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Mission Accomplished Long 4


CONTENT

• Stage aims and competences

• The Vaughan method

• Competences and learning objectives

• Teaching values

• Multiple intelligences

• Cooperative learning

• Information and Communication Technology

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

Values related to content and activities.

• Marks

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STAGE AIMS AND COMPETENCES

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

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

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

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

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

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

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

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

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

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

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

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

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

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negative gender stereotypes.

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

THE VAUGHAN METHOD

The Vaughan Method is based on three key elements:

1. Oral production based classes

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

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

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

2. Correction

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

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Why do we correct each mistake?

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

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

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

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

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

Why do we make immediate corrections?

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

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

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

Why do we make students repeat?

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

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

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

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

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3. Motivation

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

HOW TO APPLY THE METHOD

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

CLASS AIMS

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

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

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

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

EACH LESSON PLAN

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

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

RECAP/REFRESH

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

SECTION: OBJECTIVE IN FOCUS

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

BACK TO BASICS

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

SONG TIME

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

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

HOMEWORK

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

REWIND

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

GAME TIME

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

IN CONCLUSION

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

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MISSION ACCOMPLISHED KEY FACTORS

COMPETENCES AND LEARNING OBJECTIVESCarlos Marchena

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

TEACHING VALUESRafael Valbuena and Ricardo Gómez

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

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

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

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

Value types and hierarchies

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

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

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

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

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

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

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

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Teaching values at school. Where to start?

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

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

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

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

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

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

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

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

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

MULTIPLE INTELLIGENCESBlanca Aguilar

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

(Howard Gardner)

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

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

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

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

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

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

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

Multiple intelligences Skills developed

Linguistic intelligence

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

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

ideas in a foreign language

Mathematical/logical intelligence

• Making comparisons and coming to conclusions

• Identifying causes and eliciting consequences

• Linking concepts together• Making basic quantifications and

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

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Interpersonal Intelligence

•Understanding others and interacting with them

•Establishing and maintaining relationships with others

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

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

problems• Working with others and enjoying

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

shoes• Mediating conflict, organising, leading

and convincing

Intra-personal Intelligence

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

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

personal strengths and weaknesses• Showing ability to manage

independently in different situations

Spatial intelligence

• Thinking in 3D• Finding ones way around everyday

spaces• Using drawings as a means of

representation• Interpreting drawings and arts and crafts

works• Imagining and visualising settings and

situations

Bodily/Kinesthetic intelligence

• Using the body as a means of self-expression

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

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

• Recognising measurements and volumes

• Coordinating the body and mind to achieve a certain goal

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Musical intelligence

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

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

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

Naturalistic intelligence

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

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

• Collecting, categorising and using information relative to the environment

• Observing, interpreting, caring for and questioning the environment

COOPERATIVE LEARNINGYolanda G. Huerta

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

How should cooperative learning be implemented in the classroom?

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

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

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

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

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

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

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

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

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Chronological guidelines on the main actions to be carried out when implementing cooperative learning throughout the year

First Term• Encouraging group cohesion and a positive classroom environment.• Establishing working rules.• Creating random pairs and teams for observation.• Putting the first cooperative work structures into practice.

Second Term• Creating base teams, observing them and making accurate changes.• Assigning roles within teams.• Continuing to gradually introduce new cooperative structures and combining

them with previous structures.• Reinforcing cooperation and teamwork as social habits.• Introducing self-assessment to the work groups.

Third Term• Working in consistent work teams throughout the entire term.• Continuing to put the cooperative structures introduced into practice, whilst

incorporating new, increasingly complex structures.• Reinforcing cooperation and teamwork as social habits.• Assessing how groups work together and the general classroom dynamic.

INFORMATION AND COMMUNICATIONS TECHNOLOGIES (ICT)Inés Monreal

Before beginning, it is necessary to go through a brief overview of the social change that has been under way over the last few decades, and which necessarily has an effect on our educational environment and on the actors that make it up including educators. We are in the midst of a highly technological society that in recent years has undergone a radical change stemming, in part, from the fast, continuous development of ICT. The fact of living in this society has created an awareness of the need to provide educators with specialised training so that they can use education technologies properly, and derive the maximum benefit from them.

This change has given rise to new communication languages, modes and environments, which educators should be prepared to make use of, in turn acquiring digital competence, which is understood to mean having the ability to seek out, obtain, process and communicate information, and transform it into knowledge.

In order to understand the presence of ITC in our classrooms, we must first be familiar with its two key terms: information and communication. Information, because we are immersed in an information revolution that has made it possible for all of us educators to have access to a greater amount of information, and to higher speeds for processing, distributing and storing it. In recent times, the Web has broadened this access at a dizzying pace, and now the difficulty that

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educators are faced with is often the time requited to sort out the documentation found in the most objective and impartial way possible, since not everything available on the Internet is trustworthy.

The second key term is communication; we know that the fact of ICT having been developed also has an influence on the rise of new uses of language and new ways of communicating. The ability to share information with other educators from anywhere in the world opens up a space for communication and exchange that would have been unthinkable just two decades ago: cyberspace or the third environment, this new social space that, by extension, is also an educational space.

ICT in education

We are convinced that schools should contribute to educating people in a comprehensive manner; this contribution pushes for students to be trained to understand information, and conditions educators to bear in mind that today's students learn differently compared to students twenty years ago. Therefore, when faced with the question, "Are we witnessing the emergence of new ways of learning?", the answer is clear: "Yes, we are aware of the fact that our students may generate Personal Learning Environments, because educators do not have all the information and, although educators are in and of themselves a source of knowledge, students have access to much broader information through the Internet".

We at ANAYA aim to work together with educators, offering them a variety of educational resources that complement their direct teaching and channel students who are faced with a new way of learning. The basic idea is to create teaching resources that are suited to students' new learning reality. For students, we encourage resources that enable different uses of and approaches to information.

It is important for schools to grow in harmony with the society of their day and age, so that we can achieve a balance between students' informal learning outside the education system and their formal learning acquired at school.

These are some of the reasons why ICT should be used in the classroom:• Because they foster a two-way type of learning: on the one hand, more

personalised, with a mind to diversity, and, on the other, learning that is also collective and collaborative.

• Because they transform the methodology of educators, who cease to be just a transmitter of contents in order to become students' companion and trainer in learning.

• Because ICT tools transform classroom dynamics: interactiveness, as one of the distinctive elements with respect to the old school, makes it possible to further motivate students to learn.

In this new model, it is the educator who must take on this ambitious commitment to the progress that educational technology makes available to

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them. So what is teachers' new role? To help students acquire the necessary resources in order to know how to seek out and find the information they need and integrate it into the knowledge they have already acquired, thus turning it into their own personal knowledge. Part of this help comes from the publishing house, which makes digital teaching materials available to educators.

Educator profiles

In terms of teachers' profiles, if we follow UNESCO guidelines (2008), we find that there are three different types of educators in our classrooms, as far as integrating ICT into the curriculum is concerned:

• Innovative pre-tech teacher: has continuously and naturally lived alongside technology, has developed his or her digital competence to an advanced level, and regularly uses ICT in direct teaching.

• Educator who has acquired digital competence but is not an innovator, since he or she does not seek out new ways to use ICT in the classroom.

• Technophobic educator: has not acquired digital competence and has an aversion to technological educational tools; sometimes has to do with a lack of knowledge as to the possibilities and uses that ICT can have in the classroom.

At the end of the day, we will have to adapt our mindset to a new type of society that will turn us more than ever into "world citizens". Educators cannot be strangers to knowledge of the Web, or to so-called "web 2.0" tools and their applicability in the classroom. These tools facilitate learning not just for educators, but for students as well, and help to approach ICT from a completely pragmatic perspective. Web 2.0 tools include: photopeach, glogster, flickr, google drive, slideshare, popplet, blogger and prezi.

Students and ICT

We are aware of the fact that the students in our classrooms are different to those of previous decades. There are a number of reasons for this; we may point out, for example, that they have new ways of life, and new ways of choosing and making use of information. This is a reality, just as it is a reality that students take a natural approach to ICT, since they are immersed in a technological society from which they garner significant learnings in an informal manner. We would like to offer these students teaching resources that are tailored to their level and their degree of digital competence since, moreover, we know that today's students prefer to study with digital media and we, as publishers, have made possible a type of book that is more attractive and accessible for both educators and students alike.

UNIT PLANNING

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The present plan constitutes a model temporal learning sequence for the third year of Primary School. This plan may be expanded through the optional resources proposed in the Teacher's Guide, mostly by means of the drills and the Teacher's Resource Book. The Teacher's Guide presents a sequence to be followed in each lesson and details of how and when to introduce the different kinds of drills. The drills are oral activities based on repetition and correction, the basic goal of which is for the children to consolidate grammar structures so that they can then reproduce them fluently and naturally.

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UNIT 0

The introductory unit consists of two pages, two Missions. The Teacher’s Resource Book (TRB) contains photocopiable activities to reinforce and consolidate the knowledge acquired in each unit, as well as tests at the end of each unit, of each term, and at the end of the year. Unit 0 provides a Diagnostic Test for the teacher to assess the students’ level of English after the holidays.

Mission 1. UNDERSTANDING AND PRODUCING ORAL TEXTS

Revising the vocabulary related to places in town studied in previous yearsRevising the grammar structures studied in previous years: present simple and past simple, the time adverbs "yesterday/today" and the interrogatives "Where/Who". Where’s Fusy today? Where was Asky yesterday? Who was at the bank yesterday?To look at two images of Asky, Jessy, Fussy and Noella in town, one image refers to "Yesterday" and the other image refers to "Today". To answer some questions related to the imagesTo listen to and sing a "Rap and clap" songTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in previous courses and internalise and consolidate them using the TG drills

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo look at two images and identify the names of the places in town and the time adverbs. To read some questions related to the images and answer orallyTo carry out an Arts and Crafts activity (TRB Class Material Worksheet)To carry out Writing activities in the AB

Mission 2.UNDERSTANDING AND PRODUCING ORAL TEXTS

Revising the vocabulary related to personal belongings studied in previous yearsRevising the grammar structures studied in previous years: the interrogative "Whose" and the possessive pronouns. Whose tent is this? It’s mine/yours/his/hers/ours/yours/theirs.Introducing new grammar structures: Can you repeat that, please? Keep quiet. Stop talking.To look at some images of different characters and personal belongings related through a maze. Follow the maze and say whose each object isTo participate in a "Game Time!" activity practising the possessive pronouns and the Saxon genitive: It’s Bob’s flashlight. It’s his.To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in previous courses and internalise and consolidate them using the TG drills

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read some sentences related to some images and repeat themTo carry out Writing activities in the AB

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Translation challenge. To carry out an activity aimed at understanding sentences translated into English or focusing on the translation of sentences (TRB)To carry out a Diagnostic Test (TRB)

CONTENT

Main vocabulary: • Places, personal belongings.

Structures• Where’s Fusy today? Where was Asky yesterday?• Whose tent is this?• It’s mine/yours/his/hers/ours/yours/theirs.• Can you repeat, please?• Keep quiet.• Stop talking.

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

- Understands the teacher's instructions regarding common classroom activities

- Understands basic words and structures studied orally

- Identifies the vocabulary related to places in town and personal belongings: bakery, bank, butcher’s, chemist’s, church, football stadium, grocer s, newsagent’s, petrol station, police station, post office, town hall, traffic lights, train station, camera, flashlight, mp3 player, sharpener, stickers

- Understands the essence of oral narratives:• Where’s Fusy today? Where was

Asky yesterday?• Whose tent is this?• It’s mine/yours/his/hers/ours/

yours/theirs.• Can you repeat, please?• Keep quiet.• Stop talking.

- Knows how to greet people and how to provide basic information on his/her name, age and mood

- Listens actively- Uses the non-verbal language and

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

- Understands the syntactical structures the teacher uses in the drills

- Shows interest when participating in language games

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- Understands songs - Expresses the ideas conveyed in the

songs using gestures- Carries out activities based on the

Cooperative Learning approach(Speaking)To know and use the basic vocabulary and structures for producing short and simple oral texts

To internalise the structures and acquire verbal fluency through repetitions

- Produces very simple oral monologues or dialogues

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

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

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

- Carries out activities based on the Cooperative Learning approach and works as part of a team (games, dialogues, etc.)

(Reading)To understand the essential information in a text using their prior knowledge of vocabulary and syntactical structures

- Is able to read fluently the simple words and sentences learnt

- Understands simple written texts containing the language studied in class

- Understands simple written instructions connected to school tasks (look, answer, say, read)

- Understands translated sentences and carries out activities with them

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

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

- Prepares simple texts based on the content learnt

(Pronunciation)To mimic the pronunciation, intonation, rhythm and stress for reproducing texts

- Memorises songs- Mimics the expressions and sounds

presented in the vocabulary, grammar, and pronunciation videos as well as in the video featuring the auxiliary teacher

To show interest in learning frequently used expressions in English

- Shows interest in writing and repeating familiar expressions in English

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

- Shows interest in using English as an instrument for communicating with people from other cultures and countries

- Feels confident in his/her ability to express him/herself in English

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

• Linguistic communication

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DESCRIPTORS IMPLEMENTING ACTIVITIES RELATED VALUES

To listen toIdentifies words about personal belongings and places in town

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

- Listening to drills (Missions 1-2)

Responsibility, perseverance

Identifies simple sentences related to the unit topic

- Listening to and identifying simple sentences (Missions 1-2)

- Listening to and understanding the unit or previous years topic-related drills (Missions 1-2)

- Carrying out activities based on the Cooperative Learning approach in all units to promote language learning in groups and to internalise the unit structures

Patience, fellowship, solidarity, tolerance, self-esteem, empathy, responsibility, respect, punctuality, gratitude, perseverance

Grasps the overall idea in oral texts and identifies specific aspects with the help of linguistic and non-linguistic elements from the context

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

Responsibility

Recognises the sound, rhythm and intonation of common expressions

- Listening to and reproducing a song (Mission 1 Act. 2 "Rap and clap")


Uses the tests from the Teacher’s Resource Book to assess the student’s knowledge and to consolidate the learning of the contents studied by putting all the skills into practice, Reading, Writing, Listening and Speaking

- Carrying out the Diagnostic Test in Unit 0 to assess the student’s level of English at the beginning of the year (Mission 2 TRB)

- Carrying out the Unit Test at the end of each lesson (Mission 8 TRB)

- Carrying out the Term Test in Review 1, Review 2 (Mission 2 TRB) and Review 3 (Mission 1 TRB) at the end of each term

- Carrying out the End-of-Year-Test in Review 3 which assesses all the units in the book with the vocabulary and grammar structures that have been studied (Mission 2 TRB)

Responsibility, respect

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SpeakingSings a song using appropriate linguistic and paralinguistic elements

- Playing a "Rap and clap" song in Mission 1 Act. 2

Responsibility

Reproduces grammar structures through oral activities proposed by the Teacher's Guide, the drills, based on repetition and correction

- Reproducing and internalising expressions through activities based on repetition and correction (Missions 1-2)

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

Perseverance and responsibility

To participate in a "Game Time!" activity and the games proposed in the TG

- Reproducing simple expressions in the "Game Time!" activity (Mission 2) and in the TG games (Missions 1-2)


- Carrying out exercises aimed at understanding translated sentences or focusing on the translation of sentences (Mission 2 TRB)

Respect, fellowship







Reading

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Reads words and expressions previously introduced in an oral manner

- Reading the character's introduction and the common expressions learnt orally (Missions 1-2)

- Recognising, reading and understanding sentences translated into English (TRB)

Respect, fellowship, perseverance, patience







WritingWrites words - Writing the unit words and

expressions (AB Missions 1-2)- Carrying out exercises aimed

at understanding translated sentences or focusing on the translation of sentences (Mission 2 TRB)

Respect, fellowship, perseverance, patience







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• Social and civic competences


Interacts with and enjoys playing games with his/her classmates

- Participation in the "Game Time!" (Mission 2 Act. 3)

- Participation in the games proposed in the TG

Respect and fellowship

Interest and concentration in order to understand the teacher's drills so as to provide the correct answers

- Reproduction and consolidation of the drills (Missions 1-2)

Responsibility, respect, perseverance

• Mathematical competences and basic competences in science and technology


Listens to, reads and reproduces the numbers of the activities

- Listening to and reproduction of the numbers (Missions 1-2)

- Reading the numbers (Missions 1-2)

Responsibility, patience, self-esteem

• Cultural awareness and expressions


Plays tunes - Reproducing the unit song (Mission 2 Act. 3 "Rap and clap")

Patience, fellowship, tolerance, self-esteem, empathy, respect

Participates in games - Participating in the PB "Game Time!" and the games proposed in the TG (Missions 1-2)

Patience, fellowship, tolerance, self-esteem, empathy, respect, solidarity

• Learning to learn


Participates in the drills as an exercise for naturally internalising and consolidating the different structures learnt in the unit

- Participation in the drills proposed in the TG (Missions 1-2)

Respect and responsibility

Learns and internalises the unit

- Completing words filling in the blanks (AB Mission 1)

Patience, fellowship, solidarity, tolerance,

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vocabulary using word games

- Making a wordsearch (AB Mission 2)

- Finding the secret word by writing the letters that correspond to each symbol(AB Mission 2)

self-esteem, empathy, responsibility, gratitude, respect, perseverance

Interacts with his/her classmates in games and oral activities based on the Cooperative Learning approach, internalising and consolidating the unit grammar structures and vocabulary

- Student-student interaction, teamwork and pairwork (Mission 2 Act. 3 "Game Time!")

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







• Digital competences


Uses digital media for learning

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

Patience, responsibility

• Sense of initiative and enterprising spirit


Identifies elements from their surroundings

- Recognises a larger number of objects from their surroundings than in the previous year (Missions 1-2)

Patience, fellowship, solidarity, tolerance, self-esteem, empathy, responsibility, gratitude,

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respect, perseveranceInteracts with his/her classmates in games and oral activities based on the Cooperative Learning approach, activities that imply helping one another

- Interacting in games and activities between the pupils themselves (Mission 2 Act. 3 "Game Time!")


UNIT 1

This unit (My subjects!) focuses on learning about school subjects. The unit contains 8 missions. Each mission lasts sixty minutes. The Teacher’s Resource Book (TRB) contains photocopiable activities to reinforce and consolidate the knowledge acquired in each unit, as well as tests at the end of each unit, of each term, and at the end of the year. Unit 0 provides a Diagnostic Test for the teacher to assess the students’ level of English after the holidays.


Introducing the new vocabulary, 15 subjects, using a listening. To listen, point and repeat. "Shhhh! Listen, point and repeat"To talk using one of the "Game Time!" activities using the expressions: "Do you like English? Yes, I do."Introducing the verb expression "to learn about"To listen to and sing a "Sing and clap" songTo become familiar with the rhythm and sounds of English by listening to a song To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSIntroducing the unit vocabulary using the Picture Dictionary, p. 96To carry out Writing activities in the AB


Introducing the second part of the unit vocabulary, the adjectives "difficult" and "easy" and the verb "to study", using a listening exercise and oral activitiesTo look at an image of Fussy, Yessy, Noella and Asky at the library and listen to Asky practising the new vocabulary. To answer some questions related to the image and then ask the questionsTo listen to some sentences and say whether they are true or false. To correct the false sentencesTo give a presentation on the chart that he/she has previously written about the subjects he/she likes and what he/she learns in each subjectTo reproduce the unit structures orally and internalise them through the TG drills

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To revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read and understand sentences about the structure studied that he/she hears in an audio and correct themTo carry out an Arts and Crafts activity: "Let's make a subject chart!"To carry out vocabulary activities to reinforce and consolidate the knowledge acquired (TRB Vocabulary Worksheets)To carry out Writing activities in the AB


Introducing grammar using a listening exercise and other oral activities. Object pronouns "me/you/him/her/us/you/them". English is easy for me/you/him/her/us/you/them.To look at some images and listen to Yessy, Noella, Asky and Fussy practising the new grammar structure and reproduce the sentencesTo look at some images of Yessy, Noella, Asky and Fussy and reproduce sentences with the new grammar as Asky shows: "History is easy for me!". To check the answers with an audio. Listen and checkTo participate in a "Game Time!" activity using flashcards and practising the structure: "Arts and crafts is easy for Jack and Jill. Arts and crafts is easy for them."To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to Grammar Appendix, p. 87, to read and internalise the new grammar learnt in the unitTo carry out Writing activities in the AB


Introducing the second part of the grammar using listening activities. The past continuous in the 1st, 2nd and 3rd person singular and plural, affirmative, negative and interrogative. What were you/we/you/they doing at five o’clock yesterday? I was/wasn’t studying English. We/you/they were/weren’t studying French. What was I/he/she doing at a quarter past two? You were/weren’t playing football. He/she was/wasn’t playing tennis. Revision of the timeTo look at an image, listen to Asky and Jessy practising the new grammar structure and repeat the questions and answersTo say affirmative and negative sentences with the structure studied and write them. To check the answers of written exercises using an audio: Listen and

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checkTo practise interrogative sentences. To make interrogative sentences from affirmative sentences. Master the question. To check the answers using an audio. Then listen and check To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out Listening activities to reinforce and consolidate this skill (TRBListening Worksheet)To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo write affirmative and negative sentences with a series of words and the structure studied in their notebookReference to Grammar Appendix, p. 87, to read and internalise the new grammar learnt in the unitTo carry out Writing activities in the AB


To listen to a story with a comic-like graphic design, which includes the vocabulary and grammar that has been learnt previously Introducing a colloquial expression: How do you say … in English?To become familiar with the rhythm and sounds of English through a reading exercise To listen to and read the story and say whether the sentences are true or false. To correct the false sentencesTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo act out the story To carry out a Speaking activity using the vocabulary and grammar studied in the unit (TRB Speaking Worksheet)To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read the story and some sentences in a comprehensive manner and say whether the sentences are true or falseTo carry out Writing activities in the AB


To listen to and say the colloquial expression learnt in Mission 5 in the Reading activity: How do you say … in English? To listen to a text about a cultural topic from the United States, school and sports To be able to identify some English-speaking countriesTo show interest in understanding and talking about the customs of other

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countriesTo listen and read a text and answer some questions in their notebookTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read a text in a comprehensive manner and answer some questions about school and sports in the USA in their notebookTo carry out an Arts and Crafts activity: "Let's make a cheerleader’s pom pom!"To carry out Reading activities to consolidate their knowledge and improve this skill (TRB Reading Worksheets)To carry out Writing activities in the AB


A page dedicated to non-linguistic content and language integrated learning. Social Science: school in the past To be able to understand and speak in English about other subjectsTo listen to and read a text about school in the past and say whether some sentences related to the text are true or falseTo give a presentation about the differences between school in the past and todayTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo be able to read and write in English about the contents of other subjectsTo read a text and some sentences about school in the past in a comprehensive manner and say whether they are true or falseTo carry out Writing activities to improve this skill (TRB Writing Worksheets)To carry out Writing activities in the AB


Recap video featuring an auxiliary teacher to revise the unit grammar and vocabulary, with particular focus on the correct pronunciation, rhythm and intonation of words and word stress and grammar structures (Teacher’s Book Video)To repeat and imitate the structures asked for by the auxiliary teacherTo become familiar with the rhythm and sounds of English using the featured auxiliary teacherTo interact orally, practising interrogative and affirmative sentences studied in the unit whilst looking at some pictures. Question-Answer

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To listen to and read a text and answer some questions in their notebook. To check the answers of written exercises using an audio: Listen and checkTo participate in a Quiz answering some questions and naming some images about the unit topicTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read a text in a comprehensive manner that they hear in an audio and answer some questions in their notebook. To check the answers with an audioTo write the answers of the Quiz in their notebookTo carry out a test in which all these skills are put into practice (Reading, Writing, Listening and Speaking) (TRB TEST)To carry out Writing activities in the AB

CONTENT

Vocabulary • Main vocabulary: arts and crafts, biology, chemistry, English, French, geography,

German, history, maths, music, PE, physics, science, Spanish, difficult, easy, to learn about, to study

- Extra vocabulary: athlete, cheerleader, freshman, middle class, sophomore, track and field, trade, upper class, mandatory, poor, to sew, to support, to work

Structures• English is easy for me/you/him/her/us/you/them.• What were you/we/you/they doing at five o’clock yesterday?• I was/wasn’t studying English. We/you/they were/weren’t studying French.• What was I/he/she doing at a quarter past two?• You were/weren’t playing football. He/she was/wasn’t playing tennis.

