE, RC, WE
T-P
IW
SBCD
Reinforcement activitiesWB exercises, p. 53Pair work, TRPExtension activities: Optional activity: Communication, TB p.69Test Unit 7 TEB p. 21
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to consolidate oral expression.
Completion of suggested activities
RC, WE
OE, OIOC, OE
WE, OE
IW
PWT-P
GW, IW
WBSB
TRPTB
UNIT 8: I´D LIKE A MELON!
SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES
1 45’
Warm up. Play: Simon says TB, p. 70
Identify different food.SB p.58Flashcards 103-110
Understand a short storySB, p. 58
- Play: Simon says
- Observation of flashcards to introduce vocabulary.- Presentation of the unit contents and plan of
objectives and activities. - Match pictures and words.- Memorisation ofVocabulary
- Introduction of the unit topic and vocabulary : short story about shopping in a supermarket and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story
OC, OE
RC, OC, OE
RC, OC, OE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Reinforcement activities-WB exercises, p. 54-Wordlist, TB p.70-Values worksheets PMB p 18-19
Extension activities:
- Optional activity: Vocabulary, TB p.70
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary
RC, WE
RC, OE
IW
IW, GW
WBTRP
TB
245’
Warm-up activity. Play: A long sentence. TB p.71
Development activities: (Grammar)Identify countable and uncountable using a, an, some Understand affirmative and negative sentences using would+like : I’d like some melons. We’d like a banana. Would you like some cereal? Yes, please./ No ,thanks
Act out the storySB, p. 55
- Drawing on the board
- Read and listen to a text studied in the previous session
- Identification of the communicative purpose of the previous text.
- Learn and use different grammatical structures:I’d like some melons. We’d like a banana. Would you like some cereal? Yes, please./ No, thanks
- Dramatisation of the short story
OC, OE,
RC, OC,
OC, OE
T-P
IW, PW, GW
PW, GW
SB CDTB
Reinforcement activitiesWB exercises, p.55Grammar reference. WB p.113Extension activities:Optional activity: (TB p. 71)
Completion of the WB exercises to consolidate what has been learnt
Completion of exercises to improve oral and written skills.
RC, WE
RC, WE
IW
IW
WB
WBTB
345’
Warm-up activity: TB p. 72
Development activities (Grammar & Song).Describe people shopping and write sentences using would like and countable and uncountable nounsUse the structures studied in the context of a song.SB, p. 60
- Participation in communicative exchanges to practise the structures learnt in a context of everyday language.
- Learn a song completing it with new words and actions.
RC, OE
.RC, OC, OE,WE
T-P, IW
PW, GW
SBTRPCD
Reinforcement activitiesWB exercises, p. 56
Extension activities:Optional activity TB p.72Cut and make 3 PMB p.38
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
IW
WBTRP
TRP
445’
Warm-up activity.TB p. 73
Development activities (Phonics)Pronounce the sounds /Id/ and /It/ at the end of a wordIdentify words with the sounds /Id/ and /It/ in un chant: child, fieldIdentify the differences between these sounds
SB, p. 61Phonics cards 20-21
- Revision of phonemes studied
- Listen to, repeat and indicate sounds- Listen to and repeat a chant.- Match sounds and letters.
OC, OE
RC, WE, OC
T-P
IW, GW
SBCD
Reinforcement activities-WB exercises, p. 57
Extension activities:-Optional activity: (TB p.73)
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary and its pronunciation
RC, WE
RC, WE
IW
IW
WBTRP
TB
545’
Warm-up activity. TB p.74
Development activities (Skills time!).Leer and Understand a RecipeLocalizar información and Vocabulary específico in atexto.SB, p. 62
- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercises such as completing sentences, etc- Recognise words upon hearing or reading them.
OE
RC, OC, OE
TG
IW, GW, PW
SBCD
Reinforcement activitiesWB exercises, p. 58Extra writing worksheet PMB p.15Extension activities:Optional activity, TB, P. 74
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
PW, GW
WB
TB
645’
Warm-up activity. TB p.73
Development activities (Skills Time!).Listen to and understand specific vocabulary.Act out a dialogue about shopping.Identify and order adjectives of colour or size. SB, p. 63
- Listen to specific vocabulary.- Act out a dialogue about shopping- Identification of adjectives and order according to whether of size or colour.
RC, OC
OC, OE, RC, WE
T-P
IW
SBCD
Reinforcement activitiesWB exercises, p. 59Pair work, TRPExtension activities: Optional activity: TB p.75Test Unit 8 TEB p. 22
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to consolidate oral expression.
Completion of suggested activities
RC, WE
OE, OIOC, OE
WE, OE
IW
PWT-P
GW, IW
WBSB
TRPTB
UNIT 9: WHAT´S THE FASTEST ANIMAL IN THE WORLD?
SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES
1 45’
Warm up. TB, p. 76
Identify different places.SB p.64Flashcards 117-124
Understand a short storySB, p. 64
- Observation of flashcards to introduce vocabulary.- Presentation of the unit contents and plan of
objectives and activities. - Match pictures and words.- Memorisation ofVocabulary
- Introduction of the unit topic and vocabulary : short story about places to visit and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story
OC, OE
RC, OC, OE
RC, OC, OE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Reinforcement activities-WB exercises, p. 60-Wordlist, TB 76
Extension activities:
- Optional activity: Vocabulary, TB p.76
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary
RC, WE
RC, OE
IW
IW, GW
WBTRP
TB
245’
Warm-up activity. TB p.75Development activities: (Grammar)Identify the comparative and superlative form de of short adjectives.Recognise the changes, depending on the word, in the formation of the comparative and superlative of adjectives. Russia is bigger than the UK. The highest mountain in the World is Mount Everest. The fastest animal in the World is the cheetah. Act out the storySB, p. 61
- Read and listen to a text studied in the previous session
- Identification of the communicative purpose of the previous text.
- Learn and use different grammatical structures:- Where does he/she work? He / She
Works in a bank. / Does he/ she work in a shop? Yes, he /she does / No, he/she doesn’t
- Dramatisation of the short story
OC, OE,
RC, OC,
OC, OE
T-P
IW, PW, GW
PW, GW
SB CDTB
Reinforcement activitiesWB exercises, p.61Grammar reference. WB p.118Extension activities:Optional activity: (TB p. 75)
Completion of the WB exercises to consolidate what has been learnt
Completion of exercises to improve oral and written skills.
RC, WE
RC, WE
IW
IW
WB
WBTB
345’
Warm-up activity: Play: Freeze TB p. 78Development activities (Grammar & Song).Ask and answer questions using the superlative.Use the vocabulary and structures studied in the context of a song.SB, p. 66
- Participation in communicative exchanges to practise the structures learnt in a context of everyday language.- Learn a song performing actions
RC, OE
.RC, OC, OE,WE
T-P, IW
PW, GW
SBTRPCD
Reinforcement activitiesWB exercises, p. 62
Extension activities:Optional activity TB p.78
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
IW
WBTRP
TRP
445’
Warm-up activity.TB p. 79
Development activities (Phonics)Pronounce the sounds /nd/, /nt/,/mp/ and as-sociate them with the letters nd, nt and mp: plant, pond, campIdentify these sounds and consonants in a chantSB, p. 67Phonics cards 20-24
- Revision of phonemes studied
- Listen to, repeat and indicate sounds- Listen to and repeat a chant.- Match sounds and letters.
OC, OE
RC, WE, OC
T-P
IW, GW
SBCD
Reinforcement activities-WB exercises, p. 63
Extension activities:-Optional activity: Vocabulary (TB p.79)
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary.
RC, WE
RC, WE
IW
IW
WBTRP
TB
545’
Warm-up activity. TB p.80
Development activities (Skills time!).Read and understand a web page about World RecordsRecognise specific informationSB, p. 68
- Revision of Vocabulary- Learn and reinforce vocabulary and grammatical
structures for the descriptionand completion of suggested exercises such as completing sentences etc.
- Recognition of words upon hearing or reading them to complete comprehension exercise.
OE
RC, OC, OE
TG
IW, GW, PW
SBCD
Reinforcement activitiesWB exercises, p. 64Extra writing worksheet PMB p.16Extension activities:Optional activity, TB, P. 80Cut and make 3 PMB p. 38
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
PW, GW
WB
TB
645’
Warm-up activity. TB p.81
Development activities (Skills Time!).Listen to specific information and match it with the contents of a table.Ask and answer questions about placesIdentify and place adverbs of frequency in the correct place in a sentence.SB, p. 69
- Listen to specific vocabulary and match with the in-formation in a table- Ask and answer questions using the structures and
vocabulary studied. - Placement of adverbs of frequency in the correct
position.
RC, OC
OC, OE, RC, WE
T-P
IW
SBCD
Reinforcement activitiesWB exercises, p. 65Pair work, TRPExtension activities: Optional activity: Communication, TB p.81Values worksheet (Unit 9) PMB p.18 and 19 ( if not done) and TEB p. 23
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to consolidate oral expression.
Completion of suggested activities
RC, WE
OE, OIOC, OE
WE, OE
IW
PWT-P
GW, IW
WBSB
TRPTB
745’
Assessment exercises:Summative Test 3 p. 24TEBSkills Test 3 p.26
Completion of assessment activities from Units 1-9 WE, OE IW TRP
UNIT 10: IN THE PARK!
SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES
1 45’
Warm up. TB, p. 82
Identify different things in a park.SB p.74Flashcards 131-138
Understand a short storySB, p. 74
- Observation of flashcards to introduce vocabulary.- Presentation of the unit contents and plan of
objectives and activities. - Match pictures and words.- Memorisation of Vocabulary
- Introduction of the unit topic and vocabulary : short story about what is happening in a park and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story
OC, OE
RC, OC, OE
RC, OC, OE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Reinforcement activities-WB exercises, p. 68-Wordlist, TB 80-Values 4 worksheets PMB p. 24-25
Extension activities:
- Optional activity: Vocabulary, TB p.82
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary
RC, WE
RC, OE
IW
IW, GW
WBTRP
TB
245’
Warm-up activity. TB p.83
Development activities: (Grammar)Understand and use must and mustn’t to express duty or obligation using the expressions: We must do our homework. They mustn’t talk in class. You must turn off your mobile phone. You mustn’t walk on the grass
Act out the storySB, p. 75
- Read and listen to a text studied in the previous session
- Identification of the communicative purpose of the pervious text.
- Learn and use different grammatical structures:We must do our homework. They mustn’t talk in class. You must turn off your mobile phone. You mustn’t walk on the grass
- Dramatisation of the short story
OC, OE,
RC, OC,
OC, OE
T-P
IW, PW, GW
PW, GW
SB CDTB
Reinforcement activitiesWB exercises, p.69Grammar reference. WB p.114Extension activities:Optional activity: (TB p. 83)
Completion of the WB exercises to consolidate what has been learnt
Completion of exercises to improve oral and written skills.
RC, WE
RC, WE
IW
IW
WB
WBTB
345’
Warm-up activity: TB p. 84
Development activities (Grammar & Song).Identify and write sentences with must and mustn’t to express duty or obligationUse must and mustn’t in the context of a song.SB, p. 76
-Participation in communicative exchanges to practise the structures learnt in a context of everyday language.- Learn a song and perform the actions.
RC, OE
.RC, OC, OE,WE
T-P, IW
PW, GW
SBTRPCD
Reinforcement activitiesWB exercises, p. 70
Extension activities:Optional activity TB p.84
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
IW
WBTRP
TRP
445’
Warm-up activity.TB p. 85
Development activities (Phonics)Pronounce the sound/e.Associate the sound /ewith the letters ay, ai and a_e in words. Tray, train, case…Practise the sound /ein a chantSB, p. 77Phonics cards 22-26
- Revision of phonemes studied
- Listen to, repeat and indicate sounds- Listen to and repeat a chant.- Match sounds and letters.
OC, OE
RC, WE, OC
T-P
IW, GW
SBCD
Reinforcement activities-WB exercises, p. 71
Extension activities:-Optional activity: Vocabulary (TB p.85)
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary.
RC, WE
RC, WE
IW
IW
WBTRP
TB
545’
Warm-up activity. TB p.84
Development activities (Skills time!).Read and understand a fairy story.Identify specific information about a textSB, p. 78
- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercises.
- Recognise words upon hearing or reading them, matching them with the corresponding picture
- Write a description of what happens in the story
OE
RC, OC, OEWE
TG
IW, GW, PW
SBCD
Reinforcement activitiesWB exercises, p. 72Extra writing worksheet PMB p.20Extension activities:Optional activity, TB, P. 86Playscript2: The Gingerbread Man PMB p. 34-35
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
PW, GW
WB
TB
645’
Warm-up activity. TB p.87
Development activities (Skills Time!).Listen to and understand Descriptions of actions.Talk about rules and identify pictures.Use and and or to connect sentences.SB, p. 73
- Listen to specific vocabulary- Talk about the weather using the structures and vocabulary learnt
- Identification of verbs and adjectives in a sentence.
RC, OC
OC, OE, RC, WE
T-P
IW
SBCD
Reinforcement activitiesWB exercises, p. 73Pair work, TRPExtension activities: Optional activity: Communication, TB p.87Cut and make 4, PMB p. 39Test Unit 10 TEB p. 28
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to consolidate oral expression.
Completion of suggested activities
RC, WE
OE, OIOC, OE
WE, OE
IW
PWT-P
GW, IW
WBSB
TRPTB
UNIT 11: IN THE MUSEUM
SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES
1 45’
Warm up. TB, p. 88
Identify different means of transport.SB p.80Flashcards 145-152
Understand a short story SB, p. 80
- Observation of flashcards to introduce vocabulary.- Presentation of the unit contents and plan of
objectives and activities. - Match pictures and words.- Memorisation of Vocabulary .
- Introduction of the unit topic and vocabulary : short story about the visit to a museum and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story
OC, OE
RC, OC, OE
RC, OC, OE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Reinforcement activities-WB exercises, p. 74-Wordlist, TB 88
Extension activities:
- Optional activity: Vocabulary, TB p.88
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary
RC, WE
RC, OE
IW
IW, GW
WBTRP
TB
245’
Warm-up activity. TB p. 89
Development activities: (Grammar)Identify There was/ were to talk about the pastUnderstand expressions in past simple.Identify the use of the quantifiers: lots of, some, any:There was/wasn’t a……in your town fifty years ago. There were lots of…. There weren’t any…SB p. 81Act out the storySB, p. 81
-Read and listen to a text studied in the previous session-Identification of the communicative purpose of the previous text.-Learn and use different grammatical structures:
- There was/wasn’t a……in your town fifty years ago. There were lots of…. There weren’t any…
-Dramatisation of the short story
OC, OE,
RC, OC,
OC, OE
T-P
IW, PW, GW
PW, GW
SB CDTB
Reinforcement activitiesWB exercises, p.75Grammar reference. WB p.114-115Extension activities:Optional activity: (TB p.89)
Completion of the WB exercises to consolidate what has been learnt
Completion of exercises to improve oral and written skills.
RC, WE
RC, WE
IW
IW
WB
WBTB
345’
Warm-up activity: TB p. 90Development activities (Grammar & Song).Describe pictures using structures learnt previously.Use the structures learnt in the context of a song.SB, p. 82
-Participation in communicative exchanges to practise the structures learnt in a context of everyday language.-Learn a song performing actions.
RC, OE
.RC, OC, OE,WE
T-P, IW
PW, GW
SBTRPCD
Reinforcement activitiesWB exercises, p. 76Extension activities:Optional activity TB p.90
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
IW
WBTRP
TRP
445’
Warm-up activity.TB p. 91
Development activities (Phonics)Pronounce the sound /i: / Associate the sound /i:/ with the letters ea,ee and : dream, queen, happyIdentify and repeat the sound /i:/ in a chantSB, p. 83Phonics cards 27-28
- Revision of phonemes studied
- Listen to, repeat and indicate sounds- Listen to and repeat a chant.- Match sounds and letters.
OC, OE
RC, WE, OC
T-P
IW, GW
SBCD
Reinforcement activities-WB exercises, p. 77
Extension activities:-Optional activity: Vocabulary (TB p.91)
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary.
RC, WE
RC, WE
IW
IW
WBTRP
TB
545’
Warm-up activity. TB p.92
Development activities (Skills time!).Read and understand a text about The Vikings.Identify specific information in a textSB, p. 84
- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercises such as reading comprehension
- Recognition of information upon hearing or reading a text.
OE
RC, OC, OE
TG
IW, GW, PW
SBCD
Reinforcement activitiesWB exercises, p. 78Extra writing worksheet PMB p.21Extension activities:Optional activity, TB, P. 92
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
PW, GW
WB
TBTRP
645’
Warm-up activity. TB p.93
Development activities (Skills Time!).Identify what is represented by the pictures which correspond to the recorded conversation about The VikingsTalk about the past using There was / were.Identify the organisation of texts into paragraphsSB, p. 85
- Listen to a dialogue with specific information - Write a description using - Identification of the different paragraphs in a text
RC, OC
OC, OE, RC, WE
T-P
IW
SBCD
Reinforcement activitiesWB exercises, p. 79Pair work, TRPExtension activities: Optional activity: Communication, TB p.93Test Unit 11, TEB p. 29
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to consolidate oral expression.
Completion of suggested activities
RC, WE
OE, OIOC, OE
WE, OE
IW
PWT-P
GW, IW
WBSB
TRPTB
UNIT 12: A CLEVER BABY!
SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES
1 45’
Warm up.TB, p. 94
Identify different adjectives to describe peopleSB p.86Flashcards 159-166
Understand a short story SB, p. 86
- Observation of flash cards to introduce- Presentation of the unit contents and plan of
objectives and activities. - Match pictures and words.- Memorisation of Vocabulary
- Introduction of the unit topic and vocabulary : short story about family photos and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story
OC, OE
RC, OC, OE
RC, OC, OE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Reinforcement activities-WB exercises, p. 80-Wordlist, TB 94
- Extension activities:
- Optional activity: Vocabulary, TB p.94
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary
RC, WE
RC, OE
IW
IW, GW
WBTRP
TB
245’
Warm-up activity. Play: Teacher can’t rememberTB p. 95
Development activities: (Grammar)Recognise and use the forms of the past affirmative and negative of be and haveUsing: I was tall when I was five. He had black hair when he was young…
Act out the storySB, p. 87
- Game: Teacher can’t remember
- Read and listen to a text studied in the previous session
- Identification of the communicative purpose of the previous text.
- Learn and use different grammatical structures:I was tall when I was five. He had black hair when he was young…
- Dramatisation of the short story
OC, OE,
RC, OC,
OC, OE
T-P
IW, PW, GW
PW, GW
SB CDTB
Reinforcement activitiesWB exercises, p.81Grammar reference. WB p.115-116Extension activities:Optional activity: (TB p. 95)
Completion of the WB exercises to consolidate what has been learnt
Completion of exercises to improve oral and written skills.
RC, WE
RC, WE
IW
IW
WB
WBTB
345’
Warm-up activity: Play: Simon saysTB p. 96Development activities (Grammar & Song).Talk about people in past using was /hadUse was and had in the context of a song.SB, p. 88
- Play: Simon says
- Participation in communicative exchanges to practise the structures learnt in a context of everyday language.
- Learn a song performing actions
RC, OE
.RC, OC, OE,WE
T-P, IW
PW, GW
SBTRPCD
Reinforcement activitiesWB exercises, p. 82
Extension activities:Optional activity TB p.96
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
IW
WBTRP
TRP
445’
Warm-up activity.TB p. 97
Development activities (Phonics)Pronounce the sound /a Associate the sound /a with the letters igh, y, and i_eIdentify words which contain the sound /a in a chant :night, sky, smileSB, p. 89Phonics cards 29-30
- Revision of sounds studied
- Listen to, repeat and indicate sounds- Listen to and repeat a chant.- Match sounds and letters.
OC, OE
RC, WE, OC
T-P
IW, GW
SBCD
Reinforcement activities-WB exercises, p. 83
Extension activities:-Optional activity: Vocabulary (TB p.97)
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary.
RC, WE
RC, WE
IW
IW
WBTRP
TB
545’
Warm-up activity. TB p.98
Development activities (Skills time!).Read and understand a poem about family membersFind specific information in a poemSB, p. 90
- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercisescomo respuestas a frases, etc.
- Localización de specific informationpara completar frases
OE
RC, OC, OE
TG
IW, GW, PW
SBCD
Reinforcement activitiesWB exercises, p. 84Extra writing worksheet PMB p. 22Extension activities:Optional activity, TB, P. 98
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
PW, GW
WB
TB
645’
Warm-up activity. TB p.99
Development activities (Skills Time!).Identify people from specific informationTalk about what people were like in the pastIdentify and use and and but to join sentencesSB, p. 91
- Listen to descriptions with specific vocabulary- Write a description using the structures and vocabu-lary studied .- Use of and and but to link sentences
RC, OC
OC, OE, RC, WE
T-P
IW
SBCD
Reinforcement activitiesWB exercises, p. 85Pair work, TRPExtension activities: Optional activity: Communication, TB p.99Values worksheet (Unit 12)PMB p.24 and 25 ( if not done) and TEB p. 30
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to consolidate oral expression.
Completion of suggested activities
RC, WE
OE, OIOC, OE
WE, OE
IW
PWT-P
GW, IW
WBSB
TRPTB
745’
Assessment exercises:Summative Test 4 p. 31 TEBSkills Test 4 p. 33
Completion of assessment activities from Units 1-12 WE, OE IW TRP
UNIT 13: THE ANCIENT EGYPTIANS
SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES
1 45’
Warm up. TB, p. 100
Identify regular verbs in past.Recognise verbs already studied.SB p.96Flashcards 173-180
Understand a short story SB, ps.96
- Observation of flashcards to introduce new verbs- Presentation of the unit contents and plan of
objectives and activities. - Match pictures and words.- Memorisation ofverbos
- Introduction of the unit topic and vocabulary : short story about family members completion of suggested comprehension exercises: - Listen to a text- Read the short story
OC, OE
RC, OC, OE
RC, OC, OE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Reinforcement activities-WB exercises, p. 88-Wordlist, TB 100
Extension activities:- Optional activity: Vocabulary,
TB p.100- Cut and make 5, PMB p.40
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary
RC, WE
RC, OE
IW
IW, GW
WBTRP
TB
245’
Warm-up activity. TB p. 101Development activities: (Grammar)Understand the formation of the past simple of regular verbs in affirmative and negative form:They lived 5.000 years ago. They didn’t cook pizza
Act out the storySB, p. 97
.
- Read and listen to a text studied in the previous session
- Identification of the communicative purpose of the previous text.
- Learn and use different grammatical structures:They lived 5.000 years ago. They didn’t cook pizza
- Dramatisation of the short story
OC, OE,
RC, OC,
OC, OE
T-P
IW, PW, GW
PW, GW
SB CDTB
Reinforcement activitiesWB exercises, p.89Grammar reference. WB p.116Extension activities:Optional activity: (TB p. 101)
Completion of the WB exercises to consolidate what has been learnt
Completion of exercises to improve oral and written skills.
RC, WE
RC, WE
IW
IW
WB
WBTB
345’
Warm-up activity: TB p. 102
Development activities (Grammar & Song).Talk using the past simple of regular verbs. Write about what they have or haven’t done.Use the past in the context of a song.SB, p. 98
-Participation in communicative exchanges to practise the structures learnt in a context of everyday language.-Learn a song performing actions
RC, OE
.RC, OC, OE,WE
T-P, IW
PW, GW
SBTRPCD
Reinforcement activitiesWB exercises, p. 90
Extension activities:Optional activity TB p. 102
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
IW
WBTRP
TRP
445’
Warm-up activity.TB p. 103
Development activities (Phonics)Pronounce the sound /ə Associate the sound /ə with the letters ow, oa and o_e in words : snow, coat, noseIdentify words which have the sound /əin a chant.SB, p. 99Phonics cards 31,32 and 35-38
- Revision of phonemes studied.