Culture• The USA. Schools and sports in the USA• Expression: How do you say … in English?

Content and Language Integrated Learning (CLIL)Social Science• School in the Past

Phonetics• Sound /f/

ASSESSMENT CRITERIA LEARNING OBJECTIVES(Listening)To understand the vocabulary and main grammar structures in very short oral texts and use the most suitable strategies for understanding the main


- Understands basic words and structures studied orally and with a

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information from the text visual support (Picture Dictionary)- Masters the alphabet and the days of

the week- Identifies vocabulary related to school

subjects: arts and crafts, biology, chemistry, English, French, geography, German, history, maths, music, PE, physics, science, Spanish, difficult, easy, to learn about, to study

- Understands the essence of oral narratives:• English is easy for

me/you/him/her/us/you/them.• What were you/we/you/they doing at

five o’clock yesterday?• I was/wasn’t studying English.

We/you/they were/weren’t studyingFrench.

• What was I/he/she doing at aquarter past two?

• You were/weren’t playing football. He/she was/wasn’t playing tennis.

- Understands the presentations and narratives of the vocabulary and grammar videos as well as the auxiliary teacher's explanations in the recap video


- Listens actively- Understands personal questions- Understands the vocabulary and

structures that have been studied in previous years


- Understands common expressions used in games

- Understands songs- Expresses the ideas conveyed in the

songs using gestures- Understands the main information

from short conversations in which he/she participates

- Understands short texts and is capable of answering questions about the topic

- Understands the time prepositions "at/on" and the time adverbs "yesterday/every day/today/ago"

- Understands cardinal and ordinal numbers

- Carries out activities based on the Cooperative Learning approach

(Speaking) - Uses the basic vocabulary studied in

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To know and be capable of using the basic vocabulary and structures needed to produce short and simple oral texts

previous years- Masters the alphabet and the days of

the week- Learns and uses new vocabulary - Produces very simple oral

monologues or dialogues - Prepares presentations and briefly

describes places or people - Is capable of expressing him/herself in

English in more situations than in the previous year


- Answers adequately in simple communication situations (knows how to ask and answer about school subjects, knows how to talk about his/her preferences and about what he/she learns in each subject using the simple present, knows how to ask and answer about what somebody was doing at a past time using the past continuous)

- Makes sentences in the 1st, 2nd and 3rd person singular and plural, affirmative, interrogative and negative sentences in the past continuous

- Knows how to talk about habitual actions that are carried out "every day", actions that were being done "yesterday" or specifies the day of the week "on Mondays" and the time "at seven o’clock" in the present simple and past continuous

- Correctly uses object pronouns "me/you/him/her/us/you/them"

- Correctly uses time prepositions and time adverbs

- Answers questions about him/herself(Speaking)To internalise the structures and acquire spoken fluency through repetition

- Understands, imitates and fluently repeats structures related to the topics studied in previous units or years and the new structures using the drills

- Repeats the words or structures asked for by the auxiliary teacher in the recap video



- Is able to read fluently simple words and sentences.

- Understands simple written texts with the vocabulary studied in class

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- Understands simple written instructions connected to school tasks (read, describe, draw, match, point, ask, say, listen, look, write the answers, find) and learns new actions (Say true or false, Correct the sentences, Master the question, Give a presentation, Write in your notebook, Ask and answer with your partner, Change the sentences)

- Identifies the images of the main characters (Asky, Fusy, Yessy and Noella) with their linguistic function. Asky introduces questions, Fusy is in charge of teaching pronunciation, Yessy introduces affirmative sentences and Noella introduces negative sentences

- Identifies pictures with their meaning when making affirmative or negative sentences, or indicates whether something is correct (✓) or incorrect (✗)

- Has the ability to understand the meaning of pictures or texts in a picture or table and is able to make sentences using this information





- Looks at and writes words which are always written in capital letters (countries, days of the week, languages and the subject PE)

(Pronunciation)To mimic pronunciation, intonation, rhythm and word stress to produce oral texts

- Memorises songs- Acts out stories- Mimics the expressions and sounds


- Knows the wide range of sounds existing in English compared to his/her language. For example the /f/ sound

- Makes an effort to pronounce correctlyTo show interest and confidence in learning frequently used expressions in English

- Shows interest in writing and repeating familiar expressions in English: How do you say … in English?

(Culture)To show interest in knowing details about the customs of other countries

- Shows interest in using English as a tool for communicating with people from other cultures and countries

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- Learns about school levels and sports in the USA


(CLIL)To show interest in English as a learning tool for the content of other subjects

- Values the English language as a learning tool for other contents such as Social Science: school in the past.




To listen toIdentifies words about school subject

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





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


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


- Listening to a text and identifying the corresponding pictures(Mission 1 Act. 1. Mission 2 Act. 1.Mission 3 Act. 2.Mission 4 Act. 1)

- Recap video of the unit vocabulary and structures (Mission 8)

- Carrying out listening exercises using the unit vocabulary and grammar (Mission 4 TRB)


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Recognises the sound, rhythm, intonation and word stress of common expressions

- Listening to and reproducing a song (Mission 1 Act. 3 "Sing and clap")

- Playing a video on the unit vocabulary and grammar (Mission 8)

- Listening to the story (Mission 5 Act. 1)

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


Checks the answers to activities through a listening exercise

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

Patience, responsibility, respect, punctuality, perseverance


- Carrying out a listening activity in the Unit Test







- Playing a "Sing and clap" song in Mission 1 Act. 3


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- Reproducing and consolidating grammar structures through repetition and correction based activities (Missions 1-8)



Shows interest when participating in linguistic "Game Time!" games and games proposed in the TG

- Reproducing simple expressions in the "Game Time!" activities (Missions 1 and 3) and in the TG games (Missions 1-8)


- Carrying out an activity to practice speaking (Mission 5 TRB)

- Carrying out exercises aimed at understanding translated sentences or focusing on the translation of sentences (Missions 5 and 8 TRB)

Respect, fellowship

Practises interrogative sentences

- Composition and internalization of the interrogative sentence in Listen. Then answer and ask (Mission 2) Master the question (Mission 4) and Look, ask and answer (Mission 8)

Perseverance, patience

Delivers short and simple presentations and descriptions that have been previously prepared

- Short presentation on a topic directly related to what has been studied in class(Mission 2 Act. 3. Mission 7 Act. 3)


Participates in simple role plays

- Acting out the story of the Reading activity in Mission 5 Act. 3 Act out


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- Carrying out a speaking activity in the Unit Test






ReadingReads words previously introduced orally

- Reading the unit key vocabulary (Missions 1-8)

- Reading the unit key words from the Picture Dictionary, p. 96 (Mission 1)


Reads expressions previously introduced orally

- Reading the unit key expressions (Missions 1-8)

- Reads the Grammar Appendix, p. 87, in order to internalise the unit grammar (Missions 3 and 4)


Reads texts and stories in a comprehensive manner

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


- Reading texts and carrying out exercises focused on reading practice (Mission 6 TRB two levels, aimed at mixed ability classes)


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- Carrying out a reading activity in the Unit Test






WritingWrites words and sentences

- Writing the unit key vocabulary and grammar expressions (Mission 4 Act. 2.Mission 6 Act. 2.Mission 7 Act. 2.Mission 8 Act. 2-3)(AB Missions 1-8)


Writes very simple texts based on very structured models

- Writing very short and simple texts using the vocabulary and structures previously studied in class (Mission 2 Act. 3 Let’s make a presentation chart.Mission 7 Act. 3.Mission 8 Act. 3)

- Carrying out exercises to consolidate the unit vocabulary (Mission 2 TRB two levels, aimed at mixed ability classes)

- Carrying out exercises focused on writing practice (Mission 7 TRB two levels, aimed at mixed ability classes)


Patience, self-esteem, responsibility, punctuality, perseverance

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Answers questions related to an oral or written text

- Answers questions related to a text (Mission 5 Act. 2.Mission 6 Act. 2.Mission 7 Act. 2.Mission 8 Act. 2)

Patience, responsibility, perseverance


- Carrying out a writing activity in the Unit Test








Identifies the time written in words

- Listening to, reproducing and writing the time written in words (Mission 4)

Patience, solidarity, tolerance, self-esteem, responsibility, perseverance

Listens to, repeats and writes the numbers when talking about what he/she was doing in the past and at what time

- Listening to, reproducing and writing the numbers (Mission 4)


Reads and listens to ordinal and cardinal numbers in a text when talking about age, school levels and dates

- Reading and listening to a text with ordinal and cardinal numbers (Missions 6 and 7)






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Patience, perseverance






Uses basic strategies for learning to learn English, resorting to a visual dictionary and grammar and pronunciation appendix at the end of the book

- Use of the Picture Dictionary, p. 96, in Mission 1 with the key vocabulary of the unit and the Grammar Appendix, p. 87, in Missions 3 and 4

- Use of the Pronunciation guide, p. 91, with the unit key sounds

Uses basic understanding strategies with the help of linguistic and non-linguistic elements from the context

- Identification of the meaning of words using flashcards, visual support, etc. (Missions 1-8)


Uses vocabulary videos to internalise the correct pronunciation of the words

- Listening to the unit recap video in Mission 8 and in the Review section (Language Assistant, Pronunciation and Pupil’s Book Video)


Uses the grammar videos to internalise the correct use of grammar structures in context, paying attention to the correct pronunciation and intonation of the sentences



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Uses pronunciation videos to learn to pronounce and reproduce words and sentences correctly

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


Uses the featured auxiliary teacher to consolidate the unit vocabulary and grammar learnt and learns how to pronounce it correctly

- Listening to the unit recapvideo in Mission 8 and in theReview Mission 1 (LanguageAssistant Video)


Values English as a learning tool

- Learning about topics from other subjects (Mission 7) such as Social Science: school in the past

- Learning about what school was like in the past



- Student-student interaction, teamwork and pairwork(Mission 1 Act. 2 Game time.Mission 2 Act. 3. Let’s make a subject chart.Mission 3 Act. 3 Game time.Mission 5 Act. 3 Act out.Mission 6 Act. 3 Let’s make a cheerleader’s pom pom.Mission 8 Act. 1)








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Interacts with and enjoys games and acting with his/her classmates, respecting the basic behaviour rules

- Participating in the "Game Time!" activity, games in which the entire class participates (Missions 1 and 3) and in the games proposed in the TG (Missions 1-8)

- Acting out the story in which the characters always show a receptive and helpful attitude towards other people (Mission 5 Act. 3 Act out)





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Values English as a tool for communicating with other people

- Learning and using the vocabulary studied in previous years as well as the new vocabulary in real or simulated interactions (Missions 1-8)

- Learning and using a colloquial expression in order to make him/herself understood and ask for the meaning of something "How do you say … in English?" (Missions 5 and 6)

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

- Learning the contents learnt in other subjects (Mission 7) such as Social Science: school in the past


Shows interest in communicating with English-speakers

- Reading texts about the customs and culture of people who live in English-speaking countries (Missions 5 and 6)

- Identifying school levels and sports in the United States (Mission 6)

Solidarity, tolerance, self-esteem, empathy, responsibility, respect, perseverance



Plays tunes - Reproducing the unit song (Mission 1 Act. 3 "Sing and clap")


Participates in games and acting out activities

- Participating in the PB "Game Time!" (Missions 1 and 3) and the games proposed in the TG (Missions 1-8)

- Acting out the unit story (Mission 5 Act. 3 Act out)


Makes simple Arts and Crafts compositions

- Making a subject chart "Let's make a subject chart" (Mission 2 Act. 3)

- Making a cheerleader’s pom pom, "Let's make acheerleader’s pom pom"(Mission 6 Act. 3)


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Learns a colloquial expression in each Reading exercise

- Learns a cultural expression in all the stories of Mission 5 and 6 in Mission 6, "How do you say in English?"


Learns about the culture in English-speaking countries

- Learning about the customs of some English-speaking countries (Mission 6): school levels and sports in the United States





- Recognises a larger number of objects from their surroundings than in the previous year, through oral activities (Missions 1-8)


Interacts with his/her classmates in games and oral activities based on the Cooperative Learning approach, activities that imply helping one another

- Interacting in games and activities between the pupils themselves(Mission 1 Act. 2 Game time.Mission 2 Act. 3. Let’s make a subject chart.Mission 3 Act. 3 Game time.Mission 5 Act. 3 Act out.Mission 6 Act. 3 Let’s make a cheerleader’s pom pom.Mission 8 Act. 1)


Carries out an Arts and Crafts activity

- "Let’s make a subject chart" (Mission 2 Act. 3).

- "Let’s make a cheerleader’s" pom pom (Mission 6 Act. 3).



- Short presentation on a topic directly related to what has been studied in class(Mission 2 Act. 3. Mission 7 Act. 3)


Writes a short text on the topics studied in the class

- Writing a short text about him/herself, or about someone else, related to the topics studied in class(Mission 2 Act. 3Mission 7 Act. 3)


UNIT 2

This unit (Fantastic food!) focuses on learning about food. The unit contains 8 missions. Each mission lasts sixty minutes. The Teacher’s Resource Book (TRB)

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contains photocopiable activities to reinforce and consolidate the knowledge acquired in each unit, as well as tests at the end of each unit, of each term, and at the end of the year. Unit 0 provides a Diagnostic Test for the teacher to assess the students’ level of English after the holidays.


Introducing the new vocabulary about food, 10 food items, through a listening activity. "Shhhh! Listen, point and repeat"Introducing the verb "to grow"To talk using one of the "Game Time!" activities using flashcards and the expressions: "Is it Green? Is it a vegetable?"To listen to and sing a "Sing and clap" songTo become familiar with the rhythm and sounds of English by listening to a song To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB



Introducing the second part of the unit vocabulary, 8 food items using a listening activity. Look, listen and say it!To look at some images of Yessy and Noella’s food trays, listen to and reproduce the names of the food items shownTo listen to an audio about Helen and Alex’s food likes and habits and answer some questions in their notebook To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo listen to an audio about Helen and Alex’s food likes and habits and answer some questions in their notebookTo carry out an Arts and Crafts activity: "Let's make a healthy food chart!"To carry out vocabulary activities to reinforce and consolidate the knowledge acquired (TRB Vocabulary Worksheets)To carry out Writing activities in the AB


Introducing grammar using a listening exercise and other oral activities. The structure "like + to + infinitive" in the present simple, in the 1st, 2nd and 3rd

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person singular and plural, affirmative, negative and interrogative. Do I/you/we/you/they like to grow vegetables? Yes, I/you/we/you/they do. / No, I/you/we/you/they don’t. Does he/she like to eat fruit? Yes, he/she does. / No, he/she doesn’t.To look at an image and listen to Asky, Yessy and Noella practising the new grammar structure. Answer some questions following the exampleTo look at a box or table with people’s names, food images and days of the weeks and understand the meaning of the (✓) and (✗) symbols. With that information, interact orally practising the interrogative, affirmative and negative sentences. Question-Answer: "Does Lola like to eat broccoli on Sundays? Yes, she does. She likes to eat broccoli on Sundays."To talk using one of the "Game Time!" activities using the expressions: "Do you like to study science? Yes, I like to study science. "To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to Grammar Appendix, p. 87, to read and internalise the new grammar learnt in the unitTo understand the meaning of the text, images and (✓) and (✗) symbols displayed in a box or table and interact orally with that informationTo carry out Writing activities in the AB


Introducing the second part of the grammar using a listening exercise and other oral activities. Expressing quantity using the adjectives of quantity "a little/a lot of/all/many/much". He likes to eat a little/a lot of spinach. He likes to eat all the spinach. She’s got a lot of peaches. She hasn’t got many plums. They haven’t got much olive oil.To revise the previous mission grammar and the verb "have got"To listen to an audio related to some images of various characters who are saying the quantity of a food item they like to eat or they have, and reproduce the sentences practising the new grammar structureTo check the answers of written exercises using an audio: Listen and checkTo practise interrogative sentences. To make interrogative sentences from affirmative sentences. Master the question. To check the answers using an audio. Then listen and check.To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out Listening activities to reinforce and consolidate this skill (TRB Listening Worksheet)To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read and understand sentences about the structure studied that are related to

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an audio and some imagesTo look at some images of Asky, Fussy, Yessy and Noella, understand the meaning of the (✓) and (✗) symbols shown next to each image and write sentences about the food items and quantity for each character following the example. To check with an audioReference to Grammar Appendix, p. 87, to read and internalise the new grammar learnt in the unitTo carry out Writing activities in the AB


To listen to a story with a comic-like graphic design, which includes the vocabulary and grammar that has been learnt previously Introducing a colloquial expression: Would you like some more…?To become familiar with the rhythm and sounds of English through a reading exercise To listen to and read the story and answer some questions in their notebookTo act out the story To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Speaking activity using the vocabulary and grammar studied in the unit (TRB Speaking Worksheet)To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read the story in a comprehensive manner and answer some questions in their notebookTo carry out Writing activities in the AB


To listen to and say the colloquial expression learnt in Mission 5 in the Reading: activity: Would you like some more…?To listen to a text about a cultural topic from the United Kingdom and Ireland, the shepherd’s pie, a typical dishTo be able to identify some English-speaking countriesTo show interest in understanding and talking about the customs of other countriesTo listen to and read a text and answer some questions in their notebookTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read a text about the shepherd’s pie in a comprehensive manner and answer some questions in their notebook

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To carry out Reading activities to consolidate their knowledge and improve this skill (TRB Reading Worksheets)To carry out Writing activities in the AB


A page dedicated to non-linguistic content and language integrated learning. Social Science: urban gardeningTo be able to understand and speak in English about other subjectsTo listen to and read a text about urban gardening and complete an activityTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo be able to read and write in English about the contents of other subjectsTo read a text about urban gardening in a comprehensive manner and some sentences with two options to choose from. To write the correct option in their notebookTo carry out a Social Science activity, "Let’s grow herbs in class!" To carry out Writing activities to improve this skill (TRB Writing Worksheets)To carry out Writing activities in the AB


Recap video featuring an auxiliary teacher to revise the unit grammar and vocabulary, with particular focus on the correct pronunciation, rhythm and intonation of words and word stress and grammar structures (Teacher’s Book Video)To repeat and imitate the structures asked for by the auxiliary teacherTo become familiar with the rhythm and sounds of English using the featured auxiliary teacherTo look at and describe some images orallyTo listen to an audio about Jessica and complete her fact card in their notebook with the information that they hear in the audioTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo complete Jessica’s fact card in their notebook by writing the food likes and habits that they hear in an audioTo read some affirmative sentences and make them negative using "much" and "many"To carry out a test in which all these skills are put into practice (Reading, Writing, Listening and Speaking) (TRB TEST)

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To carry out Writing activities in the AB

CONTENT

Vocabulary • Main vocabulary: beef, broccoli, butter, cucumber, honey, mashed potato, meatballs,

olive oil, peach, pepper, pineapple, plum, rice, salt, scrambled eggs, spinach, tuna, to grow - Extra vocabulary: allotment, compost, fertiliser, ham, herbs, lamb, land, leftover,

pie, plot, waste, fresh, minced, to look after, to rent, to taste like

Structures• Do I/you/we/you/they like to grow vegetables? Yes, I/you/we/you/they do. / No,

I/you/we/you/they don’t.• Does he/she like to eat fruit? Yes, he/she does. / No, he/she doesn’t.• He likes to eat a little/a lot of spinach.• He likes to eat all the spinach.• She’s got a lot of peaches. She hasn’t got many plums.• They haven’t got much olive oil.