- Listen to, repeat and indicate sounds- Listen to and repeat a chant.- Relation between sounds, letters and words.
OC, OE
RC, WE, OC
T-P
IW, GW
SBCD
Reinforcement activities-WB exercises, p. 91
Extension activities:-Optional activity: Vocabulary (TB p.103)
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary.
RC, WE
RC, WE
IW
IW
WBTRP
TB
545’
Warm-up activity. TB p.104
Development activities (Skills time!).Read and understand a text about papyrus.Find specific information in a textSB, p. 100
- Learn and reinforce vocabulary and grammatical structures for the descriptionand completion of suggested exercises such as completing tables, sentences etc.
- Recognition of specific information in a text .
OE
RC, OC, OE
GW
IW, GW, PW
SBCD
Reinforcement activitiesWB exercises, p. 92
Extension activities:Optional activity, TB, P. 104
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
PW, GW
WB
TB
645’
Warm-up activity. TB p.105
Development activities (Skills Time!).Identify and number pictures about past events after listening to specific information.Ask and answer questions about what is happening in the pictures.Match paragraphs with the subject they refer to.SB, p. 101
- Audición de información específica- Write sentences using the structures and vocabu-lary learnt. - Asociación de párrafos con el tema al que hacen referencia.
RC, OC
OC, OE, RC, WE
T-P
IW
SBCD
Reinforcement activitiesWB exercises, p. 93Pair work, TRPExtension activities: Optional activity: Communication, TB p.105Test Unit 3, TEB p. 35
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to consolidate oral expression.
Completion of suggested activities
RC, WE
OE, OIOC, OE
WE, OE
IW
PWT-P
GW, IW
WBSB
TRPTB
UNIT 14: DID YOU HAVE A GOOD DAY AT SCHOOL?
SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES
1 45’
Warm up.TB, p. 106
Identify different objects related to school.SB p.102Flashcards 187-194
Understand a short storySB, p. 102
- Observation of flashcards to introduce vocabulary.- Presentation of the unit contents and plan of
objectives and activities. - Match pictures and words.- Memorisation ofVocabulary.
- Introduction of the unit topic and vocabulary : short story about school, completion of suggested comprehension exercises: - Listen to a text- Read the short story
OC, OE
RC, OC, OE
RC, OC, OE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Reinforcement activities-WB exercises, p. 94-Wordlist, TB 106- Values 5 worksheets PMB p.30-31
Extension activities:
- Optional activity: Vocabulary, TB p.106
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary
RC, WE
RC, OE
IW
IW, GW
WBTRP
TB
245’
Warm-up activity. TB p. 107Development activities: (Grammar)Understand the formation of the past simple interrogative and short answers.Revise interrogative particles: What, When and WhereWrite short answers using the past: Did you have a good day? Yes, I did. / No, I didn’t. What did you watch last night? A film.Act out the storySB, p. 103
- Read and listen to a text studied in the previous session
- Identification of the communicative purpose of the previous text.
- Learn and use different grammatical structures:I Did you have a good day? Yes, I did. / No, I didn’t. What did you watch last night? A film.
- Dramatisation of the short story
OC, OE,
RC, OC,
OC, OE
T-P
IW, PW, GW
PW, GW
SB CDTB
Reinforcement activitiesWB exercises, p.95Grammar reference. WB p.117Extension activities:Optional activity: (TB p. 107)
Completion of the WB exercises to consolidate what has been learnt
Completion of exercises to improve oral and written skills.
RC, WE
RC, WE
IW
IW
WB
WBTB
345’
Warm-up activity: TB p.108Development activities (Grammar & Song).Ask and answer written and oral questions in past using Wh- questionsUse the past in the context of a song.SB, p. 104
.
- Participation in communicative exchanges to practise the structures learnt in a context of everyday language.
- Learn a song using adjectives and verbs in the past
RC, OE
.RC, OC, OE,WE
T-P, IW
PW, GW
SBTRPCD
Reinforcement activitiesWB exercises, p. 96
Extension activities:Optional activity TB p.108
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
IW
WBTRP
TRP
445’
Warm-up activity.TB p. 109
Development activities (Phonics)Pronounce the sound /u:/Associate the sound /u:/ with the letters oo, ue and u_e in words: moon, blue, tubeIdentify this sound in a chantSB, p. 105
- Revision of phonemes studied
- Listen to, repeat and indicate sounds- Listen to and repeat a chant.- Match sounds and letters within a word
OC, OE
RC, WE, OC
T-P
IW, GW
SBCD
Reinforcement activities-WB exercises, p. 97
Extension activities:-Optional activity: Vocabulary (TB p.109)
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary.
RC, WE
RC, WE
IW
IW
WBTRP
TB
545’
Warm-up activity. TB p.110
Development activities (Skills time!).Read and understand a school magazine article about a camping trip.Recognise specific information.SB, p. 106
- Revision de Vocabulary and estructuras trabajadas- Learn and reinforce vocabulary and grammatical
structures for the descriptionand completion of suggested exercisescomo acabado de frases, etc.
- Recognise words upon hearing or reading them.
OE
RC, OC, OE
GW
IW, GW, PW
SBCD
Reinforcement activitiesWB exercises, p. 98Extra writing worksheet PMB p. 27Extension activities:Optional activity, TB, P. 110
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
PW, GW
WB
TB
645’
Warm-up activity. TB p.111
Development activities (Skills Time!).Listen to specific information and number the picturesTalk about what happened to the boys the previous week.Identify particles which indicate the order of events: First, Then, Next and FinallySB, p. 107
.
- Listen to specific vocabulary- Realización de frases sobre como estaban vestidos los personajes.- Identification of the particles: First, Then, Next and Finally.
RC, OC
OC, OE, RC, WE
T-P
IW
SBCD
Reinforcement activitiesWB exercises, p. 99Pair work, TRPExtension activities: Optional activity: Communication, TB p.111Test Unit 14, TEB p. 36
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to consolidate oral expression.
Completion of suggested activities
RC, WE
OE, OIOC, OE
WE, OE
IW
PWT-P
GW, IW
WBSB
TRPTB
UNIT 15: OUR HOLIDAY!
SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES
1 45’
Warm up. TB, p. 112
Identify things related to holidaysSB p.108Flashcards 201-208
Understand a short story SB, p. 108
- Observation of flashcards to introduce vocabulary.- Presentation of the unit contents and plan of
objectives and activities. - Match pictures and words.- Memorisation of Vocabulary.
- Introduction of the unit topic and vocabulary : short story about holidays and family members, completion of suggested comprehension exercises: - Listen to a text- Read the short story
OC, OE
RC, OC, OE
RC, OC, OE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Reinforcement activities-WB exercises, p. 100-Wordlist, TB 112
Extension activities:
- Optional activity: Vocabulary, TB p.112
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary
RC, WE
RC, OE
IW
IW, GW
WBTRP
TB
245’
Warm-up activity. Play: A long sentence TB p.113Development activities: (Grammar)Understand and use the form be going to + verb, in affirmative, negative and short answers, to talk about plans and future intentions:He’s going to play basketball tomorrow. Are you going to swim on the sea? Yes, I am./ No I’m not
Act out the storySB, p. 109
- Game: Play: A long sentence
- Read and listen to a text studied in the previous session
- Identification of the communicative purpose of the previous text.
- Learn and use different grammatical structures:He’s going to play basketball tomorrow. Are you going to swim on the sea? Yes, I am./ No I’m not
- Dramatisation of the short story
OC, OE,
RC, OC,
OC, OE
T-P
IW, PW, GW
PW, GW
SB CDTB
Reinforcement activitiesWB exercises, p.101Grammar reference. WB p.118Extension activities:Optional activity: (TB p. 113)
Completion of the WB exercises to consolidate what has been learnt
Completion of exercises to improve oral and written skills.
RC, WE
RC, WE
IW
IW
WB
WBTB
345’
Warm-up activity: Play: Freeze! TB p. 114
Development activities (Grammar & Song).Ask and answer questions about what people are going to take on holiday.Use the form be going to + verb in the context of a song.SB, p. 110
- Play: Freeze!
- Participation in communicative exchanges to practise the structures learnt in a context of everyday language.- Aprendizaje de a songcon las acciones correspondientes
RC, OE
.RC, OC, OE,WE
T-P, IW
PW, GW
SBTRPCD
Reinforcement activitiesWB exercises, p. 102
Extension activities:Optional activity TB p.114
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
IW
IW
WBTRP
TRP
445’
Warm-up activity.TB p. 115
Development activities (Phonics)Pronounce the sound // .Associate the sound // with the letters oo en words: book, wool, woodIdentify the words which have this sound in a chant
SB, p. 111Phonics cards 35-36
- Revision of phonemes studied
- Listen to, repeat and indicate sounds- Listen to and repeat a chant.- Match sounds and letters.
OC, OE
RC, WE, OC
T-P
IW, GW
SBCD
Reinforcement activities-WB exercises, p. 103
Extension activities:-Optional activity: Vocabulary (TB p.115)
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to recycle and extend vocabulary.
RC, WE
RC, WE
IW
IW
WBTRP
TB
545’
Warm-up activity.TB p.116
Development activities (Skills time!).Read and understand a postcard.Recognise specific information about the plans of the person who sent itSB, p. 112
- Learn and reinforce vocabulary and grammatical structures for the description
y realización de los ejercicios propuestos para ello.
- Recognition of information upon listening to and reading a text
OE
RC, OC, OE
GW
IW, GW, PW
SBCD
Reinforcement activitiesWB exercises, p. 104Extra writing worksheet PMB p.28Extension activities:Optional activity, TB, P. 116
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to extend grammatical knowledge
RC, WE
RC, WE
GW
PW, GW
WB
TB
645’
Warm-up activity. Play: Simon says TB p.117
Development activities (Skills Time!).Understand a conversation about some young people’s holiday plans. Ask and answer questions about their plans for next weekIdentify structures to start or finish an email or a letterSB, p. 113
- Play: Simon says
- Listen to specific information.- Write sentences using the past, the structures and vocabulary learnt.- Recognition and use of structures to begin and end
an email or a letter.
RC, OC
OC, OE, RC, WE
T-P
IW
SBCD
Reinforcement activitiesWB exercises, p. 105Pair work, TRPExtension activities: Optional activity: Communication, TB p.117Values worksheet (Unit 15)PMB p.30-31 ( if not done ) and TEB p. 37
Completion of exercises to reinforce and consolidate what has been learnt.
Completion of exercises to consolidate oral expression.
Completion of suggested activities
RC, WE
OE, OIOC, OE
WE, OE
IW
PWT-P
GW, IW
WBSB
TRPTB
745’
Assessment exercises:Summative Test 5 p. 38 TEBSkills Test 5 p.40
Completion of assessment activities from Units 1-15 WE, OE IW TRP
CULTURE: THE UNITED KINGDOM
SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES
1 45’
Warm up. TB, p. 118
Identify the countries, flags and capitals of the UKIdentify famous places in those capitals.Talk about where they are from.
TB p 118 SB p. 120 and 121
- Identification on a map of countries, flags and capitals.
- Read the descriptions of different people and complete the sentences
- Ask questions to obtain information and write a description of themselves or another.
OC, OE
RC, OC, OE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Reinforcement and extension activities
- Optional activity: Vocabulary, TB p.118
- Culture note: The UK and Great Britain TB p. 118
Completion of exercises to recycle and extend vocabulary
EO, RC, WE
IW
GW
WBTRP TB
CULTURE: SCHOOL LIFE
SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES
1 45’
Warm up. TB, p. 119
Learn about life in schools in the UK
Talk about their school and favourite subjects
TB p 119 SB p. 122-123
- Listen to and read short texts to obtain information and complete sentences.- Write a description of their school
- Design the uniform they would like.
OC, OE
RC, OC, OE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Reinforcement and extension activities
- Optional activity: Vocabulary, TB p.119
- Culture note: Primary Schools in the UK TB p.119
Completion of exercises to recycle and extend vocabulary
EO, RC, WE
IW
GW
WBTRP TB
FESTIVAL: CHRISTMAS AROUND THE WORLD
SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES
1 45’
Warm up. TB, p. 120
Learn how festivals are celebrated in other countries of the world.Sing a traditional carol.Read and understand a text.
SB p.124-125
- Identification of vocabulary studied.
- Listen to and read short texts about Christmas in other countries
- Sing a traditional carol.- Make a Christmas card.
OC, OE
RC, OC, OE
WE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Reinforcement and extension activities:
- Optional activity:, TB p.120- Culture note: Christmas in other
countries and ‘Silent Night’ carol TB p. 120
Completion of exercises to recycle and extend vocabulary
EO,RC, WE IW
IW, GW
WBTRP
TB
FESTIVAL : MAY DAY
SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES
1 45’
Warm up. TB, p. 121
Learn about May Day in the UKRevise the time talking about the events of May Day
SB p.126-127
- Listen to and understand texts about this celebration.- Use times to talk about different events.
- Make a collage referring to May Day
OC, OE
RC, OC, OE
WE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Reinforcement activities:
- Optional activity:, TB p.121- Culture note: May Day origins
and celebrations TB p. 121
Completion of exercises to recycle and extend vocabulary
EO,RC, WE IW
IW, GW
WBTRP
TB
EXTENSIVE READING
SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIALES
1 45’ Read and understand different kinds of text.
Answer questions about the texts read
SB p.28-29, 50-51,72-73, 94-95 and 118-119
TB p. 126-127
- Read texts
- Write sentences in response to texts read.
OC, OE
RC, OC, OE
WE
T-P, IW
T-P
IW, GW, PW
TRP SBCD
Annex I THE DEVELOPMENT OF KEY COMPETENCES USING FAMILY AND FRIENDS 3
STARTER UNIT: MY FAMILY
Class Book Workbook Teacher’s book Photocopy Master Book
MultiROM
Linguistic competence
All the activities All the activities All the activities All the activities
Mathematical competence
P. 7: Listen, point and repeat; Write the answers
P. 7: Match; Write the next number; Write in words and complete the sums
Lesson 4: Lead-in; Listen, point and repeat 1 & 2 + Optional activities; Write the answers
Competence in knowledge of and interaction with the physical world
P. 4: Find and circle the family words in red and the numbers in blue. Then write two lists.
Data processing and digital competence
All the activities
Social and civic competence
P. 6: Ask and answer about you Lesson 1: WarmerLesson 3: Ask and answer about you
Cultural and artistic competence
P. 6: Song Lesson 1: WarmerLesson 3: SongLesson 4: Warmer
Songs
Learning-to-learn All the activities All the activities All the activities All the activities
Autonomy and personal initiative
Pag. 4: Read and write the namesP. 5: Read and write True or
P. 4: Look at the pictures and write the sentencesP. 5: Circle the correct word; Write;
Lesson 1: Warmer + Optional activity; Optional activity –Teacher
Games
False; Write; Read and write True or FalseP. 6: Ask and answer about youP. 7: Write the answers
Write was or wereP. 6: Complete the words; Write the next month; Write about you
can’t remember–; Read and write the names; Listen and checkLesson 2: Warmer; Lead-in + Optional activity; Read and write True or False; Write + Optional activity; Read and write True or False + Optional activity Lesson 3: Warmer; Lead-in; Ask and answer about you + Optional activity; Optional activity –Play Forwards and Backwards–Lesson 4: Optional activity –Choose a number–; Write the answers
Unit 1: THEY’ RE FROM AUSTRALIA
Class Book Workbook Teacher’s book Photocopy Master Book
MultiROM
Linguistic competence
All the activities All the activities All the activities All the activities All the activities
Mathematical competence
Competence in knowledge of and interaction with the physical world
P. 8: FlagsP. 9: Read and write a or b
P. 8: Write about different countries Lesson 1: Lead-in; Listen, point and repeat + Optional activity; Optional activity –Cut and make–Lesson 2: Warmer; Optional activity –Countries flashcards–
P. 2: Where is it summer in December and winter in August?; Look and completeP. 36: Flags of the world
Data processing and digital competence
P. 108: Grammar Time All the activities
Social and civic competence
P. 10: Ask and answerP. 13: Speaking
Lesson 2: Point and sayLesson 6: Ask and answer about you
Cultural and artistic competence
P. 8: StoryP. 9: Act; Let’s learn!P. 10: Song; Sing and doP. 11: ChantP. 12: Read the storyP. 13: Writing
Lesson 1: Lead-in; Listen and read; Optional activity –Cut and make–Lesson 2: Warmer; Act; Optional activity –Countries flashcards–Lesson 3: Song; Sing and do + Optional activityLesson 4: Warmer; Sounds; Chant + Optional activity; Read the chant, say the words and write Lesson 5: Listen and read; Read again and put the sentences in the correct
P. 2: Draw the flag; What about you?P. 36: Flags of the world
Songs and phonics
order + Optional activity; Optional activity –The Selfish Giant–Lesson 6: Warmer; Lead-in; Culture note
Learning-to-learn All the activities All the activities All the activities All the activities All the activities
Autonomy and personal initiative
P. 9: Read and write a or b; WriteP. 10: Think of a boy or a girl; Ask and answer; Write about three people; Sing and doP. 11: Write the beginning lettersP. 12: Describe what’s happening in the pictures below; Read and put the sentences in the correct orderP. 13: Listening; Speaking; Writing
P. 8: Write; Write about youP. 9: GrammarP. 10: Read and write; Write about you and your friends; Write P. 11: PhonicsP. 12: ReadingP. 13: Writing; My WritingP. 108: Grammar Time
Lesson 1: Warmer; Lead-in; Optional activity –Quick Flash–; Listen and read + Optional activityLesson 2: Lead-in; Story actions; Look and say; Read and write a or b; Write + Optional activityLesson 3: Warmer; Lead-in; Write about three people + Optional activity; Sing and do; Song actions + Optional activitiesLesson 4: Lead-in; Read the chant, say the words and write; Write the beginning letters + Optional activityLesson 5: Warmer; Lead-in; Describe what’s happening in the pictures below; Listen and read; Read again and put the sentences in the correct order + Optional activityLesson 6: Warmer; Lead-in + Optional activity; Listen and write a, b or c; Ask and answer about you; Write the sentences with capital letters
P. 2: Complete the puzzle; Look and complete
Word, Phonics and Grammar Games
Unit 2: MY WEEKEND
Class Book Workbook Teacher’s book Photocopy Master Book
MultiROM
Linguistic competence
All the activities All the activities All the activities All the activities
Mathematical competence
Competence in knowledge of and interaction with the physical world
Data processing and digital competence
P. 108-109: Grammar Time All the activities
Social and civic competence
P. 16: Ask and answerP. 19: Speaking
Lesson 2: Think of a boy, ask and answer; Optional activity –Hobbies flashcards–Lesson 6: Ask and answer
Cultural and artistic competence
P. 14: StoryP. 15: Act; Let’s learnP. 16: Song; Sing and doP. 17: Magic e; ChantP. 18: Read the penfriends websiteP. 19: Writing
P. 19: Who are these emails for? Lesson 1: Warmer; Listen and read; Culture noteLesson 2: Lead-in; ActLesson 3: Song; Sing and do + Optional activityLesson 4: Warmer; Sounds; Chant + Optional activity; Read the chant, say the words and write Lesson 5: Listen and read; Read again and answer the questions + Optional activity; Optional activity –Make a poster–Lesson 6: Warmer
P. 3: What do you like? Songs and phonics
Learning-to-learn All the activities All the activities All the activities All the activities All the activities
Autonomy and personal initiative
P. 15: Read and write True or False; WriteP. 16: Think of a boy; Ask and answer; Write about a boy; Sing and doP. 17: Complete the wordsP. 18: Where are the children from?; Read and answer the questionsP. 19: Listening; Speaking; Writing
P. 14: Number the pictures; WriteP. 15: GrammarP. 16: Match the questions and the answers; Write about you; Write P. 17: PhonicsP. 18: ReadingP. 19: Writing; My WritingP. 108-109: Grammar Time
Lesson 1: Warmer; Lead-in; Optional activity –A Long Sentence–; Listen and read + Optional activity; Optional activity –Hobbies flashcards–Lesson 2: Warmer; Lead-in; Story actions; Look and say + Optional activity; Read and write True or False; Write + Optional activityLesson 3: Warmer; Lead-in; Think of a boy, ask and answer; Write about a boy + Optional activity; Sing and do; Song actions Lesson 4: Lead-in; Read the chant, say the words and write; Complete the words + Optional activityLesson 5: Warmer; Lead-in; Where are the children from?; Listen and read; Read again and answer the questions + Optional activityLesson 6: Warmer; Lead-in; Listen and match; Ask and answer; Write the short form + Optional activities
P. 3: What do they like?; Look and write
Word, Phonics and Grammar Games
Unit 3: MY THINGS
Class Book Workbook Teacher’s book Photocopy Master Book
MultiROM
Linguistic competence
All the activities All the activities All the activities All the activities All the activities
Mathematical competence
Competence in knowledge of and interaction with the physical world
P. 109-110: Grammar Time
Data processing and digital competence
All the activities
Social and civic competence
P. 22: Ask and answerP. 25: Speaking
Lesson 2: Values 1Lesson 3: Ask and answerLesson 6: Look at the pictures, ask and answer
Cultural and artistic competence
P. 20: StoryP. 21: Act; Let’s learn!P. 22: Song; Sing and doP. 23: ChantP. 24: Read the school projectP. 25: Writing
P. 22: Read the song in the C.B. P. 25: Tom’s collection
Lesson 1: Listen and read; Culture noteLesson 2: ActLesson 3: Song; Sing and do + Optional activityLesson 4: Sounds; Chant + Optional activity; Read the chant, say the words and write Lesson 5: Warmer; Listen and read; Read again and write; Culture noteLesson 6: Warmer
P. 4: Have you got a collection?
Songs and phonics
Learning-to-learn All the activities All the activities All the activities All the activities All the activities
Autonomy and P. 21: Write P. 20: Match; Write Lesson 1: Warmer; Lead- P. 4: Write the words; Word, Phonics and
personal initiative P. 22: Ask and answer; Close your book and write three questions; Sing and doP. 23: Say the words with ar; Match the words and rhymeP. 24: Describe what’s happening in the pictures below; Read and writeP. 25: Listening; Speaking; Writing
P. 21: GrammarP. 22: Write the questions; Read the song and writeP. 23: PhonicsP. 24: ReadingP. 25: Writing; My WritingP. 110: Grammar Time
in; Optional activity –My Things–; Listen and read + Optional activity Lesson 2: Warmer; Lead-in; Story actions; Look and say; Write; Write + Optional activityLesson 3: Warmer; Lead-in; Ask and answer; Write three questions + Optional activity; Sing and do; Song actions Lesson 4: Warmer; Lead-in; Read the chant, say the words and write; Match the words that rhyme and write + Optional activityLesson 5: Warmer; Lead-in; Optional activity –What’s missing–; Describe what you can see in the pictures below; Listen and read; Read again and write + Optional activityLesson 6: Warmer; Lead-in; Listen and match + Optional activity; Look at the pictures, ask and answer; Write the punctuation marks + Optional activity
Rearrange the words Grammar Games
Units 1–3: Review
Class Book Workbook Teacher’s book Photocopy Master Book
Linguistic competence
All the activities All the activities All the activities
Mathematical competence
Competence in knowledge of and interaction with the physical world
P. 26: Read and write True or False
P. 26: Circle the odd-one-out
Data processing and digital competence
Social and civic competence
P. 6-7: Helpful and safe behaviour
Cultural and artistic competence
P. 28: Extensive reading – Swiss Family RobinsonP. 29: Extensive reading – Families around the world
Extensive Reading – Family–: Look at the text
Learning-to-learn All the activities All the activities All the activities
Autonomy and personal initiative
P. 26-27: Review 1P. 28: Where are the people? What are they doing?; Read and write True or FalseP. 29: Where do you think the children are from? What do you think they do every day?; Read and answer to the questions
P. 26-27: Review 1 Extensive Reading – Family–: Where are the people? What are they doing?; Read and write True or False; Where do you think the children are from? What do you think they do every day?; Read and answer to the questions
P. 5: Read and circle; Match and write the contradictions; Add punctuation marksP. 6: Who’s being helpful?; What can they say?P. 7: Match the beginnings and the ends of the sentences; Who says it?