Culture• The United Kingdom and Ireland. Delicious Shepherd’s pie • Expression: Would you like some more…?

Content and Language Integrated Learning (CLIL)Social Science• Urban Gardening

Phonetics• Sound /k/

ASSESSMENT CRITERIA LEARNING OBJECTIVES

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(Listening)To understand the vocabulary and main grammar structures in very short oral texts and use the most suitable strategies for understanding the main information from the text


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

- Masters the alphabet, the days of the week and months

- Identifies the vocabulary related to food: beef, broccoli, butter, cucumber, honey, mashed potato, meatballs, olive oil, peach, pepper, pineapple, plum, rice, salt, scrambled eggs, spinach, tuna, to grow

- Understands the essence of oral narratives:• Do I/you/we/you/they like to grow

vegetables? Yes, I/you/we/you/they do. / No, I/you/we/you/they don’t.

• Does he/she like to eat fruit? Yes, he/she does. / No, he/she doesn’t.

• He likes to eat a little/a lot of spinach.

• He likes to eat all the spinach.• She’s got a lot of peaches. She

hasn’t got many plums.• They haven’t got much olive oil.








songs using gestures- Understands the main information from

short conversations in which he/she participates


- Understands the time adverbs "every day/never/ sometimes/ yesterday/ always/ today" and the expression "on Mondays"

- Understands time prepositions: "on Mondays"

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(Speaking)To know and be capable of using the basic vocabulary and structures needed to produce short and simple oral texts

- Uses the basic vocabulary studied in previous years


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

or dialogues - Prepares presentations and briefly




- Answers adequately in simple communication situations (knows how to talk about food, knows how to say what he/she likes and doesn’t like to eat or do in the present tense, knows how to say what food items he/she has got and their quantity)

- Makes sentences using the structure "like to + infinitive" in the 1st, 2nd and 3rd person singular and plural, affirmative, interrogative and negative sentences in the simple present

- Knows how to express possession using the verb "to have got"

- Knows how to express quantity using the adjectives of quantity "a little/a lot/ all/ many/much" correctly

- Correctly uses time adverbs- Correctly uses prepositions- Greets and bids farewell in English- Uses "please" and "thank you" in the

adequate contexts- Manages well in real or simulated

everyday situations- Answers questions about him/herself

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




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- Is able to read fluently the simple words and sentences learnt previously



- Identifies the images of the main characters (Asky, Fusy, Yessy and Noella) with their linguistic function Asky introduces questions, Fusy is in charge of teaching pronunciation, Yessy introduces affirmative sentences and Noella introduces negative sentences







- Looks at and writes words which are always written in capital letters (countries and days of the week)




- Knows the wide range of sounds existing in English compared to his/her language. For example, the /k/ sound

- Makes an effort to pronounce correctly

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

- Shows interest in writing and repeating familiar expressions in English: Would you like some more…?



- Learns about the shepherd’s pie, a typical dish in the United Kingdom and Ireland



- Values the English language as a learning tool for other contents such as Social Science: urban gardens in big cities in the USA and the United Kingdom




To listen toIdentifies words about food






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



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- Listening to a text and identifying the corresponding pictures(Mission 1 Act. 1. Mission 2 Act. 1.Mission 3 Act. 2.Mission 4 Act. 1-2)








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



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

Patience, responsibility, respect, gratitude, perseverance








Speaking

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Sings a song using appropriate linguistic and paralinguistic elements












Respect, fellowship


- Composition and internalization of the interrogative sentence in Listen and answer (Mission 3) Ask and answer (Mission 3) and Master the question (Mission 4).

Perseverance


- Short presentation on a topic directly related to what has been studied in class.(Mission 8 Act 1)





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




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- Writing the unit key vocabulary and grammar expressions(Mission 2 Act. 2.Mission 4 Act. 2Mission 5 Act. 2.Mission 6 Act. 2Mission 7 Act. 2.Mission 8 Act. 2)(AB Missions 1-8).



- Writing very short and simple texts using the vocabulary and structures previously studied in class (Mission 8 Act. 2)





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Reads, understands and completes texts or sentences with blank spaces, choosing the correct option or placing words in the adequate space

- Placing words in the adequate space or choosing between two options (Mission 7 Act. 2)


Answers questions related to a text

- Answers questions related to a text(Mission 5 Act. 2.Mission 6 Act. 2.Mission 7 Act. 2Mission 8 Act. 2)

Patience, fellowship, solidarity, tolerance, self-esteem, responsibility, respect, perseverance














Learns how to grow plants in class

- Learning about growing herbs in class (Mission 7 Act. 3)



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Patience, fellowship, solidarity, punctuality, gratitude, perseverance







- Use of the Picture Dictionary, p. 97, in Mission 1 with the unit key vocabulary and the Grammar Appendix, p. 87, in Missions 3 and 4

- Use of the Pronunciation guide, p. 91, with the unit key sound

Patience, responsibility, respect, perseverance


- Identification of the meaning of the words using flashcards, visual support etc. (Missions 1-8)




Patience, fellowship, solidarity, tolerance, self-esteem, responsibility, respect, gratitude, perseverance







65






- Learning about topics from other subjects (Mission 7) such as Social Science: urban gardening

- Learning about growing urban gardens in big cities in the United Kingdom and USA

Responsibility


- Student-student interaction, teamwork and pairwork(Mission 1 Act. 2 Game time.Mission 2 Act. 3. Let’s make a healthy food chart.Mission 3 Act. 3 Game time.Mission 5 Act. 3 Act out.Mission 6 Act. 3 Let’s grow herbs in class)










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Values English as an instrument for communicating with other people and talking about current issues


- Learning and using a colloquial expression in order to make offers, "Would you like some…?" (Missions 5 and 6)

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

- Learning the contents learnt in other subjects (Mission 7) such as Social Science: urban gardening



- Reading texts about the customs and culture of people who live in English-speaking countries (Missions 5, 6 and 7)

- Identifying the shepherd’s pie, a typical dish in the United Kingdom and Ireland (Mission 6)

- Identifying urban gardens in big cities in the United Kingdom and USA (Mission 7)




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Patience, fellowship, tolerance, self-esteem, empathy, responsibility, perseverance


- Participating in the PB "Game Time!" (Missions 1 and 3) and the games proposed in the TG (Missions 1-8)




- Making a drawing about healthy food "Let's make a healthy food chart" (Mission 2 Act. 3)



- Learning a cultural expression, "Would you like some…?" (Missions 5 and 6)



- Learning about some English-speaking countries' customs (Mission 6): the shepherd’s pie, a typical dish in the United Kingdom and Ireland





- Through oral activities recognises a larger number of objects than in the previous year (Missions 1-8)

- Carrying out an activity in which he/she identifies elements of his/her autonomous community(TRB My autonomous community)



- Interacting in games and activities between the pupils themselves(Mission 1 Act. 2 Game time.Mission 2 Act. 3. Let’s make a healthy food chart.Mission 3 Act. 3 Game time.Mission 5 Act. 3 Act out.Mission 6 Act. 3 Let’s growherbs in class)



- "Let’s make a healthy food chart" (Mission 2 Act. 3)


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- Short presentation on a theme directly related to what has been studied in class (Mission 8 Act. 1).

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

Writes or prepares a short text on the topics that have been studied in class

- Description of some images (Mission 8 Act. 1).

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

Grows herbs in class - Learning about growing herbs in class (Mission 7 Act. 3)


UNIT 3

This unit (Jobs!) focuses on learning about jobs. The unit contains 8 missions. Each mission lasts sixty minutes. The Teacher’s Resource Book (TRB) contains photocopiable activities to reinforce and consolidate the knowledge acquired in each unit, as well as tests at the end of each unit, of each term, and at the end of the year. Unit 0 provides a Diagnostic Test for the teacher to assess the students’ level of English after the holidays.


Introducing the new vocabulary, 11 words related to jobs, using a listening. "Shhhh! Listen, point and repeat"To talk using one of the "Game Time!" activities using the expressions: "I’m an actor. I’m an actor and a fire fighter. I’m an actor, a fire fighter and a vet."To listen to and sing a "Rap and clap" songTo become familiar with the rhythm and sounds of English by listening to a song To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB



Introducing the second section of unit vocabulary, 6 jobs, through an audio "Look, listen and say it!"

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To look at an image of different characters doing their work, listen to and reproduce the jobsTo listen to an audio, choose the correct answer for some questions and write the answers in their notebookTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo write in their notebook the correct answer for some questions related to an audioTo carry out a job questionnaire, "Let’s make a job questionnaire!"To carry out vocabulary activities to reinforce and consolidate the knowledge acquired (TRB Vocabulary Worksheets)To carry out Writing activities in the AB


Introducing grammar using a listening exercise and other oral activities. Superlative adjectives. She’s the tallest. He isn’t the shortest. It’s the most beautiful.To look at some images and listen to Asky, Yessy and Noella practising the new grammar structure and reproduce the sentencesTo look at some images of jobs and reproduce sentences with the new grammar structure following the example. To check the answers with an audio. Then listen and check To participate in a "Game Time!" activity practising the structure: "I’m the tallest!"To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to Grammar Appendix, p. 87, to read and internalise the new grammar learnt in the unitTo carry out Writing activities in the AB


Introducing the second part of the grammar using oral activities. The interrogative "Which + one/person". Which person has the best/worst/safest job? Which person has the most dangerous job? Which one helps animals, the dentist or the vet?To interact practising the new grammar structureTo look at an image of different jobs, and to another image of Asky and Yessy practising the new grammar structure. To answer some questions related to the image of different jobs following Jessy’s example

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To check the answers of written exercises using an audio: Listen and checkTo practise interrogative sentences. To make interrogative sentences from affirmative sentences. Master the question. To check the answers using an audio. Then listen and check.To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out Listening activities to reinforce and consolidate this skill (TRB Listening Worksheet)To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to Grammar Appendix, p. 87, to read and internalise the new grammar learnt in the unitTo look at an image of different jobs and write some questions and answers in their notebook using the words shown in the activity and the vocabulary about jobs following Jessy’s example: "Which one helps, an actor or a police officer?" Question-Answer. To check the answers with an audioTo carry out Writing activities in the AB


To listen to a story with a comic-like graphic design, which includes the vocabulary and grammar that has been learnt previously Introducing a colloquial expression: May I help you?To become familiar with the rhythm and sounds of English through a reading exercise To listen to and read a story and say whether some sentences are true or false. To correct the false sentencesTo act out the story To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Speaking activity using the vocabulary and grammar studied in the unit (TRB Speaking Worksheet)To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read the story and some sentences in a comprehensive manner and say whether the sentences are true or false To carry out Writing activities in the AB


To listen to and say the colloquial expression learnt in Mission 5 in the Reading activity: May I help you? To listen to a text about a cultural topic in the United States, the Empire State Building in New York, the most beautiful building to many people

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To be able to identify some English-speaking countriesTo show interest in understanding and talking about the customs and culture of other countriesTo listen to and read a text, and answer some questions in their notebookTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read a text about the Empire State Building in New York, in the United States, in a comprehensive manner and answer some questions in their notebookTo carry out Reading activities to consolidate their knowledge and improve this skill (TRB Reading Worksheets)To carry out Writing activities in the AB


A page dedicated to non-linguistic content and language integrated learning. Social Science: dentist and teeth wormsTo be able to understand and speak in English about other subjectsTo listen to and read a text about the dentist and teeth worms, and correct some sentences in their notebookTo give a presentation about the drawing of their teeth that they have done previously and say what teeth they have got and how they take care of themTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo be able to read and write in English about the contents of other subjectsTo read a text about the dentist and teeth worms in a comprehensive manner and correct some sentences in their notebookTo carry out an Arts and Crafts activity, make a drawing of their teethTo carry out Writing activities to improve this skill (TRB Writing Worksheets)To carry out Writing activities in the AB


Recap video featuring an auxiliary teacher for revising the unit grammar and vocabulary, with particular focus on the correct pronunciation, rhythm and intonation of words and word stress and grammar structures (Teacher’s Book Video)To repeat and imitate the structures asked for by the auxiliary teacherTo become familiar with the rhythm and sounds of English using the featured auxiliary teacher

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To look at a box or table with people’s names, their jobs and understand the meaning of the (✓) symbol displayed in the three columns Best / Worst / Famous. With that information, interact orally practising the interrogative and affirmative sentences. Question-Answer: "Who’s the best actor? Zach’s the best actor." To check the answers with an audio. Listen and checkTo listen to some sentences with two options to choose from and write the correct option in their notebookTo give a presentation about the jobs that there are in their family that they have prepared previouslyTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read some brief job descriptions. Guess the job and write it in their notebookTo understand the meaning of the text and (✓) symbol displayed in a box or table and interact orally with that informationTo read some sentences with two options to choose from that they hear in an audio and write the correct option in their notebookTo carry out a test in which all these skills are put into practice (Reading, Writing, Listening and Speaking) (TRB TEST)To carry out Writing activities in the AB

CONTENT

Vocabulary • Main vocabulary: actor, architect, astronaut, cashier, chef, dentist, driver, fire fighter,

football player, hairdresser, journalist, judge, mechanic, police officer, singer, vet, famous- Extra vocabulary: cavity, floor, giant, jaw, metal workers, nickname, skyscraper,

tool, worm, high, to be able to, to believe, to destroy, to die, to discover, to lose

Structures• She’s the tallest. He isn’t the shortest.• It’s the most beautiful.• Which person has the best/worst/safest job?• Which person has the most dangerous job?• Which one helps animals, the dentist or the vet?

Culture • The USA. The most beautiful building to many people• Expression: May I help you?

Content and Language Integrated Learning (CLIL)Social Science• Dentist and Teeth Worms

Phonetics• Sound /st/

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ASSESSMENT CRITERIA LEARNING OBJECTIVES(Listening)To understand the vocabulary and main grammar structures in very short oral texts and use the most suitable strategies for understanding the main information from the text


- Understands basic words and structures studied orally and with a visual support (Picture Dictionary)

- Masters the alphabet and days of the week

- Identifies the vocabulary related to jobs: actor, architect, astronaut, cashier, chef, dentist, driver, fire fighter, football player, hairdresser, journalist, judge, mechanic, police officer, singer, vet, famous

- Understands the essence of oral narratives• She’s the tallest. He isn’t the

shortest.• It’s the most beautiful.• Which person has the

best/worst/safest job?• Which person has the most

dangerous job?• Which one helps animals, the

dentist or the vet?- Understands the presentations and

narratives of the vocabulary and grammar videos as well as the auxiliary teacher's explanations in the recap video










- Understands time adverbs and possessive adjectives

- Understands cardinal and ordinal

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numbers- Carries out activities based on the

Cooperative Learning approach(Speaking)To know and be capable of using the basic vocabulary and structures needed to produce short and simple oral texts


- Masters the alphabet and days of the week

- Learns and uses new vocabulary - Independently produces very simple

oral monologues and dialogues - Prepares presentations and briefly

describe places or people - Is capable of expressing him/herself in



- Answers adequately in simple communication situations (knows how talk about jobs and describe the basic tasks and characteristics they involve in simple sentences, knows how to express the highest degree of a quality and knows how to ask and answer the question "Which one…?")

- Makes sentences using the superlative adjectives: adjective + est and most + adjective

- Greets and bids farewell in English- Uses "please", "thank you", "Excuse

me", "I'm sorry" in the appropriate context

- Uses prepositions- Manages well in real or simulated

everyday situations - Answers questions about him/herself








- Understands simple written instructions connected to school tasks

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(read, describe, draw, match, point, ask, say, listen, look, write the answers, find) and learns new actions (Say true or false, Correct the sentences, Master the question, Give a presentation, Write in your notebook, Ask and answer with your partner, Change the sentences)



- Has the ability to understand the meaning of pictures or texts in a picture or table and is able to make sentences using this information.




- Prepares with certain degree of independence simple texts based on the contents learnt

- Looks at and writes words which are always written in capital letters (countries, days of the week and languages)




- Knows the wide range of sounds existing in English compared to his/her language. For example the /st/ sound

- Makes an effort to pronounce correctly (Culture)To show interest in learning about English-speaking countries

- Knows English-speaking countries and identifies them by their flags


- Shows interest in writing and saying familiar expressions in English: May I help you?

(Culture) - Shows interest in using English as a

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To show interest in knowing details about the customs of other countries

tool for communicating with people from other cultures and countries

- Learns about the Empire State Building in New York, in the United States, the most beautiful building to many people



- Values the English language as a learning tool for other contents such as Social Sciences: dentist and teeth worms




To listen toIdentifies words about jobs


- Listening to the drills (Missions 1-8)







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- Listening to a text and identifying the corresponding pictures(Mission 1 Act. 1. Mission 2 Act. 1.Mission 3 Act. 1-2.Mission 4 Act. 2)



Responsibility




- Listening to the story(Mission 5 Act. 1)

- Listening to texts (Mission 5 Act. 1.(Mission 6 Act. 2.Mission 7 Act. 1)












Speaking

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Sings a song using appropriate linguistic and paralinguistic elements


Responsibility










Respect, fellowship


- Making and internalising interrogative sentences in Look and answer (Mission 4) Look, ask and answer (Mission 4) Master the question (Mission 4) Ask and answer (Mission 8)



- Short presentation on a topic directly related to what has been studied in class(Mission 7 Act. 3.Mission 8 Act. 4)





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



Patience, fellowship, solidarity, self-esteem, empathy, responsibility, respect, perseverance

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- Writing the unit key vocabulary and grammar expressions (Mission 2 Act. 2.Mission 4 Act. 2.Mission 6 Act. 2.Mission 7 Act. 2.Mission 8 Act. 1 and 3)(AB Missions 1-8)



- Writing very short and simple texts using the vocabulary and structures previously studied in class (Mission 2 Act. 3 Let’s make a job questionnaire.Mission 7 Act. 3.Mission 8 Act. 3)





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- Answers questions related to a text (Mission 5 Act. 2.Mission 6 Act. 2.Mission 7 Act. 2)











Reads, listens to and writes cardinal and ordinal numbers in a text when talking about dates, measurement, quantity and order

- Reading and listening to a text with ordinal and cardinal numbers (Missions 6 and 7)

- Writing cardinal numbers (Missions 6 and 7)


Reproduces cardinal numbers when giving a presentation about him/herself

- Reproducing cardinal numbers when giving a presentation about his/her teeth (Mission 7)








Uses digital media for - Carrying out the activities Patience, fellowship,

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learning proposed in the digital book (Missions 1-8)

solidarity, tolerance, self-esteem, empathy, responsibility, respect, perseverance



Participates in the drills as an exercise for naturally internalising and consolidating the different structures learnt in the unit.





- Use of the Pronunciation guide, p. 91, with the unit key sounds




Patience, fellowship, solidarity, tolerance, self-esteem, empathy, responsibility, perseverance



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







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- Learning about topics from other subjects (Mission 7) such as Social Science: dentist and teeth worms

- Learning about dentists in the past, teeth worms, cavities, teeth formation and the importance of dental care


Learns and internalises the unit vocabulary using word games


- Unscrambling letters to make words (AB Mission 2)

- Finding expressions in a word snake (AB Mission 6)



- Student-student interaction, teamwork and pairwork (Mission 1 Act. 2 Game time.Mission 2 Act. 3. Let’s make a job questionnaire.Mission 3 Act. 3 Game time.Mission 5 Act. 3 Act out)









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Shows interest and concentration in order to understand the teacher's drills so as to provide the correct answers





- Learning and using a colloquial expression in order to offer help, "May I help you?" (Missions 5 and 6)


- Learning the contents learnt in other subjects (Mission 7) such as Social Science: dentist and teeth worms




- Identifies the Empire State Building in New York, in the United States, the most beautiful building to many people (Mission 6)




Plays tunes - Reproducing the unit song in (Mission 1 Act. 3 "Rap and clap")

Patience, fellowship, solidarity, tolerance, self-esteem, empathy, responsibility, gratitude,

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respect, perseveranceParticipates in games and acting out activities

- Participating in the PB "Game Time!" (Missions 1 and 3) and in the games proposed in the TG (Missions 1-8)


- Making a job questionnaire, "Let’s make a job questionnaire!" (Mission 2 Act. 3)



- Drawing a picture of his/her teeth (Mission 7 Act. 3)



- Learning a cultural expression, "May I help you?" (Missions 5 and 6)

Fellowship, solidarity, tolerance, self-esteem, empathy, responsibility, respect, perseverance


- Learning about some English-speaking countries' customs and characteristics (Mission 6): the Empire State Building in New York, in the United States, the most beautiful building to many people








- Interacting in games andactivities between the pupilsthemselves(Mission 1 Act. 2 Game time.Mission 2 Act. 3. Let’s make a job questionnaire.Mission 3 Act. 3 Game time.Mission 5 Act. 3 Act out)



- Drawing a picture of his/her teeth (Mission 7 Act. 3)


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- Short presentation on a theme directly related to what has been studied in class (Mission 3 Act. 3.Mission 8 Act. 4)



- Writing a short text about him/herself or about someone else related to the topics studied in class(Mission 2 Act. 3.Mission 7 Act. 3.Mission 8 Act. 3)


UNIT 4

This unit (Let’s shop!) focuses on learning about shopping. The unit contains 8 missions. Each mission lasts sixty minutes. The Teacher’s Resource Book (TRB) contains photocopiable activities to reinforce and consolidate the knowledge acquired in each unit, as well as tests at the end of each unit, of each term, and at the end of the year. Unit 0 provides a Diagnostic Test for the teacher to assess the students’ level of English after the holidays.