Unit 4: WE’RE HAVING FUN AT THE BEACH!
Class Book Workbook Teacher’s book Photocopy Master Book
MultiROM
Linguistic competence
All the activities All the activities All the activities All the activities All the activities
Mathematical competence
Competence in knowledge of and interaction with the physical world
P. 34: Dolphin Dreams
Data processing and digital competence
P. 110: Grammar Time All the activities
Social and civic competence
P. 35: Speaking Lesson 6: Ask and answer about you
Cultural and artistic competence
P. 30: StoryP. 31: Act; Let’s learn!P. 32: Song; Sing and doP. 33: ChantP. 34: Read the holiday brochureP. 35: Writing
P. 30: Read the song in the C.B. P. 33: Postcard
Lesson 1: Listen and read; Culture note; Optional activity –Cut and make–Lesson 2: ActLesson 3: Song; Sing and do + Optional activityLesson 4: Warmer; Sounds; Chant + Optional activity; Read the chant, say the words and write Lesson 5: Listen and read; Read again and writeLesson 6: Warmer; Culture note
P. 8: What’s your favourite sport?P. 37: Optical illusion
Songs and phonics
Learning-to-learn All the activities All the activities All the activities All the activities All the activities
Autonomy and personal initiative
P. 31: Read and match; WriteP. 32: Look and say; Write about one of the pictures; Sing and do
P. 28: Number the picture; WriteP. 29: GrammarP. 30: Match; Read the song and put
Lesson 1: Warmer; Lead-in; Listen, point and repeat + Optional activity; Listen
P. 8: Unscramble and write; Look and correct the sentences
Word, Phonics and Grammar Games
P. 33: Say the words with all; Complete the wordsP. 34: What can you do with the dolphins?; Read and writeP. 35: Listening; Speaking; Writing
the lines in the correct orderP. 31: PhonicsP. 32: ReadingP. 33: Writing; My WritingP. 110: Grammar Time
and read + Optional activity Lesson 2: Warmer; Lead-in; Story actions; Look and say + Optional activity; Read and match; Write + Optional activityLesson 3: Warmer; Lead-in; Look and say; Write about one of the pictures + Optional activity; Sing and do; Song actions Lesson 4: Warmer; Lead-in; Read the chant, say the words and write; Complete the words + Optional activityLesson 5: Warmer; Lead-in; Optional activity –A dolphin–; What can you do with the dolphins?; Listen and read; Read again and write + Optional activityLesson 6: Lead-in; Listen and write the numbers + Optional activity; Ask and answer about you + Optional activity; Write the correct form of the verb + Optional activity
Unit 5: A NAUGHTY MONKEY!
Class Book Workbook Teacher’s book Photocopy Master Book
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Linguistic competence
All the activities All the activities All the activities All the activities All the activities
Mathematical competence
Competence in knowledge of and interaction with the physical world
Data processing and digital competence
P. 111: Grammar Time All the activities
Social and civic competence
P. 38: Ask and answerP. 41: Speaking
Lesson 1: Values 2Lesson 3: Think of a girl, ask and answerLesson 6: Look at the pictures, ask and answer
Cultural and artistic competence
P. 36: StoryP. 37: Act; Let’s learn!P. 38: Song; Sing and doP. 39: ChantP. 40: Read the storyP. 41: Writing
P. 38: Read the text in the C.B.
Lesson 1: Listen and read; Culture noteLesson 2: Warmer; ActLesson 3: Song; Sing and do + Optional activityLesson 4: Warmer; Sounds; Chant; Read the chant, say the words and write Lesson 5: Warmer; Listen and read; Read again and write; Optional activity –A play–Lesson 6: Optional activity –Read out the story–
P. 9: What’s your favourite animal?
Songs and phonics
Learning-to-learn All the activities All the activities All the activities All the activities All the activities
Autonomy and P. 37: Write a or b; Write P. 34: Find and circle the Lesson 1: Warmer + Optional activity; P. 9: Look and match; Word, Phonics and
personal initiative P. 38: Think of a girl then ask and answer; Write about a girl; Sing and doP. 39: Say the words with or and aw; Complete the words with or and awP. 40: Describe what’s happening in the pictures below; Read and writeP. 41: Listening; Speaking; Writing
animal words; WriteP. 35: GrammarP. 36: Look and write; Read and write the answersP. 37: PhonicsP. 38: Reading; Read and put the sentences in the correct orderP. 39: Writing; My WritingP. 111: Grammar Time
Lead-in; Optional activity –What can you see?–; Listen and read Lesson 2: Warmer; Lead-in; Story actions; Look and say + Optional activity; Read and write a or b; Write + Optional activityLesson 3: Warmer; Lead-in; Think of a girl, ask and answer; Write about a girl + Optional activity; Sing and do; Song actions + Optional activity Lesson 4: Warmer; Lead-in; Read the chant, say the words and write + Optional activity; Match the odd-one-out; Complete the wordsLesson 5: Warmer; Lead-in; Describe what’s happening in the pictures below; Listen and read; Read again and write + Optional activityLesson 6: Warmer; Lead-in; Listen and put the pictures in the correct order; Look at the pictures, ask and answer + Optional activity; Write the speech marks; Optional activity –Write verbs–
Look and write questions and answers
Grammar Games
Unit 6: JIM’S DAY
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Linguistic competence
All the activities All the activities All the activities All the activities All the activities
Mathematical competence
P. 44: What time…? P. 10: Match the clocks and the pictures
Competence in knowledge of and interaction with the physical world
Data processing and digital competence
P. 111-112: Grammar Time
All the activities
Social and civic competence
P. 44: Ask and answerP. 47: Speaking
Lesson 3: Ask and answerLesson 6: Ask and answer about you
Cultural and artistic competence
P. 42: StoryP. 43: Act; Let’s learn!P. 44: Song; Sing and doP. 45: ChantP. 46: Read the websiteP. 47: Writing
P. 42: Read the song in the C.B.
Lesson 1: Listen and read; Culture noteLesson 2: ActLesson 3: Optional activity –Make a poster–; Song; Sing and do + Optional activityLesson 4: Warmer; Sounds; Chant; Read the chant, say the words and write Lesson 5: Warmer; Listen and read; Read again, answer the questions and write; Culture noteLesson 6: Warmer
P. 10: What do you do every day?
Songs and phonics
Learning-to-learn All the activities All the activities All the activities All the activities All the activities
Autonomy and personal initiative
P. 43: Write a or b; WriteP. 44: Write about Tom; Sing and do
P. 40: Match; WriteP. 41: GrammarP. 42: Write about Tom;
Lesson 1: Warmer; Lead-in; Optional activity –Daily Routines–; Optional activity –How do you come to
P. 10: Match and write about Jim; Write questions and answers
Word, Phonics and Grammar Games
P. 45: Say the words with oy and oi; Choose and writeP. 46: Where does Ellie live?; Read and answer the questionsP. 47: Listening; Speaking; Writing
Read the song and put the lines in the correct orderP. 43: PhonicsP. 44: ReadingP. 45: Writing; My WritingP. 111-112: Grammar Time
school?–; Listen and read + Optional activity Lesson 2: Warmer; Lead-in; Story actions; Look and say + Optional activity; Read and write a or b; WriteLesson 3: Warmer; Lead-in; Ask and answer; Write about Tom; Sing and do; Song actions Lesson 4: Warmer; Lead-in; Read the chant, say the words and write + Optional activity; Choose and write + Optional activityLesson 5: Warmer; Lead-in; Optional activity –At the weekend–; Where does Ellie live?; Listen and read; Read again, answer to questions and write Lesson 6: Warmer; Lead-in; Ask and answer about you; Read and write the proper nouns + Optional activity
Units 4–6: Review
Class Book Workbook Teacher’s book Photocopy Master Book
Linguistic competence
All the activities All the activities All the activities
Mathematical competence
Competence in knowledge of and interaction with the physical world
P. 46-47: Review 2 – Circle the odd-one-out
P. 12-13: Respecting nature
Data processing and digital competence
P. 112: Grammar Time
Social and civic competence
P. 12: Complete the tableP. 13: What’s safe? What’s dangerous?
Cultural and artistic competence
P. 50: Extensive reading – White FangP. 51: Extensive reading – Flocke the polar bear
Extensive Reading – Animals–: Read the text
P. 13: Make a poster about being safe and respecting nature
Learning-to-learn All the activities All the activities All the activities
Autonomy and personal initiative
P. 48-49: Review 2P. 50: What is the wolf doing?; Read and match the sentence halvesP. 51: Where is the polar bear?; Read and write True or False
P. 46-47: Review 2 Extensive Reading – Animals–: Look at the picture; What is the wolf doing?; Read and match the sentence halves; Where is the polar bear?; Read and write True or False
P. 11: Read and circle the proper nouns; Read and complete the sentences; Underline what Ellen says; Copy what Ellen says and write the speech marksP. 12: Look and write the numbersP. 13: Write and draw
Unit 7: PLACES TO GO!
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Linguistic competence
All the activities All the activities All the activities All the activities All the activities
Mathematical competence
Competence in knowledge of and interaction with the physical world
Data processing and digital competence
P. 112: Grammar Time All the activities
Social and civic competence
P. 57: Speaking Lesson 3: Ask and answerLesson 6: Ask and answer about you
P. 14: Where do you go?
Cultural and artistic competence
P. 52: StoryP. 53: Act; Let’s learn!P. 54: Song; Sing and doP. 55: ChantP. 56: Read the film reviewP. 57: Writing
P. 50: Read the song in the C.B. P. 52: Read the text in the C.B
Lesson 1: Warmer; Culture note; Listen and read + Optional activityLesson 2: ActLesson 3: Warmer; Song; Sing and do + Optional activityLesson 4: Warmer; Sounds; Chant; Read the chant, say the words and write + Optional activity; Optional activity –Phonics poster–Lesson 5: Warmer; Listen and read; Read again and answer the questions
Songs and phonics
Learning-to-learn All the activities All the activities All the activities All the activities All the activities
Autonomy and personal initiative
P. 53: Read and write True or False; WriteP. 54: Think of a boy or a girl then look and say; Write about Billy, Ben or Jenny; Sing and doP. 55: Say the words with ow and
P. 48: Order the letters and write the words; Where are the people?P. 49: GrammarP. 50: Write; Write True or False about you; Read the
Lesson 1: Lead-in; Listen and read; Optional activity –Memory Game–Lesson 2: Warmer; Lead-in; Story actions; Look and say; Read and write True or False; WriteLesson 3: Lead-in; Think of a boy or a
P. 14: Join and write the words on the street; Look and write
Word, Phonics and Grammar Games
ou; Write the odd-one-out; Write the words in the correct boxP. 56: Where can you see the film?; Read and answer the questionsP. 57: Listening; Speaking; Writing
song and tick the boxesP. 51: PhonicsP. 52: ReadingP. 53: Writing; My WritingP. 112: Grammar Time
girl; Write about Billy, Ben or Jenny + Optional activity; Sing and do; Song actions Lesson 4: Warmer; Lead-in; Read the chant, say the words and write + Optional activity; Write the odd-one-out; Write the words in the correct box Lesson 5: Warmer; Lead-in; Optional activity –Places, People and Activities–; Where can you see the film?; Listen and read; Read again and answer the questions + Optional activityLesson 6: Warmer; Lead-in; Listen and tick or cross; Ask and answer about you; Write the verbs in red, the adjectives in blue and the prepositions in green + Optional activities
Unit 8: I’D LIKE A MELON!
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Linguistic competence
All the activities All the activities All the activities All the activities All the activities
Mathematical competence
Competence in knowledge of and interaction with the physical world
P. 52: Write a shopping list for My Favourite Dish
Data processing and digital competence
P. 113: Grammar Time All the activities
Social and civic competence
P. 63: Speaking Lesson 1: Values 3Lesson 6: Look at the pictures, ask and answer
Cultural and artistic competence
P. 58: StoryP. 59: Act; Let’s learn!P. 60: Song; Sing and doP. 61: ChantP. 62: Read the recipeP. 63: Writing
P. 56: Read the song in the C.B. P. 58: Read the text in the C.B
Lesson 1: Listen and read; Culture note; Optional activity –Whispers–Lesson 2: ActLesson 3: Warmer; Song; Sing and do Lesson 4: Warmer; Sounds; Chant + Optional activities; Read the chant, say the words and write Lesson 5: Listen and readLesson 6: Culture note; Optional activity –Make a poster–
P. 15: What’s your favourite food?
Songs and phonics
Learning-to-learn All the activities All the activities All the activities All the activities All the activities
Autonomy and personal initiative
P. 59: Choose a, an or some; WriteP. 60: Think of a boy or a girl then look and say; Write about two people; Sing and do
P. 54: Write; Look and write a shopping listP. 55: GrammarP. 56: Complete the questions with a or some
Lesson 1: Warmer; Lead-in; Optional activity –What’s missing?–Listen and readLesson 2: Warmer; Lead-in; Story actions; Look and say; Choose a, an
P. 15: Complete the puzzle; Read and tick or cross
Word, Phonics and Grammar Games
P. 61: Say the words with ld and lt; Write the odd-one-out; Choose and writeP. 62: What food can you see in the pictures below?; Read and write True or FalseP. 63: Listening; Speaking; Writing
and a food word; What would you like for dinner; Read the song and put the lines in the correct orderP. 57: PhonicsP. 58: ReadingP. 59: Writing; My WritingP. 113: Grammar Time
or some, copy the boxes and write the words in the correct boxes; WriteLesson 3: Optional activity –Warmer–; Lead-in; Write about two people + Optional activity; Sing and do; Song actions Lesson 4: Warmer; Lead-in; Optional activity –Call out some words–; Read the chant, say the words and write; Choose and writeLesson 5: Warmer; Lead-in; What food can you see in the pictures below?; Listen and read; Read again and write True or False + Optional activitiesLesson 6: Warmer; Lead-in; Listen and write A or B; Look at the pictures, ask and answer; Copy the boxes, put the words in the correct columns and write the sentences + Optional activity
Unit 9: WHAT’S THE FASTEST ANIMAL IN THE WORLD?
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Linguistic competence
All the activities All the activities All the activities All the activities All the activities
Mathematical competence
P. 60: Look and count
Competence in knowledge of and interaction with the physical world
P. 69: Listening; Speaking P. 69: Listening; Speaking
Data processing and digital competence
P. 113: Grammar Time
Social and civic competence
P. 66: Ask and answerP. 69: Speaking
Lesson 3: Ask and answerLesson 6: Ask and answer
P. 66: Ask and answerP. 69: Speaking
Cultural and artistic competence
P. 64: StoryP. 65: Act; Let’s learn!P. 66: Song; Sing and doP. 67: ChantP. 68: Read the websiteP. 69: Writing
P. 64: Read the text in the C.B
Lesson 1: Warmer; Listen and read; Culture note; Lesson 2: ActLesson 3: Warmer; Song; Sing and do + Optional activitiesLesson 4: Warmer; Sounds; Chant + Optional activities; Read the chant, say the words and write Lesson 5: Warmer; Listen and read; Culture note; Optional activity –Draw the sings–; Optional activity –Cut and Make–
P. 16: Who’s the tallest in your family? Who’s the smallest?P. 38: Quiz cube
P. 64: StoryP. 65: Act; Let’s learn!P. 66: Song; Sing and doP. 67: ChantP. 68: Read the websiteP. 69: Writing
Learning-to-learn All the activities All the activities All the activities All the activities All the activities
Autonomy and personal initiative
P. 65: Read and write True or False; WriteP. 66: Ask and answer; Write three sentences; Sing and doP. 67: Say the words with nd, nt and mp; Write the words and
P. 60: Look and count; WriteP. 61: GrammarP. 62: Look at the table, circle the mistake in each sentence and write the
Lesson 1: Lead-in; Optional activity –Wide, Big, High and Deep–Listen and read + Optional activitiesLesson 2: Warmer; Lead-in; Story actions; Look and say + Optional activity; Read and write True or
P. 16: Look and write the numbers on the picture; Look and write
P. 65: Read and write True or False; WriteP. 66: Ask and answer; Write three sentences; Sing and doP. 67: Say the words
circle the end letters nd, nt and mpP. 68: Describe what you can see in the pictures below; Read and match the sentence halvesP. 69: Listening; Speaking; Writing
correct sentence; Tick the correct answerP. 63: PhonicsP. 64: ReadingP. 65: Writing; My WritingP. 113: Grammar Time
False; WriteLesson 3: Warmer; Lead-in; Write three sentences+ Optional activity; Sing and do; Song actions Lesson 4: Warmer; Lead-in; Read the chant, say the words and write; Write the words and circle the end letters + Optional activityLesson 5: Lead-in; Describe what you can see in the pictures below; Listen and read; Read again and match the sentences halves + Optional activityLesson 6: Warmer; Lead-in; Copy the table, listen and complete; Ask and answer + Optional activity; Are these correct? + Optional activity
with nd, nt and mp; Write the words and circle the end letters nd, nt and mpP. 68: Describe what you can see in the pictures below; Read and match the sentence halvesP. 69: Listening; Speaking; Writing
Units 7–9: Review
Class Book Workbook Teacher’s book Photocopy Master Book
Linguistic competence
All the activities All the activities All the activities
Mathematical competence
Competence in knowledge of and interaction with the physical world
Extensive Reading – Food–: Read and answer the questions
Data processing and digital competence
Social and civic competence
P. 18-19: Behaving in publicP. 18: Who’s being polite? Who’s being rude?
Cultural and artistic competence
P. 50: Extensive reading – Stone SoupP. 51: Extensive reading – National Dishes
Extensive Reading – Food–: Read the text
Learning-to-learn All the activities All the activities All the activities
Autonomy and personal initiative
P. 70-71: Review 3P. 72: What are the people doing?; Read and answer the questionsP. 73: Where do you think these dishes are from?; Read and answer the questions
P. 66-67: Review 3 Extensive Reading – Food–: Look at the picture, What are the people doing?; Read and answer the questions; Where do you think these dishes are from?; Read and answer the questions
P. 17: Circle the verbs, the adjectives and the prepositions; Complete the sentences; Read and write the sentences with adverbs of frequencyP. 18: Match and write sentencesP. 19: What do they say?; Write the rules for good behaviour in town
Unit 10: IN THE PARK!
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Linguistic competence
All the activities All the activities All the activities All the activities All the activities
Mathematical competence
Competence in knowledge of and interaction with the physical world
P. 70: Look at the signs
Data processing and digital competence
P. 114: Grammar Time All the activities
Social and civic competence
P. 75: You must…P. 79: Speaking
Lesson 1: Values 4Lesson 2: Look and sayLesson 3: Lead-in; Listen and singLesson 6: Play the game
P. 39: Stop!
Cultural and artistic competence
P. 74: StoryP. 75: Act; Let’s learn!P. 76: Song; Sing and doP. 77: ChantP. 78: Read the recipeP. 79: Writing
P. 70: SongP. 72: Read the text in the C.B.
Lesson 1: Optional activity –My park is…–; Listen and readLesson 2: ActLesson 3: Warmer; Song; Sing and do + Optional activity Lesson 4: Warmer; Sounds; Chant + Optional activity; Read the chant, say the words and write Lesson 5: Warmer; Listen and read; Optional activity –The Gingerbread Man–; Culture noteLesson 6: Culture note; Optional activity –Cut and Make–
P. 20: Write a rule for your bedroom and draw the sign
Songs and phonics
Learning-to-learn All the activities All the activities All the activities All the activities All the activities
Autonomy and personal initiative
P. 75: Read and match; WriteP. 76: Look and say; Write four
P. 68: Complete the crossword; Write
Lesson 1: Warmer; Lead-in; Optional activity –My park is…–; Listen and
P. 20: Write must or musn’t; Complete the
Word, Phonics and Grammar Games
sentences; Sing and doP. 77: Say the words with ai, ay and a_e; Circle and writeP. 78: Describe what’s happening in the pictures below; Read and write True or FalseP. 79: Listening; Speaking; Writing
P. 69: GrammarP. 70: Look at the signs and write sentences with must or mustn’t; Complete the song with must or musn’tP. 71: PhonicsP. 72: ReadingP. 73: Writing; My WritingP. 114: Grammar Time
read + Optional activityLesson 2: Warmer; Lead-in; Story actions; Look and say + Optional activity; Read and match; WriteLesson 3: Warmer; Lead-in; Write four sentences + Optional activity; Sing and do; Song actions; Optional activity –Rules–Lesson 4: Warmer; Lead-in; Optional activity –Write the letters ai, ay and a_e–; Read the chant, say the words and write; Choose and write + Optional activityLesson 5: Lead-in; Describe what’s happening in the pictures below; Listen and read; Read again and write True or False Lesson 6: Warmer; Lead-in; Listen and write the numbers; Look at the pictures and play the game; Write and or or
rules
Unit 11: IN THE MUSEUM
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Linguistic competence
All the activities All the activities All the activities All the activities All the activities
Mathematical competence
P. 74: Look and count, then write the numbers
Lesson 6: How many paragraphs can you find?
P. 21: How many can you find?
Competence in knowledge of and interaction with the physical world
Lesson 3: Optional activity –Historical Photograph–
Data processing and digital competence
P. 114-115: Grammar Time
All the activities
Social and civic competence
P. 85: Speaking Lesson 3: Look and sayLesson 6: Play the game
Cultural and artistic competence
P. 80: StoryP. 81: Act; Let’s learn!P. 82: Song; Sing and doP. 83: ChantP. 84: Read the history posterP. 85: Writing
P. 76: Read the song in the C.B P. 78: Read the text in the C.B.P. 79: Read about the town in the past
Lesson 1: Warmer; Optional activity –Transport flashcards–; Listen and read; Culture noteLesson 2: ActLesson 3: Song; Sing and do + Optional activity; Optional activity –Make a poster–Lesson 4: Warmer; Sounds; Chant + Optional activity; Read the chant, say the words and write Lesson 5: Warmer; Where is Jorvik Viking Centre?; Listen and read; Culture note Lesson 6: Look at the text; Optional activity –True or False–
P. 21: Where were you yesterday afternoon?
Songs and phonics
Learning-to-learn All the activities All the activities All the activities All the activities All the activities
Autonomy and personal initiative
P. 81: WriteP. 82: Look and say; Write four sentences; Sing and doP. 83: Say the words with ea, ee and y; Copy the boxes and write the words in the correct boxP. 84: Where is the Jorvik Viking Centre?; Read again and writeP. 85: Listening; Speaking; Writing
P. 74: Look and count; Write True or FalseP. 75: GrammarP. 76: Circle the correct words; Read the song in the C.B. and write about the town two hundred years agoP. 77: PhonicsP. 78: ReadingP. 79: Writing; My WritingP. 114-115: Grammar Time
Lesson 1: Lead-in; Listen and read + Optional activityLesson 2: Warmer; Lead-in; Story actions; Look and say; Read and match; Write; Write + Optional activityLesson 3: Warmer; Lead-in; Look and say; Write four sentences; Sing and do; Song actionsLesson 4: Warmer; Lead-in; Read the chant, say the words and write; Copy the boxes and write the words in the correct box + Optional activityLesson 5: Lead-in; Where is Jorvik Viking Centre?; Listen and read; Read again and write + Optional activitiesLesson 6: Warmer; Lead-in; Listen and tick or cross; Look at the pictures and play the game; Look at the text, How many paragraphs can you find? + Optional activities
P. 20: Look and write; Look again and correct the sentences
Word, Phonics and Grammar Games
Unit 12: A CLEVER BABY!