Introduction of the new vocabulary, 9 words related to shopping, through a listening exercise. To listen to, point and repeat. "Shhhh! Listen, point and repeat"To talk using one of the "Game Time!" activities using visual support and the expressions: "What´s this? It’s a trolley."To listen to and sing a "Sing and clap" songTo become familiar with the rhythm and sounds of English by listening to a song To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB



Introducing the second part of the unit vocabulary, 7 words related to shopping, using an audio. "Look, listen and say it!"To look at an image of a shop, listen to and reproduce the vocabulary about shoppingTo listen to some sentences related to some images and correct them in their notebookTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills

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To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read some sentences related to some images that they hear in an audio. To correct the sentences in their notebookTo carry out an Arts and Crafts activity: "Let's make a tetra brick wallet!"To carry out vocabulary activities to reinforce and consolidate the knowledge acquired (TRB Vocabulary Worksheets)To carry out Writing activities in the AB


Introducing grammar using a listening exercise and other oral activities. The interrogative "How much" to ask about price and weight. The adverbs of quantity "too" and "enough": too + adjective, too much + noun, enough + noun. How much does it cost? It costs €299. How much does it weigh? It weighs 987 kilos. It costs too much. It’s too heavy/expensive.Introducing the numbers from 100 to 1000To look at some images and listen to Yessy, Noella, Asky and Fussy practising the new grammar structure and reproduce the sentencesLooking at the food and object names and their prices displayed in different boxes, interact orally practising the interrogative and affirmative sentences. Question-Answer: "How much does the birthday cake cost? It costs one hundred and twenty-four euros. It’s too expensive! "To talk using one of the "Game Time!" activities using the expressions: "How much does the camera cost? It costs five hundred and twenty-seven euros."To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to Grammar Appendix, p. 88, to read and internalise the new grammar learnt in the unitTo understand the meaning of the text related to food items, objects and prices displayed in different boxes and interact orally with that informationTo carry out Writing activities in the AB


Introducing the second part of the grammar using oral activities. Adjectives of quantity to express quantity: too much/too many/enough + noun. I’ve got too many plums. There’s too much water. I haven’t got enough money.Revising "There’s" and "have got" to express existence and possessionTo look at an image of Yessy, Fussy, Noella and Asky at the supermarket practising the new grammar structure and answer some questions related to the image

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To look at some images and write sentences related to the images in their notebook using the grammar structure studied. To check the answers of written exercises using an audio: Listen and checkTo practise interrogative sentences. To make interrogative sentences starting from the answer. Master the question. To check the answers using an audio. Then listen and check To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out Listening activities to reinforce and consolidate this skill (TRB Listening Worksheet)To carry out Listening activities in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to Grammar Appendix, p. 88, to read and internalise the new grammar learnt in the unitTo look at some images and write sentences related to the images in their notebook using the grammar structure studied. To check the answers with an audioTo carry out Writing activities in the AB


To listen to a story with a comic-like graphic design, which includes the vocabulary and grammar that has been learnt previously Introducing a colloquial expression: Here you go!To become familiar with the rhythm and sounds of English through a reading exercise To listen to and read the story and answer some questions in their notebookTo act out the story To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Speaking activity using the vocabulary and grammar studied in the unit (TRB Speaking Worksheet)To carry out a Listening activity in the AB



To listen to and say the colloquial expression learnt in Mission 5 in the Reading activity: Here you go! To listen to a text about a cultural topic from the United States, Black FridayTo be able to identify some English-speaking countries

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To show interest in understanding and talking about the customs and culture of other countriesTo listen to and read a text and answer some questions in their notebookTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read a text about Black Friday in the United States in a comprehensive manner and answer some questions in their notebookTo carry out Reading activities to consolidate their knowledge and improve this skill (TRB Reading Worksheets)To carry out Writing activities in the AB


A page dedicated to non-linguistic content and language integrated learning. Maths: the imperial system of weights and measurements To be able to understand and speak in English about other subjectsTo listen to and read a text about the imperial system and say whether some sentences related to the text are true or false. To correct the false sentencesTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo be able to read and write in English about the contents of other subjectsTo read a text and some sentences about the imperial system in a comprehensive manner and say whether the sentences are true or false. To correct the false sentencesCLIL Project Apply your skills. To carry out a Maths activity, Apply your skills: "Convert from the imperial to the metric system". To read and understand the conversion table and the necessary steps to make the conversions from the imperial to the metric system. To follow the steps, make the corresponding conversions and complete the table with the resultsTo carry out Writing activities to improve this skill (TRB Writing Worksheets)To carry out Writing activities in the AB


Recap video featuring an auxiliary teacher to revise the unit grammar and vocabulary, with particular focus on the correct pronunciation, rhythm and intonation of words and word stress and grammar structures (Teacher’s Book Video)To repeat and imitate the structures asked for by the auxiliary teacherTo become familiar with the rhythm and sounds of English using the featured

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auxiliary teacherTo listen to an audio and answer some questions in their notebookTo participate in a Quiz answering a series of questions related to the unit topic and saying cardinal numbersTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out Listening activities in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo look at an image of different people doing their shopping at their supermarket. To write the vocabulary related to shopping that appears in the image in their notebookTo answer some questions related to an audio in their notebookTo read some sentences with two options to choose from and write the correct option in their notebookTo write the answers of the Quiz in their notebookTo carry out a test in which all these skills are put into practice (Reading, Writing, Listening and Speaking) (TRB TEST)To carry out Writing activities in the AB

CONTENT

Vocabulary • Main vocabulary: basket, changing room, checkout, customer, scales, shelf, trainers,

trolley, wallet, window shopping, cheap, expensive, to cost, to pay, to try on, to weigh- Extra vocabulary: bargain, empire, feet, half price, imperial system, inch, ink,

length, loss, measurement, metric system, owner, pound, sales, stone, own, still, to be in the red, to save, to sell

Structures• How much does it cost? It costs €299.• How much does it weigh? It weighs 987 kilos.• It costs too much.• It’s too heavy/expensive.• I’ve got too many plums.• There’s too much water.• I haven’t got enough money.

Culture • The USA. Black Friday• Expression: Here you go!

Content and Language Integrated Learning (CLIL)Maths• The Imperial System

Phonetics• Sound /tr/

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- Identifies the vocabulary related to shopping: basket, changing room, checkout, customer, scales, shelf, trainers, trolley, wallet, window shopping, cheap, expensive, to cost, to pay, to try on, to weigh

- Understands the essence of oral narratives:• How much does it cost? It costs €299.• How much does it weigh? It weighs

987 kilos.• It costs too much.• It’s too heavy/expensive.• I’ve got too many plums.• There’s too much water.• I haven’t got enough money.

- Understands the presentations and narratives of the vocabulary and grammar videos as well as the auxiliary teacher's explanations in the recap video.







songs using gestures- Understands the main information from

short conversations in which he/she participates


- Understands prepositions- Understands the cardinal numbers from

100 to 1000 and ordinal numbers- Understands decimal numbers- Understands messages containing

instructions

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- Learns and uses new vocabulary - Independently produces very simple oral

monologues and dialogues - Prepares presentations and briefly




- Answers adequately in simple communication situations (knows how to talk about shopping, knows how to ask and answer someone about the price and weight of something, knows how to express quantity using the adverb of quantity "too + adjective" and the adjectives of quantity "too much/too many/enough + noun")

- Makes sentences using the verbs "to cost/to weigh/to be/to have got" in the present simple, in the 1st, 2nd and 3rd person singular and plural, affirmative, negative and interrogative

- Expresses existence using "There’s" and possession using "to have got"

- Greets and bids farewell in English- Uses "please", "thank you", "Excuse me"

and "I'm sorry" in the appropriate contexts

- Uses prepositions- Uses adverbs- Manages well in real or simulated






(Reading)To understand the essential


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information in a text using their prior knowledge of vocabulary and syntactical structures




- Identifies pictures with their meaning when making affirmative or negative sentences, or indicating whether something is correct (✓) or incorrect (✗)






- Looks at and writes words which are always written in capital letters (countries and days of the week)




- Knows the wide range of sounds existing in English compared to his/her language. For example, the /tr/ sound

- Makes an effort to pronounce correctly(Culture)To show interest in learning about English-speaking countries



- Shows interest in writing and saying known expressions in English: Here you go!



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- Learns about Black Friday in the United States, date that marks the first day of the Christmas shopping season after Thanksgiving Day



- CLIL Project Apply your skills. Values the English language as a learning tool for other contents such as Maths: the imperial system of weights and measurements used in the United Kingdom and Canada




To listen toIdentifies words about shopping










- Listening to a text and identifying the corresponding pictures (Mission 1 Act. 1. Mission 2 Act. 1-2.Mission 3 Act. 1.Mission 4 Act. 1-2.Mission 8 Act. 1)


- Carrying out listening exercises using the unit

Responsibility, patience, perseverance, self-esteem

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vocabulary and grammar (Mission 4 TRB)





- Listening to texts (Mission 5 Act. 1Mission 6 Act. 2.Mission 7 Act. 1)



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











Responsibility



- Reproducing the structures learnt in previous years or units (TG Refresh, Back to


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Basics, Rewind)Shows interest when participating in linguistic "Game Time!" games and games proposed in the TG

- Reproducing simple expressions in the "Game Time!" (Missions 1 and 3) and in the TG games (Missions1-8)




Respect, fellowship


- Making and internalising interrogative sentences in Ask and answer (Mission 3) Look and answer (Mission 4) Master the question and (Mission 4) and Listen and answer the questions (Mission 8)



- Short presentation on a topic directly related to what has been studied in class










- Carrying out the End-of-Year-Test in Review 3 which


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assesses all the units in the book with the vocabulary and grammar structures that have been studied (Mission 2 TRB)










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












- Writing the unit key vocabulary and grammar expressions

Patience, fellowship, solidarity, tolerance, self-esteem, empathy,

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(Mission 2 Act. 2.Mission 4 Act. 2.Mission 5 Act. 2.Mission 6 Act. 2.Mission 7 Act. 2.Missions 8 Act. 2, 3 and 4)(AB Missions 1-8).

responsibility, respect, perseverance


- Writing very short and simple texts using the vocabulary and structures previously studied in class (Mission 4 Act. 4. Mission 8 Act. 4)






- Answers questions related to a text(Mission 5 Act. 2.Mission 6 Act. 2.Mission 7 Act. 2.Mission 8 Act. 2)









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Learns the numbersfrom 100 to 1000 and revises the numbers from 1 to 100 when talking about prices, weights and measurements

- Listening to, reading and reproduction of the numbers from 1 to 1000 (Missions 2, 3, 4, 7 and 8)

- Writing numbers (Missions 2 and 8)


Identifies symbols with their meaning, € and kg

- Asking about prices and answering in euros, placing the € symbol in the English style before the number (Missions 3, 4 and 8)

- Asking about weight and answering in kilos (Missions 3, 4 and 8)

Patience, responsibility, perseverance, self-esteem

Identifies units of weight and measurement in the imperial system and the metric system

- Listening to and reading units of weight and measurement in the imperial system (foot/feet, stone, pound, inch) and in the metric system (metre, kilo) (Mission 7 Act. 1-2).


Listens to, reads and writes decimal numbers using the decimal point in the English style when talking about weights and measurements

- Listening to, reading and writing decimal numbers (Mission 7 Act. 1-3)


Understands and follows the instructions to carry out Maths operations

- Reading the instructions to follow in order to convert weights and measurements from the imperial system to the metric system (Mission 7 Act. 1 Apply your skills. "Convert from the imperial to the metric system")

- Completing a table by writing the equivalences in metres and kilos in the metric system (Mission 7 Act. 3)


Reads, listens to and writes ordinal and cardinal numbers

- Reading, listening to and writing ordinal and cardinal numbers in a text about Black Friday (Mission 6 Act. 2).






100

























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- Learning about topics from other subjects (Mission 7) such as Maths: the imperial system.

- Learning about the imperial system of weights and measurements used in the United Kingdom and Canada and their equivalence in the metric system






- Student-student interaction, teamwork and pairwork (Mission 1 Act. 2 Game time.Mission 2 Act. 3. Let’s make atetra brick wallet.Mission 3 Act. 3 Game time.Mission 5 Act. 3 Act out)


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- Learning and using a colloquial expression in order to interact socially in an everyday situation, "Here you go!" (Missions 5 and 6)


- Learning the contents learnt in other subjects (Missions 7) such as Maths: the imperial system of weights and measurements and their equivalence in the metric system



- Reading texts about the customs and culture of people who live in English-speaking countries (Missions 5, 7 and 6)

- Identifying Black Friday in the USA, date that marks the first day of the Christmas shopping season after Thanksgiving Day (Mission 6)

- Identifying the imperial system of weights and measurements in the United Kingdom and Canada (Mission 7)










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- Making a wallet out of a tetra brick "Let's make a tetra brick wallet!" (Mission 2 Act. 3)



- Learning a cultural expression "Here you go!" (Missions 5 and 6)



- Learning about some English-speaking countries' customs and characteristics (Mission 6): Black Friday in the USA, date that marks the first day of the Christmas shopping season after Thanksgiving Day (Mission 6)

- Learning about the imperial system of weights and measurements used in the United Kingdom and Canada (Mission 7)








- Interacting in games and activities between the pupils themselves(Mission 1 Act. 2 Game time.Mission 2 Act. 3. Let’s make a tetra brick wallet.Mission 3 Act. 3 Game time.Mission 5 Act. 3 Act out.).



- Making a wallet out of a tetra brick "Let's make a tetra brick wallet!" (Mission 2 Act. 3)



- Short presentation on a theme directly related to what has been studied in class


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- Writing a short text about him/herself or about someone else, related to the topics studied in class (AB Mission 3 and 8)


Understands and follows the instructions to carry out Maths operations

- Reading the instructions to follow in order to convert weights and measurements from the imperial system to the metric system (Mission 7 Act. 1 Apply your skills. "Convert from the imperial to the metric system")

- Completing a table by writing the equivalences in the metric system in metres and kilos (Mission 7 Act. 3)


UNIT 5

This unit (My to-do list!) focuses on learning about daily routines and chores. The unit contains 8 missions. Each mission lasts sixty minutes. The Teacher’s Resource Book (TRB) contains photocopiable activities to reinforce and consolidate the knowledge acquired in each unit, as well as tests at the end of each unit, of each term, and at the end of the year. Unit 0 provides a Diagnostic Test for the teacher to assess the students’ level of English after the holidays.


Introduction of the new vocabulary, 7 expressions related to daily routines and chores, through a listening exercise. To listen to, point and repeat. "Shhhh! Listen, point and repeat"To talk using one of the "Game Time!" activities using the expressions: "What am I doing? You’re washing your face."To listen to and sing a "Rap and clap" songTo become familiar with the rhythm and sounds of English by listening to a song To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB



Introducing the second part of the unit vocabulary, 6 expressions related to daily routines and chores, using a listening activity. Look, listen and say it!

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To look at the image of a restaurant, listen to and repeat the daily routines and choresTo listen to an audio about Lily’s daily routines and chores and put some sentences in the correct order in their notebook according to what they hear in the audioTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read some sentences about Lily’s daily routines and chores related to an audio. Write the sentences in the correct order in their notebook according to the audioTo carry out an Arts and Crafts activity, "Let’s make a classroom chores chart!" To carry out vocabulary activities to reinforce and consolidate the knowledge acquired (TRB Vocabulary Worksheets)To carry out Writing activities in the AB


Introducing grammar using a listening exercise and other oral activities. The structure "want to + infinitive" in the simple present, in the 1st, 2nd and 3rd person singular, affirmative and negative. I/you/we/you/they want to/don’t want to wash the dishes. He/she wants to have a bath. He/she doesn’t want to have a bath.To look at some images and listen to Noella and her mother practising the new grammar structure and reproduce the sentences: "Noella, what do you want to do? I want to make my bed. I don’t want to set the table."To look at the information about different people and their daily routines and chores and understand the meaning of the (✓) and (✗) symbols displayed. With that information, reproduce affirmative and negative sentences practising the structure studied and write the sentences in their notebook. To check the answers of written exercises using an audio: Listen and checkTo participate in a "Game Time!" activity using flashcards and practising the structure: "I want to take the rubbish out."To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to Grammar Appendix, p. 88, to read and internalise the new grammar learnt in the unitTo look at the information about different people and their daily routines and chores and understand the meaning of the (✓) and (✗) symbols displayed. With that information, reproduce affirmative and negative sentences practising the structure studied and write the sentences in their notebook. To check the answers of written exercises using an audioTo carry out Writing activities in the AB

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Introducing the second part of the grammar using oral activities. The structure "need to + infinitive" in the simple present, in the 1st, 2nd and 3rd person singular, affirmative and negative. The structures "after/before + verb –ing". I/you/we/you/they need to set the table before having dinner. I/you/we/you/they don’t need to walk the dog before having dinner. He/she needs to dry his/her hair after having a bath. He/she doesn’t need to clean his/her room after setting the table.To look at some images and listen to Fussy, Yessy and Noella practising the new grammar structure and repeat the sentences: "I need to set the table before having dinner. She needs to dry her hair after having a bath."To check the answers of written exercises using an audio: Listen and checkTo practise interrogative sentences. To make interrogative sentences starting from affirmative sentences. Master the question. To check the answers using an audio. Then listen and check To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out Listening activities to reinforce and consolidate this skill (TRB Listening Worksheet)To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to Grammar Appendix, p. 88, to read and internalise the new grammar learnt in the unitTo understand the meaning of the text displayed in a box or table and write affirmative sentences in their notebook practising the structure presented following Asky’s example: "Jim wants to listen to music." To check the answers of written exercises using an audioTo carry out Writing activities in the AB


To listen to a story with a comic-like graphic design, which includes the vocabulary and grammar that has been learnt previously Introducing a colloquial expression: It’s no problem! Don’t worry!To become familiar with the rhythm and sounds of English through a reading exercise To listen to and read the story and correct some sentences in their notebookTo act out the story To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Speaking activity using the vocabulary and grammar studied in the unit (TRB Speaking Worksheet)To carry out a Listening activity in the AB

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UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read the story in a comprehensive manner and correct some sentences in their notebookTo carry out Writing activities in the AB


To listen to and say the colloquial expression learnt in Mission 5 in the Reading activity: It’s no problem! Don’t worry! To listen to a text about a cultural topic from the United Kingdom and Ireland, head boys and head girls, school representativesTo be able to identify some English-speaking countriesTo show interest in understanding and talking about the customs and culture of other countriesTo listen to and read a text and answer some questions in their notebook To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read a text about head boys and head girls in the United Kingdom and Ireland in a comprehensive manner and answer some questions in their notebookTo carry out Reading activities to consolidate their knowledge and improve this skill (TRB Reading Worksheets)To carry out Writing activities in the AB


A page dedicated to non-linguistic content and language integrated learning. Natural Science: our sleep cycle To be able to understand and speak in English about other subjectsTo listen to and read a text about our sleep cycle and answer some questionsTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo be able to read and write in English about the contents of other subjects To read a text about our sleep cycle in a comprehensive manner and answer some questionsCLIL Project Apply your skills. To carry out a Natural Science activity, Apply your skills: "Make a sleep cycle diary." To read and understand the necessary steps to make their sleep cycle diary. To follow the steps and carry it out, completing a table with the corresponding time and activities for three days

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To carry out Writing activities to improve this skill (TRB Writing Worksheets)To carry out Writing activities in the AB


Recap video featuring an auxiliary teacher to revise the unit grammar and vocabulary, with particular focus on the correct pronunciation, rhythm and intonation of words and word stress and grammar structures (Teacher’s Book Video)To repeat and imitate the structures asked for by the auxiliary teacherTo become familiar with the rhythm and sounds of English using the featured auxiliary teacherTo look at some images and orally describe the routines or tasks that each character needs to do using the verb "need" and the days of the weekTo give a presentation about the list of his/her chores that he/she has written previouslyTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry Listening activities in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo look at four pairs of images and write two sentences about each pair of images in their notebook practising the vocabulary about daily routines and tasks and the structure "before/after + verb –ing"To make a list of his/her daily chores and indicate with (✓) and (✗) symbols the tasks he/she usually makes. Then give a presentationTo carry out a test in which all these skills are put into practice (Reading, Writing, Listening and Speaking) (TRB TEST)To carry out Writing activities in the AB

CONTENT

Vocabulary • Main vocabulary: chores, to clean your room, to dry your hair, to get undressed, to

have a bath, to have a break, to make your bed, to set the table, to sleep, to take out the rubbish, to walk the dog, to wash the dishes, to wash your face- Extra vocabulary: badge, dreams, meeting, prefect, responsibility, speech, stage,

state, deep, rapid, to be asleep, to be awake, to be aware, to become, to breathe, to fall asleep, to relax, to solve, to vote

Structures• I/you/we/you/they want to/don’t want to wash the dishes.• He/she wants to have a bath.• He/she doesn’t want to have a bath.• I/you/we/you/they need to set the table before having dinner.• I/you/we/you/they don’t need to walk the dog before having dinner.• He/she needs to dry his/her hair after having a bath.• He/she doesn’t need to clean his/her room after setting the table.