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Linguistic competence
All the activities All the activities All the activities All the activities All the activities
Mathematical competence
Competence in knowledge of and interaction with the physical world
Data processing and digital competence
P. 115: Grammar Time All the activities
Social and civic competence
P. 91: Speaking Lesson 3: Look and sayLesson 6: Play the game
Cultural and artistic competence
P. 86: StoryP. 87: Act; Let’s learn!P. 88: Song; Sing and doP. 89: ChantP. 90: Read the poemP. 91: Writing
P. 82: Complete the song with was or hadP. 84: Read the text in the C.B.
Lesson 1: Warmer; Listen and readLesson 2: Act; Culture noteLesson 3: Optional activity –Draw a picture of yourself–; Song; Sing and do + Optional activityLesson 4: Warmer; Sounds; Chant; Read the chant, say the words and write Lesson 5: Warmer; Describe what you can see in the pictures below; Listen and read; Optional activity –A project–
P. 22: What were you like four years ago?
Songs and phonics
Learning-to-learn All the activities All the activities All the activities All the activities All the activities
Autonomy and personal initiative
P. 87: Read and write True or False; WriteP. 88: Look and say; Write about
P. 80: Order the letters and write the words; Choose the words above
Lesson 1: Lead-in; Listen and read + Optional activitiesLesson 2: Warmer; Lead-in; Story
P. 22: Write the words; Look and write
Word, Phonics and Grammar Games
Helen; Sing and doP. 89: Say the words with igh, y and i_e; Choose and writeP. 90: Describe what you can see in the pictures below; Read and write True or FalseP. 91: Listening; Speaking; Writing
and writeP. 81: GrammarP. 82: Look and circle the correct words; Write true sentences about you; Complete the song with was or hadP. 83: PhonicsP. 84: ReadingP. 85: Writing; My WritingP. 115: Grammar Time
actions; Look and say; Read and write True or False; Write + Optional activityLesson 3: Warmer; Lead-in; Look and say + Optional activity; Write about Helen; Sing and do; Song actionsLesson 4: Warmer; Lead-in; Read the chant, say the words and write + Optional activity; Choose and write + Optional activityLesson 5: Lead-in; Describe what you can see in the pictures below; Listen and read; Read again and write True or False + Optional activitiesLesson 6: Warmer; Lead-in; Listen and write a or b; Look at the pictures and play the game; Write and or but + Optional activity
Units 10–12: Review
Class Book Workbook Teacher’s book Photocopy Master Book
Linguistic competence
All the activities All the activities All the activities
Mathematical competence
Competence in knowledge of and interaction with the physical world
Data processing and digital competence
Social and civic competence
P. 87: Write must or musn’t and then tick or cross the rules that are the same in your family
Extensive Reading – Transport–: Ask and answer
P. 23–24: Thinking of othersP. 23: Circle the good behaviour; How do you feel?P. 24: Write must or musn’t
Cultural and artistic competence
P. 92: Review 3 – WriteP. 94: Extensive reading – Toads Motor CarP. 95: Extensive reading – M-400 Skycar
Extensive Reading – Transport–: Read the text
P. 24: Are you a good friend?
Learning-to-learn All the activities All the activities All the activities
Autonomy and personal initiative
P. 92-93: Review 3P. 94: What are the animals doing?; Read and tick or crossP. 95: What kink of vehicle is this?; Read and write True or False
P. 86-87: Review 4 Extensive Reading – Transport–: Look at the picture, What are the animals doing?; Read and tick or cross; What kink of vehicle is this?; Read and write True or False; Ask and answer
P. 23: Circle the best word; Read and mark the paragraphs; Match the sentences and write them again
Unit 12: A CLEVER BABY!
Class Book Workbook Teacher’s book Photocopy Master Book
MultiROM
Linguistic competence
All the activities All the activities All the activities All the activities All the activities
Mathematical competence
Competence in knowledge of and interaction with the physical world
Data processing and digital competence
P. 115: Grammar Time All the activities
Social and civic competence
P. 91: Speaking Lesson 3: Look and sayLesson 6: Play the game
Cultural and artistic competence
P. 86: StoryP. 87: Act; Let’s learn!P. 88: Song; Sing and doP. 89: ChantP. 90: Read the poemP. 91: Writing
P. 82: Complete the song with was or hadP. 84: Read the text in the C.B.
Lesson 1: Warmer; Listen and readLesson 2: Act; Culture noteLesson 3: Optional activity –Draw a picture of yourself–; Song; Sing and do + Optional activityLesson 4: Warmer; Sounds; Chant; Read the chant, say the words and write Lesson 5: Warmer; Describe what you can see in the pictures below; Listen and read; Optional activity –A project–
P. 22: What were you like four years ago?
Songs and phonics
Learning-to-learn All the activities All the activities All the activities All the activities All the activities
Autonomy and personal initiative
P. 87: Read and write True or False; WriteP. 88: Look and say; Write about
P. 80: Order the letters and write the words; Choose the words above
Lesson 1: Lead-in; Listen and read + Optional activitiesLesson 2: Warmer; Lead-in; Story
P. 22: Write the words; Look and write
Word, Phonics and Grammar Games
Helen; Sing and doP. 89: Say the words with igh, y and i_e; Choose and writeP. 90: Describe what you can see in the pictures below; Read and write True or FalseP. 91: Listening; Speaking; Writing
and writeP. 81: GrammarP. 82: Look and circle the correct words; Write true sentences about you; Complete the song with was or hadP. 83: PhonicsP. 84: ReadingP. 85: Writing; My WritingP. 115: Grammar Time
actions; Look and say; Read and write True or False; Write + Optional activityLesson 3: Warmer; Lead-in; Look and say + Optional activity; Write about Helen; Sing and do; Song actionsLesson 4: Warmer; Lead-in; Read the chant, say the words and write + Optional activity; Choose and write + Optional activityLesson 5: Lead-in; Describe what you can see in the pictures below; Listen and read; Read again and write True or False + Optional activitiesLesson 6: Warmer; Lead-in; Listen and write a or b; Look at the pictures and play the game; Write and or but + Optional activity
Unit 13: THE ANCIENT EGYPTIANS
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Linguistic competence
All the activities All the activities All the activities All the activities All the activities
Mathematical competence
Competence in knowledge of and interaction with the physical world
Data processing and digital competence
P. 116: Grammar Time All the activities
Social and civic competence
P. 101: Speaking Lesson 6: Play the game
Cultural and artistic competence
P. 96: StoryP. 97: Act; Let’s learn!P. 98: Song; Sing and doP. 99: ChantP. 100: Read the information posterP. 101: Writing
P. 90: Read the text in the C.B and write P. 92: Read the C.B.P. 93: Writing
Lesson 1: Listen and read + Optional activity; Culture note; Optional activity –Cut and Make–Lesson 2: Lead-in; Act; Optional activity –Write sentences about life in the Ancient Egypt–Lesson 3: Optional activity –Make a poster–; Song; Sing and do Lesson 4: Warmer; Sounds; Chant + Optional activity; Read the chant, say the words and write Lesson 5: Warmer; Who wanted to make paper?; Listen and read Lesson 6: Match the topics to the paragraphs and write + Optional activity; Optional activity –A project–
Pág 26: Find a fact about the RomansP. 40: Clock code
Songs and phonics
Learning-to-learn All the activities All the activities All the activities All the activities All the activities
Autonomy and personal initiative
P. 97: Read and write True or False; WriteP. 98: Tick or cross and say; Write four sentences about you; Sing and doP. 99: Say the words with ow, oa and o_e; Write the words in the correct boxP. 100: Who wanted to make paper?; Read again and write P. 101: Listening; Speaking; Writing
P. 88: Find and circle the verbs; WriteP. 89: GrammarP. 90: Write in the past simple; Write things you did and didn’t do at the weekend; Read the song in the C.B. and complete the tableP. 91: PhonicsP. 92: ReadingP. 93: Writing; My WritingP. 116: Grammar Time
Lesson 1: Warmer; Lead-in; Listen and read + Optional activitiesLesson 2: Warmer; Lead-in; Story actions; Look and say; Read and write True or False; Write + Optional activityLesson 3: Warmer; Lead-in; Look and say, tick or cross and say; Write four sentences about you + Optional activity; Sing and do; Song actions + Optional activityLesson 4: Warmer; Lead-in; Read the chant, say the words and write; Write the odd-one-out; Copy the boxes and write the words in the correct box + Optional activityLesson 5: Lead-in; Optional activity –Write words on the board–; Who wanted to make paper?; Listen and read; Read again and write + Optional activityLesson 6: Warmer; Lead-in; Listen and put the pictures in the correct order; Look at the pictures and play the game; Match the topics to the paragraphs + Optional activity; Optional activity –Lip reading–
P. 26: Circle the false word and write the correct word; Write the sentences
Word, Phonics and Grammar Games
Unit 14: DID YOU HAVE A GOOD DAY AT SCHOOL?
Class Book Workbook Teacher’s book Photocopy Master Book
MultiROM
Linguistic competence
All the activities All the activities All the activities All the activities All the activities
Mathematical competence
Competence in knowledge of and interaction with the physical world
Data processing and digital competence
P. 117: Grammar Time All the activities
Social and civic competence
P. 104: Ask and answerP. 107: Speaking
Lesson 1: Values 5Lesson 3: Ask and answerLesson 6: Look at the pictures, ask and answer
Cultural and artistic competence
P. 102: StoryP. 103: Act; Let’s learn!P. 104: Song; Sing and doP. 105: ChantP. 106: Read the interviewP. 107: Writing
P. 98: Read the text in the C.B
Lesson 1: Warmer; Listen and readLesson 2: ActLesson 3: Optional activity –Make a poster–; Song; Sing and do Lesson 4: Warmer; Sounds; Chant; Read the chant, say the words and write Lesson 5: Warmer; Describe what you can see in the pictures below; Listen and read Lesson 6: Culture note
P. 27: What did you learn at school today?
Songs and phonics
Learning-to-learn All the activities All the activities All the activities All the activities All the activities
Autonomy and personal initiative
P. 103: WriteP. 104: Ask and answer; Write
P. 94: Write; Complete from the words above;
Lesson 1: Lead-in; Optional activity –School Things–; Optional activity –I
P. 27: What did they take on their camping
Word, Phonics and Grammar Games
two questions and answers; Sing and doP. 105: Say the words with oo, ue and u_e; Choose and writeP. 106: Describe what you can see in the pictures below; Read again and answer the questionsP. 107: Listening; Speaking; Writing
WriteP. 95: GrammarP. 96: Look and write, then answer …Yes, I did or No, I didn’t;P. 97: PhonicsP. 98: ReadingP. 99: Writing; My WritingP. 117: Grammar Time
spy–; Listen and read Lesson 2: Warmer; Lead-in; Story actions; Look and say; Write; Write + Optional activityLesson 3: Warmer; Lead-in; Ask and answer + Optional activity; Write two questions and answers + Optional activities; Sing and do; Song actions + Optional activitiesLesson 4: Warmer; Lead-in; Read the chant, say the words and write; Choose and write + Optional activitiesLesson 5: Lead-in; Optional activity –What’s in the picture?–; Describe what you can see in the pictures below; Listen and read; Read again and answer the questions + Optional activityLesson 6: Warmer; Lead-in; Listen and write the numbers; Look at the pictures, ask and answer; Put the sentences in the correct order + Optional activities
trip?; Look and write
Unit 15: OUR HOLIDAY!