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Culture • The UK and Ireland. Head boys and head girls• Expression: It’s no problem! Don’t worry!

Content and Language Integrated Learning (CLIL)Natural Science• Our Sleep Cycle

Phonetics• Sound /eɪ/





- Identifies vocabulary related to daily routines and chores: chores, to clean your room, to dry your hair, to get undressed, to have a bath, to have a break, to make your bed, to set the table, to sleep, to take out the rubbish, to walk the dog, to wash the dishes, to wash your face

- Understands the essence of oral narratives:• I/you/we/you/they want to/don’t want

to wash the dishes.• He/she wants to have a bath.• He/she doesn’t want to have a bath.• I/you/we/you/they need to set the

table before having dinner.• I/you/we/you/they don’t need to walk

the dog before having dinner.• He/she needs to dry his/her hair

after having a bath.• He/she doesn’t need to clean his/her

room after setting the table.- Understands the presentations and




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- Understands prepositions- Understands quantity and time

adverbs- Understands cardinal and ordinal

numbers- Understands messages containing

instructions- Carries out activities based on the









- Answers adequately in simple communication situations (knows how to talk about the daily routines and chores he/he does, knows how to say the tasks he/she wants/needs to do or those he/she doesn’t want/need to do, knows how to say what activity he/she does before or after another one)

- Makes sentences in the 1st, 2nd and 3rd person singular and plural, affirmative, interrogative and negative in the simple present to express habitual actions

- Correctly uses the structure "want + to + infinitive" to express the desire to do

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something and the structure "need to + infinitive" to express necessity

- Knows how to talk about habitual actions and specifies the day of the week (on Thursday evening) in the simple present

- Correctly uses the time adverbs "before/after" + verb –ing to indicate the order in which he/she does his/her activities


me", "I'm sorry" in the appropriate context

- Uses prepositions- Correctly uses time and quantity

adverbs - Manages well in real or simulated










- Identifies the images of the main characters (Asky, Fusy, Yessy and Noella) with their linguistic function. Asky introduces questions, Fusy is in charge of teaching pronunciation, Yessy introduces affirmative sentences and Noella introduces negative sentences

- Identifies pictures with their meaning

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when making affirmative or negative sentences, or indicates whether something is correct (✓) or incorrect (✗)






- Looks at and writes words which are always written in capital letters (months, countries and days of the week)




- Knows the wide range of sounds existing in English compared to his/her language. For example the /eɪ/ sound




- Shows interest in writing and saying known expressions in English: It’s no problem! Don’t worry!



- Learns about school representatives in the United Kingdom and Ireland, school boys and school girls



- CLIL Project Apply your skills. Values the English language as a learning tool for other contents such as Natural Science: our sleep cycle


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To listen toIdentifies words about daily routines and chores




Identifies simple sentences related to the unit topic.





Grasps the overall idea in oral texts and identifies specific aspects with the help of linguistic and non-linguistic elements from the context.

- Listening to a text and identifying the corresponding pictures (Mission 1 Act. 1. Mission 2 Act. 1.Mission 3 Act. 1.Mission 4 Act. 1.Mission 8 Act. 2)







- Listening to the story (Mission 5 Act. 1).

- Listening to texts (Mission 5 Act. 1Mission 6 Act. 2.Mission 7 Act. 1)


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Responsibility





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- Reproducing simple expressions in the "Game Time!" (Missions 1 and 3) and in the TG games (Missions 1-8)




Respect, fellowship


- Making and internalising interrogative sentences in Master the question (Mission 4).



- Short presentation on a topic directly related to what has been studied in class (Mission 8 Act. 3).












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











Writing

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Writes words and sentences

- Writing the unit key vocabulary and grammar expressions (Mission 2 Act. 2.Mission 3 Act. 2.Mission 4 Act. 2.Mission 5 Act. 2.Mission 6 Act. 2.Mission 7 Act. 2.Mission 8 Act. 2) (AB Missions 1-8)



- Writing very short and simple texts using the vocabulary and structures previously studied in class (Mission 2 Act. 3.Mission 7 Act. 3.Mission 8 Act. 3)






- Answers questions related to a text (Mission 5 Act. 2.Mission 6 Act. 2.Mission 7 Act. 2)


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Reads, listens to and writes the numbers from 1 to 11

- Reading, listening to and writing the numbers from 1 to 11 when talking about our sleeping cycle (Mission 7 Act. 1-2)


Understands and follows the instructions to make a diary

- Reading the instructions to follow in order to make his/her sleep cycle diary (Mission 7 Act. 1 Apply your skills. "Make a sleep cycle diary")

- Writing the time (Mission 7 Act. 3)











120


























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- Learning about topics from other subjects (Mission 7) such as Natural Science: our sleep cycle

- Learning about the five sleep stages, their characteristics and the importance of sleeping for our health



- Unscrambling words to make sentences (AB Mission 3)



- Student-student interaction, teamwork and pairwork (Mission 1 Act. 2 Game time.Mission 2 Act. 3. Let’s make a classroom chores chart.Mission 3 Act. 3 Game time.Mission 5 Act. 3 Act out)










Interacts with and enjoys games and acting with his/her classmates, respecting the basic

- Participating in the "Game Time!" activity, games in which the entire class participates (Missions 1 and 3) and in the games proposed in


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behaviour rules the TG (Missions 1-8)- Acting out the story in which

the characters always show a receptive and helpful attitude towards other people (Mission 5 Act. 3 Act out)






- Learning and using a colloquial expression in order to show a positive reaction and show calmness in a situation that implies supporting other people, "It’s no problem! Don’t worry!" (Missions 5 and 6)


- Learning the contents learnt in other subjects (Mission 7) such as Natural Science: our sleep cycle




- Identifying head boys and head girls, school representatives in the United Kingdom and Ireland (Mission 6)






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- Making a chart about classroom chores, "Let's make a classroom chores chart!" (Mission 2 Act. 3)



- Learning a cultural expression, "It’s no problem! Don’t worry!" (Missions 5 and 6)



- Learning about some English-speaking countries' customs and characteristics (Mission 6): head boys and head girls, school representatives in the United Kingdom and Ireland








- Interacting in games and activities between the pupils themselves(Mission 1 Act. 2 Game time.Mission 2 Act. 3. Let’s make a classroom chores chart.Mission 3 Act. 3 Game time.Mission 5 Act. 3 Act out.)



- Making a chart about classroom chores "Let's make a classroom chores chart!" (Mission 2 Act. 3)

- Drawing a picture (AB Mission 2)


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- Short presentation on a topic directly related to what has been studied in class(Mission 7 Act. 3 Apply your skills: "Make a sleep cycle diary!"Mission 8 Act. 3)



- Writing a short text about him/herself or about someone else, related to the topics studied in class(Mission 8 Act. 3)


Understands and follows the instructions make a diary

- Reading the instructions to follow in order to make his/her sleep cycle diary (Mission 7 Act. 1 Apply your skills. "Make a sleep cycle diary")

- Writing the time (Mission 7 Act. 3)


UNIT 6

This unit (Once upon a time…) focuses on learning about fairy tales. The unit contains 8 missions. Each mission lasts sixty minutes. The Teacher’s Resource Book (TRB) contains photocopiable activities to reinforce and consolidate the knowledge acquired in each unit, as well as tests at the end of each unit, of each term, and at the end of the year. Unit 0 provides a Diagnostic Test for the teacher to assess the students’ level of English after the holidays.


Introducing the new vocabulary, 8 words related to fairy tales, using a listening. To listen to, point and repeat. "Shhhh! Listen, point and repeat"To talk using one of the "Game Time!" activities using flashcards and the expressions: "Where’s the king? The king is next to the knight. " To listen to and sing a "Rap and clap" songTo become familiar with the rhythm and sounds of English by listening to a song To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB



Introducing the second part of the unit vocabulary, 7 words related to fairy tales,

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using an audio. "Look, listen and say it!"To look at an image, listen to and reproduce the vocabulary related to fairy talesTo listen to an audio related to some images of fairy tale characters. Indicate whether the images are correct or incorrect with a tick (✓) or a cross (✗) in their notebookTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo carry out an Arts and Crafts activity: "Let's make a cardboard castle!"To carry out vocabulary activities to reinforce and consolidate the knowledge acquired (TRB Vocabulary Worksheets)To carry out Writing activities in the AB


Introducing grammar using oral activities. The past simple of irregular verbs in the 1st, 2nd and 3rd person singular, affirmative, negative and interrogative. Did I/you ride a horse yesterday? Yes, I/you did. / No, I/you didn’t. I/you rode a horse yesterday. Did he/she sing yesterday? Yes, he/she did. / No, he/she didn’t. He/she sang yesterday.Revising the time adverb "yesterday"To look at some images of four characters and another image of Asky in which he is asking about what he did yesterday, and a page is answering: "Did I ride a horse yesterday? Yes, you did. You rode a horse yesterday." To answer some questions related to the four images following Asky’s exampleTo look at a box or table which displays the name of different fairy tale characters and an activity they did in the past. With that information, reproduce affirmative sentences practising the structure studied following the example: "The King sat on his throne yesterday." To check the answers with an audio. Listen and checkTo talk using one of the "Game Time!" activities using the expressions: " Every day I go. Yesterday I went." To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to Grammar Appendix, p. 89, to read and internalise the new grammar learnt in the unitTo understand the meaning of the text displayed in a box or table and interact orally with that information. To check the answers with an audioTo carry out Writing activities in the AB


126


Introducing the second part of the grammar using oral activities: The past simple of irregular verbs in the 1st, 2nd and 3rd person plural, affirmative, negative and interrogative. Did we/you/they think about it? Yes, we/you/they did. / No, we/you/they didn’t. We/you/they thought about it.Revision of the time adverb "yesterday"To look at an image of fairy tale characters showing different actions that they did "Yesterday". To answer some questions related to the image practising the new grammar structure. To check the answers using an audio. Then listen and check To listen to an audio and correct some sentences in their notebookTo practise interrogative sentences. To make interrogative sentences starting from affirmative sentences. Master the question. To check the answers of written exercises using an audio. Then listen and check To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out Listening activities to reinforce and consolidate this skill (TRB Listening Worksheet)To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to Grammar Appendix, p. 89, to read and internalise the new grammar learnt in the unitTo correct some sentences related to an audio in their notebookTo carry out Writing activities in the AB


To listen to a story with a comic-like graphic design, which includes the vocabulary and grammar that has been learnt previously Introducing a colloquial expression: They all lived happily ever after.To become familiar with the rhythm and sounds of English through a reading exercise To listen to and read the story and say whether some sentences are true or false. To correct the false sentencesTo act out the story To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Speaking activity using the vocabulary and grammar studied in the unit (TRB Speaking Worksheet)To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read the story and some sentences in a comprehensive manner and say whether the sentences are true or false To carry out Writing activities in the AB

Mission 6.

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UNDERSTANDING AND PRODUCING ORAL TEXTSTo listen to and say the colloquial expression learnt in Mission 5 in the Reading activity: The all lived happily ever after To listen to a text about a cultural topic from the United States, Hollywood, the Mecca of American cinemaTo be able to identify some English-speaking countriesTo show interest in understanding and talking about the customs and culture of other countriesTo listen to and read a text and answer some questions in their notebook To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read a text about Hollywood, the Mecca of American cinema, in a comprehensive manner and answer some questions in their notebookTo carry out Reading activities to consolidate their knowledge and improve this skill (TRB Reading Worksheets)To carry out Writing activities in the AB


A page dedicated to non-linguistic content and language integrated learning. Social Science: fairy talesTo be able to understand and speak in English about other subjectsTo listen to and read a text about fairy tales and say whether some sentences related to the text are true or false. To correct the false sentencesTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo be able to read and write in English about the contents of other subjects To read a text and some sentences about fairy tales in a comprehensive manner and say whether they are true or falseTo write their own fairy tale and carry out an Arts and Crafts activity: "Let’s write our own fairy tale and make a puppet!"To carry out Writing activities to improve this skill (TRB Writing Worksheets)To carry out Writing activities in the AB


Recap video featuring an auxiliary teacher to revise the unit grammar and vocabulary, with particular focus on the correct pronunciation, rhythm and intonation of words and word stress and grammar structures (Teacher’s Book

128


Video)To repeat and imitate the structures asked for by the auxiliary teacherTo become familiar with the rhythm and sounds of English using the featured auxiliary teacherTo look at a fairy tale image and make an oral descriptionTo look at a box or table displaying images of fairy tale characters, three columns with the time expressions Yesterday / A month ago / Five years ago and different actions for each character. With that information, reproduce affirmative sentences practising the structure studied following the example: "Princess Yessy was in the enchanted woods yesterday." To check the answers with an audio. Listen and checkTo give a presentation about the activities that he /she did yesterday which he/she has prepared previouslyTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo understand the meaning of the text and images displayed in a box or table and interact orally with that information. To check the answers with an audioTo carry out a test in which all these skills are put into practice (Reading, Writing, Listening and Speaking) (TRB TEST)To carry out Writing activities in the AB

CONTENT

Vocabulary • Main vocabulary: castle, dragon, dwarf, enchanted woods, evil stepmother, fairy

godmother, giant, king, knight, monster, princess, wizard, to kiss, to poison, to rule - Extra vocabulary: being, district, fig, message, moral, movie star, physical beauty,

sign, translation, early, without, to found, to imagine

Structures• Did I/you ride a horse yesterday? Yes, I/you did. / No, I/you didn’t.• I/you rode a horse yesterday.• Did he/she sing yesterday? Yes, he/she did. / No, he/she didn’t.• He/she sang yesterday.• Did we/you/they think about it? Yes, we/you/they did. / No, we/you/they didn’t.• We/you/they thought about it.

Culture • The USA. Hollywood• Expression: They all lived happily ever after

Content and Language Integrated Learning (CLIL)Ciencias Sociales• Fairy Tales

Phonetics• Sound /w/

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- Masters the alphabet, days of the week and months

- Identifies vocabulary related to fairy tales: castle, dragon, dwarf, enchanted woods, evil stepmother, fairy godmother, giant, king, knight, monster, princess, wizard, to kiss, to poison, to rule

- Understands the essence of oral narratives:• Did I/you ride a horse yesterday?

Yes, I/you did. / No, I/you didn’t.• I/you rode a horse yesterday.• Did he/she sing yesterday? Yes,

he/she did. / No, he/she didn’t.• He/she sang yesterday.• Did we/you/they think about it? Yes,

we/you/they did. / No, we/you/they didn’t.

• We/you/they thought about it.- Understands the presentations and





- Shows interest when participating in language games.






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- Understands prepositions- Understands time (yesterday/ago) and

quantity adverbs- Carries out activities based on the









- Answers adequately in simple communication situations (knows how to talk about fairy tales and their characters, knows how to talk about completed actions in the past and knows how to say when someone did an activity)

- Makes sentences in the past simple using irregular verbs in the 1st, 2nd and 3rd person singular and plural, affirmative, interrogative and negative to talk about actions done in past

- Correctly uses the time adverbs "yesterday/ago" to specify when something happened


me" and "I'm sorry" in the appropriate context

- Uses prepositions- Uses time and quantity adverbs - Manages well in real or simulated






131

















- Knows the wide range of sounds existing in English compared to his/her language. For example the /w/ sound

- Makes an effort to pronounce correctly

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(Culture)To show interest in learning about English-speaking countries



- Shows interest in writing and saying familiar expressions in English: They all lived happily ever after



- Learns about Hollywood, in the United States, the Mecca of American cinema



- Values the English language as a learning tool for other contents such as Social Science: fairy tales




To listen toIdentifies words about fairy tales









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- Listening to a text and identifying the corresponding pictures(Mission 1 Act. 1. Mission 2 Act. 1-2.Mission 3 Act. 1.Mission 4 Act. 1.Mission 8 Act. 2)







- Listening to the story (Mission 5 Act. 1).

- Listening to texts (Mission 5 Act. 1.Mission 6 Act. 2.Mission 7 Act. 1)



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









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Responsibility


- Reproducing and consolidating grammar structures through repetition and correction-based activities (Missions 1-8)








Respect, fellowship


- Making and internalising the interrogative sentence in Look and answer (Missions 3-4) and Master the question (Mission 4).



- Short presentation on a topic directly related to what has been studied in class (Mission 8 Act. 3).





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- Reads the Grammar Appendix, p.89, in order to internalise the unit grammar (Missions 3 and 4)



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




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- Writing the unit key vocabulary and grammar expressions (Mission 2 Act. 2.Mission 4 Act. 2.Mission 6 Act. 2.Mission 7 Act. 2)



- Writing very short and simple texts using the vocabulary and structures previously studied in class (Mission 7 Act. 3 Writing a fairy tale, "Let’s write our own fairy tale")






- Answers questions related to a text(Mission 5 Act. 2.Mission 6 Act. 2.Mission 7 Act. 2)


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Reads, listens to and reproduces the numbers in time expressions

- Listening to, reading and reproduction of sentences in the past using the adverb "ago" (Missions 6 and 8)

Responsibility, patience, perseverance








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- Learning about topics from other subjects (Mission 7) such as Social Science: fairy tales

- Learning about fairy tales, their origin and their importance in different cultures







- Student-student interaction, teamwork and pairwork (Mission 1 Act. 2 Game time.Mission 2 Act. 3. Let’s make a cardboard castle.Mission 3 Act. 3 Game time.Mission 5 Act. 3 Act out.Mission 7 Act. 3 Let’s write our own fairy tale and make a puppet)










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- Learning and using a colloquial expression in order to tell the happy ending of fairy tale, "They all lived happily ever after" (Missions 5 and 6)


- Learning the contents learnt in other subjects (Mission 7) such as Social Science: fairy tales



- Reading texts about the customs and culture of people who live in English-speaking countries(Missions 5, 6 and 7)

- Identifying Hollywood, in the United States, the Mecca of American cinema (Mission 6)

- Identifying fairy tales in English-speaking countries (Mission 7)




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- Making a cardboard castle, "Let's make a cardboard castle!" (Mission 2 Act. 3)

- Writing a fairy tale and making a puppet, "Let's write our own fairy tale and make a puppet" (Mission 7 Act. 3)

- Drawing a picture (AB Mission 6).



- Learning a cultural expression, "They all lived happily ever after" (Missions 5 and 6)



- Learning about some English-speaking countries' customs and characteristics (Mission 6): Hollywood, in the United States, the Mecca of American cinema (Mission 6)

- Learning about fairy tales in English-speaking countries (Mission 7)








Interacts with his/her classmates in games and oral activities based on the Cooperative Learning

- Interacting in games and activities between the pupils themselves(Mission 1 Act. 2 Game time.Mission 2 Act. 3. Let’s make a


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approach, activities that imply helping one another

cardboard castle.Mission 3 Act. 3 Game time.Mission 5 Act. 3 Act out.Mission 7 Act. 3 Let’s write our own fairy tale and make a puppet)


- Making a cardboard castle, "Let's make a cardboard castle!" (Mission 2 Act. 3)

- Writing a fairy tale and making a puppet, "Let's write our own fairy tale and make a puppet" (Mission 7 Act. 3)




- Short presentation on a topic directly related to what has been studied in class (Missions 8 Act. 1 and 3).



- Writing a short text about him/herself or about someone else, related to the topics studied in class (Mission 7 Act. 3 Writing a fairy tale and making a puppet, "Let's write our own fairy tale and make a puppet")


Feels capable and shows confidence when using his/her creativity and writes a fairy tale

- Writing a fairy tale (Mission 7 Act. 3 "Let's write our own fairy tale and make a puppet")


UNIT 7

This unit (Amazing nature) focuses on learning about nature. The unit contains 8 missions. Each mission lasts sixty minutes. The Teacher’s Resource Book (TRB) contains photocopiable activities to reinforce and consolidate the knowledge acquired in each unit, as well as tests at the end of each unit, of each term, and at the end of the year. Unit 0 provides a Diagnostic Test for the teacher to assess the students’ level of English after the holidays.


Introducing new vocabulary, 8 natural features, using a listening. To listen to, point and repeat. "Shhhh! Listen, point and repeat"To talk using one of the "Game Time!" activities using the expressions: "You can surf on these. What are they?"To listen to and sing a "Rap and clap" songTo become familiar with the rhythm and sounds of English by listening to a song

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To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

WRITTEN COMMUNICATIONIntroducing the unit vocabulary using the Picture Dictionary, p. 102To carry out Writing activities in the AB


Introducing the second part of the vocabulary, 9 words related to nature and holidays, using a listening exercise and oral activitiesTo look at some images of Yessy, Noella and Asky on holiday, listen to and repeat the vocabulary about nature and holidays. To answer some questions related to the imagesTo listen to an audio and choose the correct answer to some questions in their notebookTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read some sentences related to some images of Yessy, Noella and Asky’s trips and answer some questions To read some questions related to an audio that they hear and choose the correct answer from three options in their notebookTo carry out an Arts and Crafts activity: "Let's make an ocean in a bottle!"To carry out vocabulary activities to reinforce and consolidate the knowledge acquired (TRB Vocabulary Worksheets)To carry out Writing activities in the AB


Introducing grammar using a listening exercise and other oral activities. The structure "going to + infinitive" to talk about the future and intentions in the 1st, 2nd and 3rd person singular and plural, affirmative, negative and interrogative. I’m not going to travel to Asia. Are you/we/you/they going to travel to the desert? Yes, you/we/you/they are. / No, you/we/you/they aren’t. He/she is/isn’t going to travel to the desert.To look at an image and listen to Asky and Fussy pointing out a calendar and practising the new grammar structure. To reproduce the sentencesTo look at a box or table displaying images of Asky, Yessy, Fussy and Noella’s holidays, the months of the year and verbs. With that information, interact orally practising the interrogative and affirmative sentences. Question-Answer: "What’s Fusy going to do in January? Fusy’s going to travel to the glacier in January."

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To talk using one of the "Game Time!" activities using the expressions: "No, I’m not. I’m not going to ski tomorrow. Are you going to travel to the glacier this week? Yes, I am. I’m going to travel to the glacier this week."To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to Grammar Appendix, p. 89, to read and internalise the new grammar learnt in the unitTo understand the meaning of the text and images displayed in a box or table and interact orally with that informationTo carry out Writing activities in the AB


Introducing the second part of the grammar using a listening exercise and other oral activities. Describing location using "far from" and "near". How far is it from the beach to the volcano? It’s 25 kilometres from the beach to the volcano. Is the waterfall near the glacier? Yes, it is. It’s near the glacier.To look at some images, listen to Yessy, Noella, Asky and Fussy practising the new grammar structure and reproduce the sentencesTo listen to an audio related to an image of Asky and Fussy on holiday in the desert and correct some sentences in their notebookTo practise interrogative sentences. To make interrogative sentences starting from affirmative sentences. Master the question. To check the answers using an audio. Then listen and check To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out Listening activities to reinforce and consolidate this skill (TRB Listening Worksheet)To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to Grammar Appendix, p. 89, to read and internalise the new grammar learnt in the unitTo read some sentences related to the audio they hear and to an image of Asky and Fussy and correct some sentences in their notebookTo carry out Writing activities in the AB


To listen to a story with a comic-like graphic design, which includes the vocabulary and grammar that has been learnt previously Introducing a colloquial expression: Nothing’s going to stop me!

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To become familiar with the rhythm and sounds of English through a reading exercise To listen to and read the story and answer some questions in their notebookTo act out the story To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Speaking activity using the vocabulary and grammar studied in the unit (TRB Speaking Worksheet)To carry out a Listening activity in the AB



To listen to and say the colloquial expression learnt in Mission 5 in the Reading activity: Nothing’s going to stop me!To listen to a text about a cultural topic from Ireland, the Cliffs of MoherTo be able to identify some English-speaking countriesTo show interest in understanding and talking about the customs and culture of other countriesTo listen to and read a text and answer some questions in their notebook To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read a text about the Cliffs of Moher, in Ireland, in a comprehensive manner and answer some questions in their notebookTo carry out Reading activities to consolidate their knowledge and improve this skill (TRB Reading Worksheets)To carry out Writing activities in the AB


A page dedicated to non-linguistic content and language integrated learning. Social Science: the water cycleTo be able to understand and speak in English about other subjectsTo listen to and read a text about the water cycle and answer some questionsTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out a Listening activity in the AB

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UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo be able to read and write in English about the contents of other subjects To read a text about the water cycle in a comprehensive manner and answer some questionsCLIL Project Apply your skills. To carry out a Social Science activity, Apply your skills: "Make a mini water cycle". To read and understand the necessary steps to make a mini water cycle. To follow the steps and carry it out.To carry out Writing activities to improve this skill (TRB Writing Worksheets)To carry out Writing activities in the AB


Recap video featuring an auxiliary teacher to revise the unit grammar and vocabulary, with particular focus on the correct pronunciation, rhythm and intonation of words and word stress and grammar structures (Teacher’s Book Video)To repeat and imitate the structures asked for by the auxiliary teacherTo become familiar with the rhythm and sounds of English using the featured auxiliary teacherTo listen to an audio about Benny’s holiday and complete his fact card in their notebook with the information that they hear in the audioTo participate in a Quiz naming some images, completing some sentences with the correct answer from three options and making interrogative sentences from affirmative sentences about the unit topicTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read brief descriptions of natural features, guess the name of the feature and write it in their notebookTo complete a fact card about Benny’s holiday in their notebook by writing the information that they hear in an audioTo write the answers of the Quiz in their notebookTo carry out a test in which all these skills are put into practice (Reading, Writing, Listening and Speaking) (TRB TEST)To carry out Writing activities in the AB

CONTENT

Vocabulary • Main vocabulary: beach, camel, cliff, desert, glacier, island, ocean, rocks, sand, trip,

volcano, waterfall, waves, to camp, to explore, to relax, to travel- Extra vocabulary: collection, condensation, evaporation, groundwater, liquid,

mountain range, north, precipitation, tourists, tower, vapor, view, eastern, usually, to collect, to filter, to flow, to form, to recycle

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Structures• I’m going to travel to the desert. I’m not going to travel to Asia.• Are you/we/you/they going to travel to the desert? Yes, you/we/you/they are. / No,

you/we/you/they aren’t.• He/she is/isn’t going to travel to the desert.• How far is it from the beach to the volcano? It’s 25 kilometres from the beach to the

volcano.• Is the waterfall near the glacier? Yes, it is. It’s near the glacier.

Culture • Ireland. The Cliffs of Moher.• Expression: Nothing’s going to stop me!

Content and Language Integrated Learning (CLIL)Social Science• The Water Cycle.

Phonetics• Sound /ks/




- Mastering the alphabet, days of the week and months

- Identifies vocabulary related to nature and holidays: beach, camel, cliff, desert, glacier, island, ocean, rocks, sand, trip, volcano, waterfall, waves, to camp, to explore, to relax, to travel

- Understands the essence of oral narratives:• I’m going to travel to the desert. I’m

not going to travel to Asia.• Are you/we/you/they going to travel

to the desert? Yes, you/we/you/they are. / No, you/we/you/they aren’t.

• He/she is/isn’t going to travel to the desert.

• How far is it from the beach to the volcano? It’s 25 kilometres from the beach to the volcano.

• Is the waterfall near the glacier? Yes, it is. It’s near the glacier.


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- Understands prepositions, time and quantity adverbs


- Understands messages containing instructions


To know and use the basic vocabulary and structures for simple and short oral production(Speaking)








- Answers adequately in simple communication situations (knows how to talk about nature, knows how to say where he/she’s going to travel or go on holiday to in the future, knows how to say when he/she’s going to go and what he/she’s going to do in his/her trip, knows how to describe location saying whether a place is far from or near another one and knows how to say how far a place is)

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- Makes sentences using the structure "going to + infinitive" in the 1st, 2nd and 3rd person singular and plural, affirmative, negative and interrogative to talk about actions that he/she is going to do in the future or to talk about intentions

- Correctly uses "far from" and "near" to describe location

- Knows how to ask about the distance to a place using "How far is it from the beach to the volcano?" and answer expressing the distance in kilometres or time: "It’s 25 kilometres/It’s a ten minute walk."

- Knows how to specify when he/she is going to do an activity using the days of week (on Sunday), months (in June) or time adverbs and expressions (tomorrow, this week)



- Uses prepositions - Correctly uses time and quantity

adverbs- Manages well in real or simulated










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- Knows the wide range of sounds existing in English compared to his/her language. For example the sound /ks/




- Shows interest in writing and saying known expressions in English: Nothing’s going to stop me!



- Learns about the beautiful Cliffs of Moher in eastern Ireland


(CLIL) - Values the English language as a

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To show interest in English as a learning tool for the content of other subjects

learning tool for other contents such as Social Science: the water cycle




To listen toIdentifies words about nature










- Listening to a text and identifying the corresponding pictures (Mission 1 Act. 1. Mission 2 Act. 1.Mission 3 Act. 1.Mission 4 Act. 1-2)




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- Listening to the story(Mission 5 Act. 1)




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











Responsibility





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- Reproducing simple expressions in the "Game Time!" (Missions 1 and 3) and in the TG games(Missions 1-8)




Respect, fellowship


- Making and internalising the interrogative sentence in Ask and answer (Mission 3) and Master the question (Mission 4)















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











Writing

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Writes words and sentences

- Writing the unit key vocabulary and grammar expressions (Mission 2 Act. 2.Mission 4 Act. 2.Mission 5 Act. 2.Mission 6 Act. 2.Mission 7 Act. 2.Mission 8 Act. 1-3)


Can make sentences - Creating sentences joining two phrases









- Placing words in the adequate space or choosing between three options (Mission 8 Act. 1 and 3) (AB Missions 3, 6 and 8).



- Answering questions related to a text (Mission 5 Act. 2.Mission 6 Act. 2.Mission 7 Act. 2.Mission 8 Act. 2)


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Aks about distance and answers in kilometres or minutes

- Asking about distance and answering in kilometres or minutes (It’s 25 kilometres/a ten minute walk from the beach).


Reads, listens to and writes cardinal and ordinal numbers

- Reading, listening to and writing cardinal and ordinal numbers when talking about the water cycle (Mission 7 Act. 1-2)


Understands and follows the instructions to carry out a mini water cycle

- Reading the instructions to follow in order to make a mini water cycle (Mission 7 Act. 3 Apply your skills. "Make a mini water cycle!")


Identifies symbols with their meaning

- Identifying the symbol "ml" (200 ml) when talking about water (Mission 7 Act. 3 Apply your skills. "Make a mini water cycle!")



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158









- Learning about topics from other subjects (Mission 7) such as Social Science: the water cycle

- Learning about the water cycle, the four stages in this process and what they involve



- To unscramble letters to make words (AB Mission 1)



- Student-student interaction, teamwork and pairwork(Mission 1 Act. 2 Game time.Mission 2 Act. 3. Let’s make an ocean in a bottle.Mission 3 Act. 3 Game time.Mission 5 Act. 3 Act out)








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- Learning and using a colloquial expression in order to express determination about something he/she is going to do, "Nothing’s going to stop me!" (Missions 5 and 6)


- Learning the contents learnt in other subjects (Mission 7) such as Social Science: the water cycle




- Identifying the beautiful Cliffs of Moher in eastern Ireland (Mission 6)




Plays tunes - Reproducing the unit song Patience, fellowship,

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(Mission 1 Act. 3 "Rap and clap")

solidarity, tolerance, self-esteem, empathy, responsibility, gratitude, respect, perseverance






- Making an ocean in a bottle, “Let's make an ocean in a bottle!" (Mission 2 Act. 3)




- Learning a cultural expression, "Nothing’s going to stop me!" (Missions 5 and 6)



- Learning about some English-speaking countries' customs and characteristics (Mission 6): the beautiful Cliffs of Moher in easter Ireland









- Interacting in games and activities between the pupils themselves(Mission 1 Act. 2 Game time.Mission 2 Act. 3. Let’s make an ocean in a bottle.Mission 3 Act. 3 Game time.Mission 5 Act. 3 Act out)



- Making an ocean in a bottle, "Let's make an ocean in a bottle!" (Mission 2 Act. 3)



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- Writing a short text about him/herself or about someone else, related to the topics studied in class


Understands and follows the instructions to make a mini water cycle

- Reading the instructions to follow in order to make a mini water cycle (Mission 7 Act. 3 Apply your skills. "Make a mini water cycle!")


UNIT 8

This unit (Well done!) focuses on learning actions and adverbs of manner. The unit contains 8 missions. Each mission lasts sixty minutes. The Teacher’s Resource Book (TRB) contains photocopiable activities to reinforce and consolidate the knowledge acquired in each unit, as well as tests at the end of each unit, of each term, and at the end of the year. Unit 0 provides a Diagnostic Test for the teacher to assess the students’ level of English after the holidays.


Introducing new vocabulary, 8 actions, using a listening. To listen to, point and repeat. "Shhhh! Listen, point and repeat."To talk using one of the "Game Time!" activities using the expressions: "She throws the ball to her friend. Negative! She doesn’t throw the ball to her friend."To listen to and sing a "Rap and clap" songTo become familiar with the rhythm and sounds of English by listening to a songTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB



Introducing the second part of the vocabulary, 8 adverbs of manner, using an audio. "Look, listen and say it!"To look at some images of Asky doing different actions, listen to and reproduce some sentences related to the images practising the new vocabularyTo listen to an audio and match the images of Fussy, Yessy, Asky and Noella to

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the correct adverb of manner through the maze according to the audio. To write the answers in their notebookTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo listen to an audio and match the images of Fussy, Yessy, Asky and Noella to the correct adverb of manner through the maze according to the audio. To write the answers in their notebookTo carry out an Arts and Crafts activity: "Let's make adverb signs!"To carry out vocabulary activities to reinforce and consolidate the knowledge acquired (TRB Vocabulary Worksheets)To carry out Writing activities in the AB


Introducing grammar using oral activities. The interrogative "How" and the simple present in the 1st, 2nd and 3rd person singular and plural, affirmative, negative and interrogative. Adverbs of manner. How do I/you/we/you/they skateboard? You/I/we/you/they skateboard well. How does he/she play the piano? He/she plays the piano angrily. He/she doesn’t play the piano cheerfully.Revision of the simple past: How did Cindy run on Monday? Cindy ran quickly on Monday. Revision of the present continuous: What am I doing? You’re singing loudly.To look at an image of Asky, Fussy, Noella and Jessy doing different actions. Asky is asking and answering about the action he is doing: "How do I skateboard? I skateboard well!" To answer some questions about the four characters following Asky’s exampleTo look at some images of Cindy and the days of the week displayed. With that information, interact orally practising the interrogative and affirmative sentences. Question-Answer: "How did Cindy run on Monday? Cindy ran quickly on Monday." To check with an audio. Listen and checkTo talk using one of the "Game Time!" activities using visual support and the expressions: "What am I doing? You’re singing loudly."To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to Grammar Appendix, p. 90, to read and internalise the new grammar learnt in the unitTo understand the meaning of the text related to some images and interact orally with that information. To check the answers with an audioTo carry out Writing activities in the AB

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Introducing the second part of the grammar using a listening exercise and other oral activities. The affirmative and negative adverbs "too" and "either". Revision of the structure "want to + infinitive" in the simple present in the 1st, 2nd and 3rd person singular and plural, affirmative, negative and interrogative. I/you/we/you/they want to do well in the exams. He/she wants to do well in the exam too. He/she doesn’t want to fall badly. I/you/we/you/they don’t want to fall badly either.Revision of the present continuous: How is Evelyn throwing the ball?To look at some images and listen to Yessy, Asky, Fussy and Noella practising the new grammar structure and reproduce the sentencesTo check the answers of written exercises using an audio: Listen and checkTo practise interrogative sentences. To make interrogative sentences starting from affirmative sentences. Master the question. To check the answers using an audio. Then listen and check To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out Listening activities to reinforce and consolidate this skill (TRB Listening Worksheet)To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to Grammar Appendix, p. 90, to read and internalise the new grammar learnt in the unitTo look at four pairs of images of Asky, Fussy, Yessy and Noella doing different actions, each pair of images is related to an adverb of manner. To write sentences for each pair of images describing how the characters carry out those actions following the example: "Fusy surfs well. Noella surfs well too." To check the answers of written exercises using an audioTo carry out Writing activities in the AB


To listen to a story with a comic-like graphic design, which includes the vocabulary and grammar that has been learnt previously Introducing a colloquial expression: Wait a minute! I don’t understandTo become familiar with the rhythm and sounds of English through a reading exercise To listen to and read the story and answer some questions in their notebookTo act out the story To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Speaking activity using the vocabulary and grammar studied in the unit (TRB Speaking Worksheet)To carry out a Listening activity in the AB

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UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read the story in a comprehensive manner and answer some questions in their notebook To carry out Writing activities in the AB


To listen to and say the colloquial expression learnt in Mission 5 in the Reading activity: Wait a minute! I don’t understandTo listen to a text about a cultural topic from the United States, dog walking in New YorkTo be able to identify some English-speaking countriesTo show interest in understanding and talking about the customs and culture of other countriesTo listen to and read a text and answer some questions in their notebook To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read a text about dog walking in New York, in the United States, in a comprehensive manner and answer some questions in their notebookTo carry out Reading activities to consolidate their knowledge and improve this skill (TRB Reading Worksheets)To carry out Writing activities in the AB


A page dedicated to non-linguistic content and language integrated learning. Social Science: I forgot!, memory and everyday objects that help us rememberTo be able to understand and speak in English about other subjectsTo listen to and read a text about memory and everyday objects that help us remember and say whether some sentences related to the text are true or false. To correct the false sentencesTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out Listening activities in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo be able to read and write in English about the contents of other subjects To read a text and some sentences about memory and everyday objects that help us remember in a comprehensive manner, and say whether they are true or falseCLIL Project Apply your skills. To carry out an Arts and Crafts activity, Apply your skills: "Make a birthday reminder chart". To read and understand the necessary

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steps to make a birthday reminder chart. To follow the steps and carry it out To carry out Writing activities to improve this skill (TRB Writing Worksheets)To carry out Writing activities in the AB


Recap video featuring an auxiliary teacher to revise the unit grammar and vocabulary, with particular focus on the correct pronunciation, rhythm and intonation of words and word stress and grammar structures (Teacher’s Book Video)To repeat and imitate the structures asked for by the auxiliary teacherTo become familiar with the rhythm and sounds of English using the featured auxiliary teacherTo look at two pictures of Noella, Asky, Fussy and Yessy and compare themTo read some sentences describing how different actions are done and interact orally to show agreement using the adverb "too" and the personal pronoun given between brackets. To check the answers with an audio. Listen and checkTo give a presentation that he/she has written previously about the list of how he/she does things To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read some sentences and interact orally to show agreement using the adverb "too" and the personal pronoun given between brackets. To check the answers with an audioTo read a text that presents sentences with two options to choose from and write the correct option in their notebookTo make a list of how he/she does things and then give a presentationTo carry out a test in which all these skills are put into practice (Reading, Writing, Listening and Speaking) (TRB TEST)To carry out Writing activities in the AB

CONTENT

Vocabulary • Main vocabulary: angrily, badly, carefully, carelessly, cheerfully, loudly, quietly, well,

to call, to carry, to catch, to fall, to pass, to show, to tell, to throw- Extra vocabulary: alerts, appointment, invention, kind, lead, memory, way, to have

something in common, to provide, to remind

Structures• How do I/you/we/you/they skateboard? You/I/we/you/they skateboard well.• How does he/she play the piano? He/she plays the piano angrily. He/she doesn’t

play the piano cheerfully.• I/you/we/you/they want to do well in the exams.• He/she wants to do well in the exam too.

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• He/she doesn’t want to fall badly.• I/you/we/you/they don’t want to fall badly either.

Culture The USA. Dog Walking in New York.• Expression: Wait a minute! I don’t understand

Content and Language Integrated Learning (CLIL)Social Science• I Forgot!

Phonetics• Sound /l/





- Identifies vocabulary related to actions and adverbs of manner: angrily, badly, carefully, carelessly, cheerfully, loudly, quietly, well, to call, to carry, to catch, to fall, to pass, to show, to tell, to throw

- Understands the essence of oral narratives:• How do I/you/we/you/they

skateboard? You/I/we/you/they skateboard well.

• How does he/she play the piano? He/she plays the piano angrily. He/she doesn’t play the piano cheerfully.

• I/you/we/you/they want to do well in the exams.

• He/she wants to do well in the exam too.

• He/she doesn’t want to fall badly.• I/you/we/you/they don’t want to fall

badly either.- Understands the presentations and



- Listens actively- Understands personal questions

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- Understands the vocabulary and structures that have been studied in previous years







- Understands prepositions, time and quantity adverbs




(Speaking)To know and use the basic vocabulary and structures for simple and short oral production








- Answers adequately in simple communication situations (knows how to talk about the actions he/she does, knows how to ask and answer about the manner in which he/she does his/her actions, knows how to say what actions he/she wants to do or doesn’t want to do and knows how to show agreement or disagreement with someone)

- Makes sentences with the interrogative "How" in the simple present in the 1st, 2nd and 3rd person singular and plural, affirmative, negative and interrogative to talk about

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the manner in which he/she does an action

- Correctly uses adverbs of manner to indicate how he/she does an action

- Correctly uses the affirmative and negative adverbs "too/either" to show agreement or disagreement with someone

- Correctly uses "want to + infinitive" to indicate what action he/she wants to do or doesn’t want to do

- Uses the present continuous to talk about actions that he/she is doing, and uses the simple past to talk about actions he/she did

- Greets and bids farewell in English- Uses please, "thank you", "Excuse


- Uses prepositions - Correctly uses time and quantity











- Identifies the images of the main characters (Asky, Fusy, Yessy and Noella) with their linguistic function Asky introduces questions, Fusy is in charge of teaching pronunciation,

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Yessy introduces affirmative sentences and Noella introduces negative sentences


- Has the ability to understand the meaning of pictures or texts in a box or table and is able to make sentences using that information




- Prepares simple texts based on the content learnt.





- Knows the wide range of sounds existing in English compared to his/her language. For example the /l/ sound




- Shows interest in writing and saying familiar expressions in English: Wait a minute. I don’t understand!



- Learns about dog walking in New York, in the United States



- CLIL Project Apply your skills. Values the English language as a learning tool for other contents such as Social Science: I forgot!, memory and everyday objects that help us remember

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To listen toIdentifies words about actions and adverbs of manner










- Listening to a text and identifying the corresponding pictures (Mission 1 Act. 1. Mission 2 Act. 1-2.Mission 3 Act. 2.Mission 4 Act. 1-2)










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Responsibility





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Respect, fellowship


- Listening to, making and internalising interrogative sentences in Look and answer (Mission 3) Ask and answer (Mission 3) and Master the question (Mission 4)



- Short presentation on a topic directly related to what has been studied in class (Mission 8 Act.4).