Class Book Workbook Teacher’s book Photocopy Master Book
MultiROM
Linguistic competence
All the activities All the activities All the activities All the activities All the activities
Mathematical competence
Competence in knowledge of and interaction with the physical world
P. 103:
Data processing and digital competence
P. 118: Grammar Time All the activities
Social and civic competence
P. 110: Ask and answerP. 113: Speaking
Lesson 3: Ask and answerLesson 6: Ask and answer about you
Cultural and artistic competence
P. 108: StoryP. 109: Act; Let’s learn!P. 110: Song; Sing and doP. 111: ChantP. 112: Read the postcardP. 113: Writing
P. 64: Read the text in the C.B and write
Lesson 1: Listen and read; Culture noteLesson 2: ActLesson 3: Optional activity –Draw a Big Suitcase–; Song; Sing and do Lesson 4: Warmer; Sounds; Chant; Read the chant, say the words and write + Optional activity Lesson 5: Warmer; Describe what you can see in the pictures below; Listen and read; Optional activity –Draw a picture of a place– Lesson 6: Optional activity –Draw your favourite character–
P. 28: Are you going to go on holiday?
Songs and phonics
Learning-to-learn All the activities All the activities All the activities All the activities All the activities
Autonomy and P. 109: Write P. 100: Look and write; Lesson 1: Warmer; Lead-in; Listen P. 28: Complete the Word, Phonics and
personal initiative P. 110: Ask and answer; Write about a boy or a girl; Sing and doP. 111: Say the words with oo; Complete the wordsP. 112: Where is Lisa on holiday?; Read and write True or FalseP. 113: Listening; Speaking; Writing
WriteP. 101: GrammarP. 102: Look at the C.B. and match; Write sentences with is, isn’t, are or aren’t; WriteP. 103: PhonicsP. 104: ReadingP. 105: Read the email; My WritingP. 118: Grammar Time
and read + Optional activitiesLesson 2: Warmer; Lead-in; Story actions; Look and say; Write; WriteLesson 3: Warmer; Lead-in; Ask and answer + Optional activity; Write about a boy or a girl + Optional activity; Sing and do; Song actionsLesson 4: Warmer; Lead-in; Read the chant, say the words and write + Optional activity; Complete the words, listen and check ; Write a word that rhymesLesson 5: Lead-in; Where is Lisa on holiday?; Listen and read; Read again and write True or False + Optional activityLesson 6: Warmer; Lead-in; Listen and write a or b; Ask and answer about you; Write S or E + Optional activity
puzzle; Write sentences with going to
Grammar Games
Units 13–15: Review
Class Book Workbook Teacher’s book Photocopy Master Book
Linguistic competence
All the activities All the activities All the activities
Mathematical competence
Competence in knowledge of and interaction with the physical world
P. 106: Review 5
Data processing and digital competence
Social and civic competence
P. 117: Ask and answer Extensive Reading – School–: Ask and answer
P. 30–31: Learning together safelyP. 30: Who’s doing something safe? Who’s doing something dangerous?P. 31: Write sentences about the children who are being safe
Cultural and artistic competence
P. 116: Extensive reading – The First Day of SchoolP. 117: Extensive reading – Sports Day
Extensive Reading – School–: Read the text
Learning-to-learn All the activities All the activities All the activities
Autonomy and personal initiative
P. 114-115: Review 5P. 116: How do you think the people feel?; Read and match the sentence halvesP. 117: What school event do the pictures show?; Ask and answer
Extensive Reading – School–: Look at the picture, How do you think the people feel?; Read and match the sentence halves; What school event do the pictures show?; Ask and answer
Pág 29: Complete the emails; Match the topics to the paragraphs; Match the sentences in order to write a postcardP. 30: Write the names; Circle the odd-one-outP. 31: Match the beginnings and the ends of the sentences
Extras: STORIES, CULTURE and FESTIVALS
Class Book Workbook Teacher’s book Photocopy Master Book
MultiROM
Linguistic competence
All the activities All the activities All the activities All the activities
Mathematical competence
Competence in knowledge of and interaction with the physical world
P. 120: The United Kingdom – FactfileP. 122: School Life – FactfileP. 125: Christmas Around the World – Factfile
Culture 1 –The United Kingdom–: Find their countries on the mapFestival 1 –Christmas Around the World–: Listen and readFestival 2 –May Day–: Listen and read
All the activities P. 120: The United Kingdom – FactfileP. 122: School Life – FactfileP. 125: Christmas Around the World – Factfile
Data processing and digital competence
All the activities
Social and civic competence
P. 119: Ask and answerP. 121: Ask and answerP. 123: Ask and answer the questions
Culture 1 –The United Kingdom–: Choose a person, close your book, ask and answerCulture 2 –School life–: Ask and answer the questionsFestival 2 –May Day–: Write the times, ask and answerExtensive Reading – The Prince and the Pauper–: Ask and answer
P. 119: Ask and answerP. 121: Ask and answerP. 123: Ask and answer the questions
Cultural and artistic competence
P. 118-119: Extensive reading – The Prince and the PauperP. 120-121: The United Kingdom – Listen and read; Draw your flagP. 122-123: School life – Listen
Culture 1 –The United Kingdom–: Culture note; Draw your flag and writeCulture 2 –School life–: Lead-in; Culture note;
All the activities P. 118-119: Extensive reading – The Prince and the PauperP. 120-121: The United Kingdom – Listen and
and read; Design a school uniformP. 124-125: Christmas Around the World – Listen and read; Song; Make an international Christmas Card
Design a school uniform Festival 1 –Christmas Around the World–: Warmer; Lead-in; Culture note; Listen and read; Sing; Culture note; Make an international Christmas cardFestival 2 –May Day–: Warmer; Lead-in; Culture note; Listen and read; Make a May Day collageExtensive Reading – The Prince and the Pauper–: Read the textPMB notes: Playscript 1; Playscript 2; Cut and make 1; Cut and make 2; Cut and make 3; Cut and make 4; Cut and make 5
read; Draw your flagP. 122-123: School life – Listen and read; Design a school uniformP. 124-125: Christmas Around the World – Listen and read; Song; Make an international Christmas Card
Learning-to-learn All the activities All the activities All the activities All the activities
Autonomy and personal initiative
P. 118: What are the boys doing?P. 119: Read and write short answers; Ask and answerP. 120: Read and correct the sentences; Choose a person and ask and answer; WriteP. 123: Read and write True or False; Ask and answer; Write about your schoolP. 125: Read and answer the questions
Culture 1 –The United Kingdom–: Warmer; Lead-in; Listen and read; Read again and correct the sentences; Choose a person, close your book, ask and answer; Optional activity –Choose an English-speaking country–Culture 2 –School life–: Warmer; Listen and read; Read again and write True or False; Ask and answer the questions; Write about your schoolFestival 1 –Christmas Around the World–: Warmer; Listen and read;
All the activities P. 118: What are the boys doing?P. 119: Read and write short answers; Ask and answerP. 120: Read and correct the sentences; Choose a person and ask and answer; WriteP. 123: Read and write True or False; Ask and answer; Write about your schoolP. 125: Read and answer the questions
Read again and answer the questionsFestival 2 –May Day–: Warmer; Listen and read; Read again and write the missing words; Write the times, ask and answerExtensive Reading – The Prince and the Pauper–: Look at the pictures, What are the boys doing?; Read and write short answers; Ask and answer PMB notes: Playscript 1; Playscript 2; Cut and make 1; Cut and make 2; Cut and make 3; Cut and make 4; Cut and make 5
Annex II. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT
2nd cycle primary
School
Address
Town Province Post Code
I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT
1
2
3
4
5
II. DISTRIBUTION OF PUPILS
Level Number of pupils Number of groups
III. STUDENT CHARACTERISICS
(The department should describe the profile of the students using ther following areas as a
guide:)
– General characteristics
– Characteristics of different groups
– Characteristics of one particular group
(Give details of basic objectives for dealing with these groups, prioritising the groups’ needs and
outlining strategies to be used and their timing.)
IV. PROFILE OF SCHOOL
(OMIT THOSE WHICH ARE NOT RELEVANT)
Social level High Medium Low Mixed
Geographical
areaCity Centre Suburb Small town Rural
Nº of students with
Special needs:
Observations:
V. Learning characteristics of the different groups
(omit those which are not relevant)
General
Group A
Pupils like learning through play.
Pupils show a lot of/little creativity and imagination.
The curiosity of pupils is easily/not easily engaged.
Pupils like/don’t like expressing their emotions.
Pupils are capable/incapable of organising and analysing their own learning.
Pupils are/are not conscious of the advantages of group work in class.
Pupils express themselves coherently/incoherently and correctly/incorrectly in their own lan-
guage.
Pupils need/don’t need to understand all the words in a text to understand it.
Pupils like/don’t like reading at home.
Others.
Group B
Pupils like learning through play.
Pupils show a lot of/little creativity and imagination.
The curiosity of pupils is easily/not easily engaged.
Pupils like/don’t like expressing their emotions.
Pupils are capable/incapable of organising and analysing their own learning.
Pupils are/are not conscious of the advantages of group work in class.
Pupils express themselves coherently/incoherently and correctly/incorrectly in their own lan-
guage.
Pupils need/don’t need to understand all the words in a text to understand it.
Pupils like/don’t like reading at home.
Others.
Group C
Pupils like learning through play.
Pupils show a lot of/little creativity and imagination.
The curiosity of pupils is easily/not easily engaged.
Pupils like/don’t like expressing their emotions.
Pupils are capable/incapable of organising and analysing their own learning.
Pupils are/are not conscious of the advantages of group work in class.
Pupils express themselves coherently/incoherently and correctly/incorrectly in their own lan-
guage.
Pupils need/don’t need to understand all the words in a text to understand it.
Pupils like/don’t like reading at home.
Others.
Group D
Pupils like learning through play.
Pupils show a lot of/little creativity and imagination.
The curiosity of pupils is easily/not easily engaged.
Pupils like/don’t like expressing their emotions.
Pupils are capable/incapable of organising and analysing their own learning.
Pupils are/are not conscious of the advantages of group work in class.
Pupils express themselves coherently/incoherently and correctly/incorrectly in their own lan-
guage.
Pupils need/don’t need to understand all the words in a text to understand it.
Pupils like/don’t like reading at home.
Others.
VI. PRIORITISATION OF NEEDS
(To be completed by teachers)
General needs
Specific needs of different groups
Group A
Group B
Group C
Group D
Specific individual needs
Group A Pupil
Group B Pupil
Group C Pupil
Group D Pupil
VII. STRATEGIES
(To be completed by teachers)
a) With pupils
b) With teachers
c) With parents and tutors
VIII. CRITERIA FOR GROUPING PUPILS
(omit those which are not relevant)
Human resources
Support teachers
Psychologist
Criteria
Alphabetical order
Flexible grouping (specify what type and give reasons)
Small support groups within/outside the mainstream class
Pupils with special sensory needs in different groups/classes
IX. ORGANISATION OF SPACE AND TIME
Material resources available in the school
(omit those which are not relevant)
Video - DVD
TV
Radio cassette/ CD player
Video camera
Computers
Pizarra Digital Interactiva
Internet connection(WiFi, others…)
(Note here any observations about how, when and why these resources are used for English
classes.)
Spaces available in the school
(omit those which are not relevant)
Multi-use areas
Language laboratory
Computer room
playground
Gymnasium
Teatro
Library
Criteria for use of common spaces
(Note here anyobsdervations about when, how and why these spaces are used for English
classes.)
Distribution of classroom space
(omit those which are not relevant)
Pupils’ desks arranged in rows
Pupils’ desks arranged in “U”
Specific corners: Class library, transversal topics, games, crafts, etc.
Others
X. OUTINGS AND OTHER ACTIVITIES COMMON TO THE WHOLE SCHOOL AND TO OTHER
GROUPS
(Note here any educational or other outings planned.)
Group/sProfesores
Term/
Dates
Outing and
activity
descriptions
Observations
XI. CLASS TIMETABLES
Teacher’s name and position:
TIME Monday Tuesday Wed. Thursday Friday
Teacher’s name and position:
TIME Monday Tuesday Wed. Thursday Friday
Teacher’s name and position::
TIME Monday Tuesday Wed. Thursday Friday
Teacher’s name and position:
TIME Monday Tuesday Wed. Thursday Friday