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




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- Writing the unit key vocabulary and grammar expressions(Mission 2 Act. 2.Mission 4 Act. 2.Mission 5 Act. 2.Mission 6 Act. 2.Mission 7 Act. 2-3.Mission 8 Act. 3-4)










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- Placing words in the adequate space or choosing between two options (Mission 8 Act. 3) (AB Mission 7)



- Answers questions related to a text(Mission 5 Act. 2.Mission 6 Act. 2.Mission 7 Act. 2).















Understands and follows the instructions to make a birthday reminder chart

- Reading the instructions to follow in order to make a birthday reminder chart (Mission 7 Act. 3 Apply your skills. "Make a birthday reminder chart")



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- Learning about topics from other subjects (Mission 7) such as Social Science: memory and everyday objects that help us remember

- Learning about the memory, things we often forget about in our daily life; objects, devices and strategies that help us remember and the importance of using our memory



- To unscramble letters to make words (AB Mission 1)



- Student-student interaction, teamwork and pairwork(Mission 1 Act. 2 Game time.Mission 2 Act. 3. Let’s make adverb signs.Mission 3 Act. 3 Game time.Mission 5 Act. 3 Act out)









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- Learning and using a colloquial expression in order to tell someone that he/she needs clarification "Wait a moment! I don’t understand" (Missions 5 and 6)


- Learning the contents learnt in other subjects (Mission 7) such as Social Science: memory and everyday objects that help us remember




- Identifying dog walking in New York, in the United States (Mission 6)




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- Making sings with adverbs, "Let's make adverb signs!" (Mission 2 Act. 3)

- Making a birthday reminder chart. Apply your skills. "Make a birthday reminder chart" (Mission 7 Act. 3)



- Learning a cultural expression, Wait a minute! I don’t understand (Missions 5 and 6)



- Learning about some English-speaking countries' customs and characteristics (Mission 6): dog walking in New York, in the United States








- Interacting in games and activities between the pupils themselves(Mission 1 Act. 2 Game time.Mission 2 Act. 3. Let’s make adverb signs.Mission 3 Act. 3 Game time.Mission 5 Act. 3 Act out)



- Making sings with adverbs, "Let's make adverb signs!" (Mission 2 Act. 3)

- Making a birthday reminder chart. Apply your skills. "Make a birthday reminder chart" (Mission 7 Act. 3)


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- Short presentation on a topic directly related to what has been studied in class(Mission 8 Act. 4)



- Writing a short text about him/herself or about someone else, related to the topics studied in class(Mission 8 Act. 4)


Understands and follows the instructions to make a birthday reminder chart

- Reading the instructions to follow in order to make a birthday reminder chart. (Mission 7 Act. 3. Apply your skills. "Make a birthday reminder chart")


UNIT 9

This unit (Summer’s here!) focuses on learning about holidays and nationalities. The unit contains 8 missions. Each mission lasts sixty minutes. The Teacher’s Resource Book (TRB) contains photocopiable activities to reinforce and consolidate the knowledge acquired in each unit, as well as tests at the end of each unit, of each term, and at the end of the year. Unit 0 provides a Diagnostic Test for the teacher to assess the students’ level of English after the holidays.


Introduction of new vocabulary, 11 nationalities, using a listening. To listen to, point and repeat. "Shhh! Listen, point and repeat"To participate in a "Game Time!" activity in which nationalities are practised using visual supportTo listen to and sing a "Sing and clap" songTo become familiar with the rhythm and sounds of English by listening to a song To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB



Introduction of the second part of the vocabulary, 10 objects related to holidays, using a listening exercise and oral activitiesTo look at some images of Yessy and Fussy showing the objects they use at the beach and in the mountains and repeat the vocabulary about holidays. To

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answer some questions related to the imagesTo listen to an audio about Jen and write the things from a list that she is taking on holidays in their notebook To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo write in their notebook the things from a list that Jen is taking on holidays that they hear in an audioTo carry out an Arts and Crafts activity: "Let's make a paper fan!"To carry out vocabulary activities to reinforce and consolidate the knowledge acquired (TRB Vocabulary Worksheets)To carry out Writing activities in the AB


Introducing grammar using a listening exercise and other oral activities. The interrogative "What + nationality" and the verb "to be" in the 3rd person plural, affirmative, negative and interrogative. What nationality are people from the USA? People from the USA are American. People from France aren’t Italian. People from France are French.To look at an image in front of Buckingham Palace and listen to Asky and Fussy practising the new grammar structure and reproduce the sentencesTo look at some images of people from different nationalities and reproduce sentences with new grammar structure saying what nationality they are. To check the answers with an audio. Then listen and checkTo participate in a "Game Time!" activity using flashcards and the expressions: "People from France aren’t Spanish. People from France are Frech." To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to Grammar Appendix, p. 90 to read and internalise the new grammar learnt in the unitTo carry out Writing activities in the AB


Introducing the second part of the grammar using a listening exercise and oral activities. The modal verb "should" in the 1st, 2nd and 3rd person singular and plural, affirmative, negative and interrogative. Should I/you/he/she/we/you/they wear sunscreen when it’s sunny? Yes, you/I/he/she/we/you/they should. I/you/he/she/we/you/they shouldn’t wear shorts when it’s cold.To look at some images and listen to Asky, Yessy, Fussy and Noella practising

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the new grammar structure, saying what you should do or shouldn’t do. To reproduce the sentencesTo look at some images showing a tick (✓) or a cross (✗) symbol, reproduce sentences with the new grammar saying what the characters in the images should do or shouldn’t do and write the sentences in their notebook. To check the answers of written exercises using an audio: Listen and checkTo practise interrogative sentences. To make interrogative sentences starting from affirmative and negative sentences. Master the question. To check the answers using an audio. Then listen and check To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out Listening activities to reinforce and consolidate this skill (TRB Listening Worksheet)To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSReference to Grammar Appendix, p. 90, to read and internalise the new grammar learnt in the unitTo write some sentences related to some images that show a tick (✓) or a cross (✗) symbol in their notebook, saying what the characters in the images should do or shouldn’t do. To check the answers with an audioTo carry out Writing activities in the AB


To listen to a story with a comic-like graphic design, which includes the vocabulary and grammar that has been learnt previously Introducing a colloquial expression: Cheer up!To become familiar with the rhythm and sounds of English through a reading exerciseTo listen to and read the story and correct some sentences in their notebookTo act out the story To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo listen the same story and number the cartoon panels (AB)To carry out a Speaking activity using the vocabulary and grammar studied in the unit (TRB Speaking Worksheet)To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read the story in a comprehensive manner and correct some sentences in their notebookTo carry out Writing activities in the AB


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To listen to and say the colloquial expression learnt in Mission 5 in the Reading activity: Cheer up! To listen to a text about a cultural topic from Canada, summer camps for kidsTo be able to identify some English-speaking countriesTo show interest in understanding and talking about the customs and culture of other countriesTo listen to and read a text and answer some questions in their notebook To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read a text about summer camps for kids in Canada in a comprehensive manner and answer some questions in their notebookTo carry out Reading activities to consolidate their knowledge and improve this skill (TRB Reading Worksheets)To carry out Writing activities in the AB


A page dedicated to non-linguistic content and language integrated learning. Natural Science: the sunTo be able to understand and speak in English about other subjectsTo listen to and read a text about the importance of the sun and its effects and answer some questionsTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drills To carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo be able to read and write in English about the contents of other subjects To read a text about the importance of the sun and its effects in a comprehensive manner and answer some questionsCLIL Project Apply your skills. To carry out a Natural Science activity, Apply your skills: “Experiment with ultra-violet light." To read and understand the necessary steps to do an experiment with ultra-violet light. To follow the steps and carry it outTo carry out Writing activities to improve this skill (TRB Writing Worksheets)To carry out Writing activities in the AB


Recap video featuring an auxiliary teacher to revise the unit grammar and vocabulary, with particular focus on the correct pronunciation, rhythm and intonation of words and word stress and grammar structures (Teacher’s Book Video)To repeat and imitate the structures asked for by the auxiliary teacher

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To become familiar with the rhythm and sounds of English using the featured auxiliary teacherTo look at an image about holidays and describe itTo listen to and read a text and some sentences with two options to choose from and write the correct option in their notebookTo participate in a Quiz about the unit topic saying nationalities, identifying images and naming two things that he/she should do at school and two things he/she shouldn’t do To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units or years and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read a text that he/she listens in an audio. To read some sentences related to the text with two options to choose from and write the correct option in their notebookTo write the answers of the Quiz in their notebookTo carry out a test in which all these skills are put into practice (Reading, Writing, Listening and Speaking) (TRB TEST)To carry out Writing activities in the AB

CONTENT

Vocabulary • Main vocabulary: compass, flask, flip-flops, flippers, goggles, hiking boots, snorkel,

sunglasses, sunscreen, swimsuit, towel, Brazilian, British, Chinese, French, German, Italian, Kenyan, Polish, Portuguese, Russian, Spanish- Extra vocabulary: adventure, benefit, bracelets, cancer, canoeing, disinfectant,

effect, exposure, illness, kayaking, kids, log cabins, rays, show, skills, even, to chat, to produce

Structures• What nationality are people from the USA? People from the USA are American.• People from France aren’t Italian. People from France are French.• Should I/you/he/she/we/you/they wear sunscreen when it’s sunny? Yes,

you/I/he/she/we/you/they should.• I/you/he/she/we/you/they shouldn’t wear shorts when it’s cold.

Culture • Canada. Canada camps• Expression: Cheer up!

Content and Language Integrated Learning (CLIL)Natural Science• The Sun

Phonetics• Sound /s/

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- Identifies vocabulary related to holidays and nationalities: compass, flask, flip-flops, flippers, goggles, hiking boots, snorkel, sunglasses, sunscreen, swimsuit, towel, Brazilian, British, Chinese, French, German, Italian, Kenyan, Polish, Portuguese, Russian, Spanish

- Understands the essence of oral narratives:• What nationality are people from the

USA? People from the USA are American.

• People from France aren’t Italian. People from France are French.

• Should I/you/he/she/we/you/they wear sunscreen when it’s sunny? Yes, you/I/he/she/we/you/they should.

• I/you/he/she/we/you/they shouldn’t wear shorts when it’s cold.










- Understands short texts and is capable of answering questions about

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the topic - Understands prepositions, time and

quantity adverbs- Understands ordinal and cardinal

numbers- Understands messages containing

instructions- Carries out activities based on the

Cooperative Learning approach(Speaking)To know and use the basic vocabulary and structures for simple and short oral production








- Answers correctly in simple communication situations (knows how talk about nationalities and about the objects he/she uses at the beach and in the mountains, knows how to give someone a recommendation about what he/she should or shouldn’t do)

- Uses the interrogative "What + nationality" and the verb "to be" in the 3rd person plural, affirmative, negative and interrogative to ask and answer about nationalities

- Uses the modal verb "should" to give recommendations and makes sentences in the 1st, 2nd and 3rd person singular and plural, affirmative, negative and interrogative

- Correctly uses adverbs of manner to indicate how he/she does an action

- Greets and bids farewell in English- Uses please, thank you, Excuse me,

I'm sorry in the appropriate context- Uses prepositions- Correctly uses time and quantity



(Speaking)To internalise the structures and acquire

- Understands, imitates and fluently repeats structures related to the topics

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spoken fluency through repetition studied in previous units or years and the new structures using the drills














- Looks at and writes words which are always written in capital letters (months, countries, nationalities and days of the week)

(Pronunciation)To mimic pronunciation, intonation, rhythm and word stress to produce oral


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texts presented in the vocabulary, grammar, and pronunciation videos as well as in the video featuring the auxiliary teacher

- Knows the wide range of sounds existing in English compared to his/her language. For example the /s/ sound




- Shows interest in writing and saying known expressions in English: Cheer up!



- Learns about summer camps for kids in Canada



- CLIL Project Apply your skills. Values the English language as a learning tool for other contents such as Natural Science: the sun, its importance for our health and its positive and negative effects




To listen toIdentifies words about holidays and nationalities




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- Listening to a text and identifying the corresponding pictures(Mission 1 Act. 1. Mission 2 Act. 1.Mission 3 Act. 1-2.Mission 4 Act. 1-2)








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



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


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Responsibility


- Reproducing and consolidating grammar structures through repetition and correction-based activities (Missions 1-8)








Respect, fellowship

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- Listening to, making and internalising interrogative sentences in Answer the questions (Mission 2) and Master the question (Mission 4)

















- Reading the unit key words from the Picture Dictionary, p.104 (Mission 1)




- Reads the Grammar Appendix, p.90, in order to internalise the unit grammar (Missions 3 and 4)


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












- Writing the unit key vocabulary and grammar expressions(Mission 2 Act. 2.Mission 4 Act. 2.Mission 5 Act. 2.Mission 6 Act. 2.Mission 7 Act. 2.Mission 8 Act. 2-3)




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- Placing words in the adequate space or choosing between two options (Mission 8 Act. 2) (AB Missions 3, 6 and 8)



- Answers questions related to a text(Mission 5 Act. 2.Mission 6 Act. 2.Mission 7 Act. 2.Mission 8 Act. 2)









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Reads and listens to cardinal numbers in a song

- Reading, listening to and reproducing cardinal numbers in a song (Mission 1 Act. 3 "Sing and clap")


Reads and listens to numbers and time expressions in a text (thousands, o’clock)

- Reading and listening to a text with numbers and time expressions (Mission 6 Act. 2)


Understands and follows the instructions to do an experiment with ultra-violet light

- Reading the instructions to follow in order to do an experiment with ultra-violet light (Mission 7 Act. 3 Apply your skills. "Experiment with ultra-violet light")


Reads cardinal numbers

- Reading cardinal numbers in the instructions in order to do an experiment with ultra-violet light (Mission 7 Act. 3 Apply your skills. "Experiment with ultra-violet light")












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- Learning about topics from other subjects,(Mission 7) such as Natural Science: the sun

- Learning about the importance of the sun, its positive and negative effects on our heath and recommendations to prevent ultra-violet light


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- Student-student interaction, teamwork and pairwork(Mission 1 Act. 2 Game time.Mission 2 Act. 3. Let’s make a paper fan.Mission 3 Act. 3 Game time.Mission 5 Act. 3 Act out)














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- Learning and using a colloquial expression in order to raise someone’s spirit, “Cheer up!" (Missions 5 and 6)


- Learning contents taught in other subjects (Mission 7) such as Natural Science: the sun, its importance for our health and its positive and negative effects




- Identifying summer camps for kids in Canada (Mission 6)











- Making a fan out of paper, "Let's make a paper fan!" (Mission 2 Act. 3)

- Drawing a picture (AB Missions 2 and 6)


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- Learning a cultural expression, Cheer up! (Missions 5 and 6)



- Learning about some English-speaking countries' customs and characteristics (Mission 6): summer camps for kids in Canada








- Interacting in games and activities between the pupils themselves(Mission 1 Act. 2 Game time.Mission 2 Act. 3. Let’s make a paper fan.Mission 3 Act. 3 Game time.Mission 5 Act. 3 Act out).



- Making a fan out of paper, "Let's make a paper fan!" (Mission 2 Act. 3)

- Drawing a picture (AB Missions 2 and 6)






- Writing a short text about him/herself or about someone else, related to the topics studied in class


Understands and follows the instructions to do an experiment with ultra-violet light

- Reading the instructions to follow in order to do an experiment with ultra-violet light (Mission 7 Act. 3. Apply your skills. "Experiment with ultra-violet light")


REVIEW 1

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Every three units, there is a Review section focusing on the revision of all that has been studied in previous units throughout the term. Each Review is divided into 2 Missions. We will also find a photocopiable TERM TEST in the TRB.


To identify and revise the vocabulary studied in previous units through a game. To carry out different activities: changing sentences, choosing the correct option, answering questions, naming words corresponding to a semantic group, etc. To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units, internalise and consolidate them using the TG drills

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read and understand questions, orders and sentencesTo describe an Arts and Crafts activity (TRB Class Material Worksheet)To carry out Writing activities in the AB


To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units, internalise and consolidate them using the TG drills and the recap videoTo listen to an audio and answer some questions in their notebookTo make sentences with adjectives in the superlative form from sentences in the positive formTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo look at some images, read some sentences that describe the images and guess if the description corresponds to a subject, a food item or a jobTo answer some questions that they hear in an audio in their notebookTo carry out a TERM TEST in which all the skills, reading, writing, listening and speaking, are assessed (TRB)To carry out Writing activities in the AB

CONTENIDOS

Vocabulary • Revision of the vocabulary studied in previous units.

Grammar structures• Revision of the structures studied in previous units.

ASSESSMENT CRITERIA LEARNING OBJECTIVES(Listening) - Understands the teacher's instructions

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To identify and understand the overall sense, the essential information and most of the main points in very short, simple oral texts

regarding common classroom activities- Understands basic words and structures

studied orally, using visual support (Picture Dictionary)

- Identifies the vocabulary that has been studied

- Understands the essence of oral narratives

- Understands the presentations and narratives of the videos that the teacher uses in class (Pupil’s Book Video, Language Assistant Video and Pronunciation Video)


- Listens actively- Understands the vocabulary and




- Understands the overall meaning of increasingly difficult oral instructions and explanations



(Cooperative Learning)Interacts with other students

To get his/her point across in short, simple presentations



and dialogues- Gets his/her point across in short, simple

presentations- Is capable of expressing him/herself in


- Works as part of a team (games, dialogues, etc.)

- Answers adequately in simple communication situations (greetings, introductions, makes questions, answers with affirmative or negative responses, asks for something)

- Works on and tries to master indirect interrogative sentences (Master the question)



- Repeats the words or structures asked for by the teacher in the recap video

- Carries out activities based on the

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Cooperative Learning approach(Reading)To identify the topic as well as the overall meaning in texts




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


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


- Prepares simple texts based on the contents learnt

- Shows interest in writing clearly(Pronunciation)To mimic pronunciation, intonation, rhythm and word stress to produce oral texts

- Mimics the sounds presented in different videos (Pupil’s Book Video, Pronunciation Video and Language Assistant Video)

- Knows the wide range of sounds existing in English compared to his/her language


- Shows interest in writing and saying known expressions in English

- Incorporates new expressions and vocabulary into daily routines


- Identifies English-speaking countries and their flags




- Values the English language as a learning tool for other contents




To listen to

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Identifies words - Listening to and identifying the unit vocabulary and expressions

- Listening to the drills



- Listening to and identifying simple sentences

- Listening to and understanding the topic-related drills




- Listening to and understanding videos (Pupil’s Book Video, Language Assistant Video and Pronunciation Video)

Responsibility


- Listening to texts Patience, fellowship, solidarity, tolerance, self-esteem, empathy, responsibility, respect, punctuality, gratitude, perseverance


- Correcting activities through a listening exercise



- Carrying out a listening activity in the Term Test






Speaking

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Reproduces grammar structures through oral activities proposed by the Teacher’s Guide, the drills, based on repetition and correction

- Reproducing and consolidating grammar structures through repetition and correction based activities



Reproduces the grammar structures and vocabulary studied in the unit

- Reproducing the unit grammar and vocabulary in the games proposed in the TG

- Asks his/her classmates questions using the unit vocabulary and structures

Perseverance and responsibility, fellowship


- Reproducing simple expressions


Respect, fellowship


- Composition and internalization of the interrogative sentence in Master the question

Perseverance


- Carrying out a speaking activity in the Term Test







- Reading the unit key vocabulary

- Reading the unit key words from the Picture Dictionary


Reads expressions previously introduced

- Reading the unit key expressions

Patience, fellowship, solidarity, tolerance,

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orally self-esteem, empathy, responsibility, respect, perseverance

Reads texts and stories

- Reading stories and texts- Recognising, reading and

understanding sentences translated into English (TRB)



- Carrying out a reading activity in the Term Test






WritingWrites very simple texts based on very structured models

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

Responsibility,perseverance


- Carrying out a writing activity in the Term Test




- Carrying out the End-of-Year-Test in Review 3 which assesses all the units in the book with the vocabulary and grammar structures that have


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been studied (Mission 2 TRB)



Reads and reproduces quantities using the adjectives of quantity "a lot of/much/many/a little"

- Reading and reproducing quantities using the adjectives of quantity "a lot of/much/many/a little"

Responsibility

Identifies and reproduces the time

- Identifying and reproducing the time


Reads cardinal numbers

- Reading cardinal numbers (Mission 1)


Listens to, reads and reproduces the numbers in the activities

- Listening to and reproducing the numbers (Missions 1-2)

- Reading numbers (Missions 1-2)

Responsibility, patience, self-esteem,




- Carrying out the activities proposed in the digital book





- Participation in the drills proposed in the TG

Respect, responsibility


- Using the Picture Dictionary - Using the Grammar Appendix - Using the Pronunciation guide


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- Identification of the meaning of the words using flashcards, visual support, etc.



- Student-student interaction, teamwork and pairwork(Mission 1 Act. 1)











- Participating in the "Game Time!" activities, dialogues and in the games proposed in the TG

Respect, fellowship


- Reproduction and consolidation of the drills


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Values English as an instrument for communicating with other people

- Reusing the vocabulary studied in previous years and using the new vocabulary in real or simulated interactions

- Manages well in simple situations using the studied structures





- Participating in the games proposed in the TG





- Through oral activities recognises a larger number of objects than in the previous year



- Interacting in games and activities between the pupils themselves(Mission 1 Act. 1)


REVIEW 2



To identify and revise the vocabulary and structures studied in previous units through a game. To carry out different activities: changing sentences, choosing the correct option, answering questions, saying the price and weight of something, spell words, etc.To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units, internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

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UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read and understand questions, orders and sentencesTo carry out an Arts and Crafts activity (TRB Class Material Worksheet)To carry out Writing activities in the AB


To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units, internalise and consolidate them using the TG drills and the recap videoTo look at an image and answer some questions. To use an audio in order to correct the activities. Listen and checkTo change some sentences written in the present simple to sentences in the past simpleTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo listen to an audio and answer some questions in their notebookTo read some sentences in the present simple and change them to the past simpleTo carry out a TERM TEST in which all the skills, reading, writing, listening and speaking, are assessed (TRB)To carry out Writing activities in the AB

CONTENIDOS



ASSESSMENT CRITERIA LEARNING OBJECTIVES(Listening)To identify and understand the overall sense, the essential information and most of the main points in very short, simple oral texts






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(Reading)To identify the topic as well as the overall meaning in texts






(Writing) - Writes the vocabulary and grammar

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

structures that have been studied orally- Prepares simple texts based on the

contents learnt- Shows interest in writing clearly
















To listen toIdentifies words - Listening to and identifying the

unit vocabulary and expressions








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Responsibility


- Listening to texts Responsibility, perseverance





- Carrying out a listening activity in the Term Test






SpeakingReproduces grammar structures through oral activities proposed by the Teacher’s Guide, the drills, based on repetition and correction








Shows interest when participating in


Respect, fellowship

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linguistic "Game Time!" games and games proposed in the TG
























- Carrying out the Term Test in Review 1, Review 2 (Mission 2 TRB) and Review 3 (Mission


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1 TRB) at the end of each term


















Revises the numbers from 100 to 1000 when talking about prices and weights

- Revising the numbers from 100 to 1000 (Mission 1)


Identifies symbols with their meaning, € and kg

- Answering by saying prices in euros, using the € symbol in the English style before the number (Mission 1)

- Answering by saying the


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weight in kilos (Mission 1)












- Using the Picture Dictionary - Using the Grammar Appendix

- Using the Pronunciation guide








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- Participating in the "Game Time!" activities, dialogues and in the games proposed in the TG (Missions 1-8)

Respect, fellowship













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Asks questions and answers

- Asks questions and answers orally with his/her classmates

Responsibility, autonomy




REVIEW 3



To identify and practise the vocabulary and grammar studied in previous units through a game. To carry out different activities: changing sentences, answering questions, saying how far a place is, finding the word that corresponds to a definition, etcTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units, internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read and understand questions, orders and sentencesTo carry out an Arts and Crafts activity (TRB Class Material Worksheet)To carry out a TERM TEST in which all the skills, reading, writing, listening and speaking, are assessed (TRB)To carry out Writing activities in the AB


To reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units,

217


internalise and consolidate them using the TG drills and the recap videoTo look at some images of different characters and describe them reproducing sentences with the grammar structure following the example: "Yessy’s telling a joke loudly."To listen to an audio and indicate if some sentences are correct or incorrect with a tick (✓) or a cross (✗) in their notebook

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read some questions and write the answers in their notebookTo carry out the END-OF-YEAR TEST (TRB)To carry out Writing activities in the AB

CONTENIDOS



ASSESSMENT CRITERIA LEARNING OBJECTIVES(Listening)To identify and understand the overall sense, the essential information and most of the main points in very short, simple oral texts













(Speaking) - Uses the basic vocabulary studied in

218


To know and be capable of using the basic vocabulary and structures needed to produce short and simple oral texts



previous years- Learns and uses new vocabulary - Produces very simple oral monologues











(Reading)To identify the topic as well as the overall meaning in texts






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


- Prepares simple texts based on the contents learnt

- Shows interest in writing clearly(Pronunciation)To mimic pronunciation, intonation, rhythm and word stress to produce oral texts






219











To listen toIdentifies words - Listening to and identifying the

unit vocabulary and expressions










Responsibility


- Listening to texts Responsibility, perseverance




Uses the tests from - Carrying out a listening activity Responsibility, respect

220


the Teacher’s Resource Book to assess the student’s knowledge and to consolidate the learning of the contents studied by putting all the skills into practice, Reading, Writing, Listening and Speaking

in the Term Test- Carrying out the Diagnostic

Test in Unit 0 to assess the student’s level of English at the beginning of the year (Mission 2 TRB)




SpeakingReproduces grammar structures through oral activities proposed by the Teacher’s Guide, the drills, based on repetition and correction











Respect, fellowship

Uses the tests from the Teacher’s Resource Book to assess the student’s knowledge and to consolidate the learning of the contents studied by putting all the skills into practice,





221


Reading, Writing, Listening and Speaking
























Uses the tests from the Teacher’s Resource Book to assess the student’s


- Carrying out the Diagnostic Test in Unit 0 to assess the


222


knowledge and to consolidate the learning of the contents studied by putting all the skills into practice, Reading, Writing, Listening and Speaking

student’s level of English at the beginning of the year (Mission 2 TRB)










Revises the numbers when talking about distance

- Reproducing the numbers (Mission 1)


Understands questions about distance and answers in kilometres

- Answering questions by saying the distance in kilometres (Mission 1)









223






- Using the Picture Dictionary - Using the Grammar Appendix

- Using the Pronunciation guide















224




- Participating in the "Game Time!" activities, dialogues and in the games proposed in the TG (Missions 1-8)

Respect, fellowship





















END-OF-YEAR TEST

225


At the end of the book, the teacher is provided with an END-OF-YEAR TEST (a photocopiable activity in the TRB) which assesses all the units in the book with their corresponding vocabulary and grammar structures that have been studied. This EYT is divided into 6 parts or skills. In the first part, the listening skill is assessed through different exercises. In the second one, the vocabulary from all the units is assessed. The third part focuses on the grammar studied throughout the year. The fourth and fifth parts assess the reading and speaking skills consecutively. And, to finish, the last part in which the teacher can assess the student’s speaking skills.

FESTIVAL 1. THANKSGIVING

The festival has just one Mission and presents three different activities.

Mission 1UNDERSTANDING AND PRODUCING ORAL TEXTS To identify vocabulary and expressions related to the Thanksgiving festivity: cornbread, cranberry sauce, harvest, pilgrims, stuffing, to travel, to visit To listen to and sing a "Rap and clap" songTo listen to and read a text about the Thanksgiving festivity and answer some questions in their notebookTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read a text about the Thanksgiving festivity in a comprehensive manner and answer some questions in their notebookTo carry out an Arts and Crafts activity: "Let's make a turkey!"To carry out Writing activities in the AB

CONTENT

Vocabulary • Main vocabulary: cornbread, cranberry sauce, harvest, pilgrims, stuffing, to travel, to

visit




- Identifies vocabulary related to the Thanksgiving festivity: cornbread, cranberry sauce, harvest, pilgrims, stuffing, to travel, to visit

226


- Masters the alphabet, the numbers (ordinal and cardinal) and dates










from short conversations - Understands short texts and is

capable of answering questions about the topic


- Understands informative oral texts and feels capable of extracting the main sense and also correct information






oral monologues and dialogues - Is capable of expressing him/herself in



- Answers adequately in simple communication situations

- Greets and bids farewell in English- Uses please and thank you in the

adequate context- Makes sentences about actions

he/she is carrying out at that time

227


- Manages well in real or simulated everyday situations







- Understands informative written texts and feels capable to extract the main sense and also correct information





- Shows interest in writing clearly- Looks at and writes words which are

always written in capital letters (months, countries, nationalities, festivities and days of the week)




- Knows the wide range of sounds existing in English compared to his/her language.


- Shows interest in writing and saying known expressions in English related to the Thanksgiving festivity


- Learns about the Thanksgiving festivity in the United States

228





To listen toIdentifies vocabulary about Thanksgiving

- Listening to and identifying unit vocabulary and expressions

- Listening to drills




- Listening to and understanding the unit or previous units topic-related drills


Responsibility


- Listening to a text and identifying the corresponding pictures

- Recap video with the unit vocabulary and structures

Responsibility


- Listening to and reproducing a song (PB Act. 1 "Rap and clap")

- Listening to a text (PB Act. 2)

Respect and perseverance


- Playing a "Rap and clap" song (PB Act. 1)

Responsibility


- Playing and consolidation of grammar structures through activities based on repetition and correction



229



- Reproducing simple expressions in the TG games


Respect, fellowship



Perseverance





- Reading texts (PB Act. 2) Patience, responsibility,

WritingWrites words - Writing the unit key

vocabulary and grammar expressions (AB Act 1 and 2).



- Answering questions related to a text (PB Act. 2)




Reads and listens to ordinal numbers in a song (4th) and a text

- Reading, listening to and reproducing a song with ordinal numbers (PB Act. 1 "Rap and clap")

- Reading and listening to a text with ordinal numbers (PB Act. 2)

- Writing ordinal numbers (PB Act. 2)



- Listening to and reproduction of the numbers (PB and AB)

- Reading the numbers (PB and AB)




Uses digital media for - Carrying out the activities Patience, responsibility,

230


learning proposed in the digital book perseverance






Uses basic strategies for learning to learn English resorting to a grammar and pronunciation guide at the end of the book

- Using the Grammar Appendix with the key grammar structures, p. 87-90

- Using the Pronunciation guide, p. 91, with the unit key sounds



- Identification of the meaning of the words using flashcards, visual support, etc


Values English as a learning tool for topics of interest

- Learning about the Thanksgiving festivity in the United States

Responsibility


- Interacting in games and activities between the pupils themselves (PB Act. 3 Let’s make a turkey!)





- Participating in the "Game Time!" activities and in the games proposed in the TG


231





Values English as an tool for communicating with other people and talk about topics from other countries

- Learning about a cultural topic in the United States, the Thanksgiving festivity



- Reading texts about the customs and culture of people who live in English-speaking countries: the Thanksgiving festivity in the United States




Plays tunes - Reproducing the unit song in Mission 1 (PB Act. 1 "Rap and clap")





Makes simple crafts and artistic compositions

- Drawing a turkey, "Let's make a turkey!" (PB Act. 3)



- Learning about the Thanksgiving festivity in the United States




232






- Interacting in games and activities between the pupils themselves (PB Act. 3 Let’s make a turkey!)


Carries out an Arts or Crafts activity

- Drawing a turkey, "Let's make a turkey!" (PB Act. 3)


FESTIVAL 2. APRIL FOOLS’ DAY


Mission 1UNDERSTANDING AND PRODUCING ORAL TEXTS

To identify vocabulary and expressions related to the April Fools’ Day festivity: tricks, to advertise, to be related to, to invent, to play jokes on somebody, to trick To listen to and sing a "Rap and clap" songTo listen to and read a text about the April Fools’ Day festivity. To say whether some sentences related to the text are true or false and correct the false sentencesTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read a text about the April Fools’ Day festivity in a comprehensive manner. To say whether some sentences related to the text are true or false and correct the false sentencesTo carry out an Arts and Crafts activity: "Let’s make an April Fools’ jack-in-the-box!"To carry out Writing activities in the AB

CONTENT

Vocabulary • Main vocabulary: tricks, to advertise, to be related to, to invent, to play jokes on

233


somebody, to trick




- Identifies vocabulary related to the April Fools’ Day festivity: tricks, to advertise, to be related to, to invent, to play jokes on somebody, to trick


- Understands the essence of oral narratives.














234






oral monologues and dialogues - Is capable of expressing him/herself in





adequate context- Manages well in real or simulated

everyday situations(Speaking)To internalise the structures and acquire spoken fluency through repetition








235






always written in capital letters (months, countries, nationalities, festivities and days of the week)






- Shows interest in writing and saying known expressions in English related to the April Fools’ Day festivity


- Learns about the April Fools’ Day festivity in English-speaking countries




To listen toIdentifies vocabulary about April Fools’ Day




236






Responsibility




Responsibility







Responsibility





237





Respect, fellowship



Perseverance



Patience, responsibility,


- Reading texts (PB Act. 2)



vocabulary and grammar expressions (AB Act.1 and 2)











Reads and listens to dates and time in a song and a text (1st, twelve o’clock)

- Listening to and reproduction of a song with dates and time (PB Act. 1 "Rap and clap")

- Reading and listening to a text with dates and time (PB Act. 2)







238









- Using the Pronunciation guide, p. 91, with the key sounds






- Learning about the April Fools’ Day festivity in English-speaking countries

Responsibility


- Interacting in games and activities between the pupils themselves (PB Act. 3 Let’s make an April Fools’ jack-in-the-box!)










Values English as an - Learning about a cultural topic Patience, fellowship,

239


tool for communicating with other people and talk about topics from other countries

in English-speaking countries, the April Fools’ Day festivity

solidarity, tolerance, self-esteem, empathy, responsibility, gratitude, respect, perseverance


- Reading texts about the customs and culture of people who live in English-speaking countries: the April Fools’ Day festivity




Plays tunes - Reproducing the unit song (PB Act. 1 "Rap and clap")






- Making a jack-in-the-box, "Let’s make an April Fools’ jack-in-the-box!" (PB Act. 3)



- Learning about the April Fools’ Day festivity in English-speaking countries








- Interacting in games and activities between the pupils themselves (PB Act. 3 Let’s make an April Fools’ jack-in-the-box!)


240



- Making a jack-in-the-box, "Let’s make an April Fools’ jack-in-the-box!" (PB Act. 3)


FESTIVAL 3. CANADA DAY


Mission 1UNDERSTANDING AND PRODUCING ORAL TEXTS

To identify vocabulary and expressions related to the Canada Day festivity: colonies, government, to organise To listen to and read a text about the Canada Day festivity and answer some questions in their notebookTo listen to and sing a "Rap and clap" songTo reproduce the unit structures orally and internalise them through the TG drillsTo revise other grammar structures that have been studied in the previous units and internalise and consolidate them using the TG drillsTo carry out a Listening activity in the AB

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read a text about the Canada Day festivity in a comprehensive manner and answer some questions in their notebookTo carry out an Arts and Crafts activity: "Let’s make a Canadian pinwheel!"To carry out Writing activities in the AB

CONTENT

Vocabulary • Main vocabulary: colonies, government, to organise




- Identifies vocabulary about the Canada Day festivity: colonies, government, to organize



- Understands the presentations and narratives of the vocabulary and grammar videos as well as the

241


auxiliary teacher's explanations in the recap video
















- Learns and uses new vocabulary- Independently produces very simple

oral monologues and dialogues- Is capable of expressing him/herself in









242










always written with capital letters (months, countries, nationalities, festivities, days of the week)






- Shows interest in writing and saying known expressions in English related to the Canada Day festivity


- Learns about the Canada Day festivity in Canada




To listen to

243


Identifies vocabulary about Canada Day








Responsibility




Responsibility







Responsibility








Respect, fellowship

Reading

244


Reads words previously introduced orally


Perseverance





- Reading texts (PB Act. 2) Patience, responsibility, perseverance


vocabulary and grammar expressions (AB Act. 1 and 2)











Reads and listens to cardinal numbers and dates in a song and a text (1867, 1st, three, 1982)

- Reading, listening to and reproduction of a song with dates and cardinal numbers (PB Act. 1 "Rap and clap")

- Reading and listening to a text with dates and cardinal numbers (PB Act. 2)

- Writing dates (PB Act. 2)









245







- Using the Pronunciation guide, p. 91, with the key sounds






- Learning about the Canada Day festivity in Canada

Solidarity, tolerance, self-esteem, empathy, responsibility, respect, perseverance, responsibility


- Interacting in games and activities between the pupils themselves (PB Act. 3 Let’s make a Canadian pinwheel!)










246


Values English as an tool for communicating with other people and talk about topics from other countries

- Learning about a cultural topic from Canada, the Canada Day festivity

Solidarity, tolerance, self-esteem, empathy, responsibility, respect, perseverance


- Reading texts about the customs and culture of people who live in English-speaking countries: the Canada Day festivity in Canada




Plays tunes - Reproducing the unit song (PB Act. 1 "Rap and clap")






- Making a Canadian pinwheel, "Let's make a Canadian pinwheel!" (PB Act. 3)



- Learning about the Canada Day festivity in Canada

Patience, responsibility,







- Interacting in games and activities between the pupils themselves (PB Act. 3 Let’s make a Canadian pinwheel!)



- Making a Canadian pinwheel, "Let's make a Canadian

Patience, fellowship, solidarity, tolerance, self-

247


pinwheel!" (PB Act. 3) esteem, empathy, responsibility, perseverance

STORY

The story has four chapters. All the vocabulary and syntactical structures studied during the year are included in the story.

UNDERSTANDING AND PRODUCING ORAL TEXTSTo listen to and read the story

UNDERSTANDING AND PRODUCING WRITTEN TEXTSTo read the story in a comprehensive manner

CONTENT

Includes the vocabulary and syntactical structures studied during the year• Vocabulary: school subjects, food, jobs, shopping, daily routines and chores, fairy

tales, nature, actions and adverbs of manner, affirmative/negative adverbs, holidays and nationalities

• Reusing vocabulary: colours, days of the week, fruit, food, adjectives, animals, parts of the body, aches and pains, places in town, time, clothes

• Grammar structures: like to + infinitive, want to + infinitive, superlatives, present continuous, present simple, past simple, past continuous, going to + infinitive, object pronouns, cardinal and ordinal numbers, too + adjective, should, etc.

• Reusing structures: verbs to have got, to like, there is/there are, comparatives, can

ASSESSMENT CRITERIA LEARNING OBJECTIVES

248


(Listening)To understand the vocabulary and main grammar structures in very short oral texts and use the most suitable strategies for understanding the main information from the text




- Understands the essence of oral narratives.


structures that have been studied in previous units or years

- Understands the main information from short conversations









oral monologues and dialogues - Carries out activities based on the

Cooperative Learning approach and works as part of a team (games, dialogues, etc.)







249














To listen toIdentifies vocabulary studied during the course



Identifies simple sentences related to topics studied throughout the course




Patience, fellowship, self-esteem, empathy, responsibility, perseverance



Patience, responsibility, perseverance Responsibility

250



- Listening to a story Respect and perseverance

SpeakingReproduces grammar structures through oral activities proposed by the Teacher's Guide, the drills, based on repetition and correction




ReadingReads words previously presented in the different units

- Reading the key vocabulary of the course and previous courses


Reads expressions previously presented in the different units

- Reading the key expressions during the course

Patience, responsibility, gratitude, respect,

Reads the dialogues of a story in a comprehensive manner

- Reading a story Patience, responsibility, perseverance


vocabulary and grammar expressions



- Answering questions related to a text




Reads and listens to numbers

- Listening to and reading numbers







251







Uses basic strategies for learning to learn English resorting to the visual dictionary and grammar guide at the end of the book

- Using the Picture Dictionary to identify words, p. 96-104

- Using the Grammar Appendix to identify grammar structures, p. 87-90



- Reading a comic Patience, self-esteem, responsibility, perseverance, responsibility


- Interacting in games and activities between the pupils themselves







Values English as a tool for communicating with other people

- Reading and listening to a comic in which Fussy has an accident. While he is in hospital, he has a nightmare in which he has to help in order to find his friend Asky.




252


Plays tunes - Reproducing the songs appearing in the story




Shows independence and confidence in reading the story

- Confidence and interest in reading the story

Patience, responsibility, gratitude, respect, perseverance

Understands the overall meaning of the story and more specific information

- Confidence in understanding the overall meaning and more specific information of the story

Patience, self-esteem, responsibility, perseverance


- Interacting in games and activities between the pupils themselves

.


253


MARKINGS

Name: _______________________________________________________________

Exce

llent

Very

Goo

d

Goo

d

Satis

fact

ory

Fail

LINGUISTIC COMMUNICATION

To listen toIdentifies vocabulary related to the unit themeIdentifies simple sentences related to the unit topicGrasps the overall idea in oral texts and identifies specific aspects with the help of linguistic and non-linguistic elements from the contextRecognises the sound, rhythm, intonation and word stress of common expressionsChecks the answers of the activities by means of a listening activity

SpeakingSings a song using appropriate linguistic and paralinguistic elementsReproduces grammar structures through oral activities proposed by the Teacher's Guide, the drills, based on repetition and correction Participates with interest in linguistic games "Game Time!" and in those proposed in the TGPractises interrogative sentencesDelivers short and simple presentations and descriptions that have been previously preparedParticipates in simple role plays

ReadingReads words previously introduced orally in class about the topic of objects in classReads expressions previously introduced orally Reads texts and stories in a comprehensive manner

WritingWrites words and sentencesCan make sentencesWrites very simple texts based on very structured modelsReads, understands and completes texts or sentences with blank spaces, choosing the correct option or placing words in the adequate spaceAnswers questions related to an oral or written text

254


Exce

llent

Very

Goo

d

Goo

d

Satis

fact

ory

Fail

MATHEMATICAL COMPETENCES AND BASIC COMPETENCES IN SCIENCE AND TECHNOLOGYReads and writes ordinal and cardinal numbersReads and practises time expressions

DIGITAL COMPETENCE


LEARNING TO LEARN

Participates in the drills as an exercise for naturally internalising and consolidating the different structures learnt in the unit or previous unitsUses basic strategies for learning to learn English resorting to a visual dictionary and grammar and pronunciation appendix at the end of the bookUses basic understanding strategies with the help of linguistic and non-linguistic elements from the contextUses videos on vocabulary in order to internalise the word's correct pronunciationUses the grammar videos to internalise the use of grammar structures in a context and according to the correct pronunciation and intonation of the sentencesUses pronunciation videos to learn to pronounce and reproduce correctly words and sentencesUses the featured auxiliary teacher to consolidate the learnt unit vocabulary and grammar and learns the correct pronunciation of what has been learntValues English as a learning toolLearns and internalises the unit vocabulary using word gameInteracts with his/her classmates in games and oral activities based on the Cooperative Learning approach, internalising and consolidating the unit grammar structures and vocabulary

SOCIAL AND CIVIC COMPETENCE

Interacts with and enjoys games with his/her classmates respecting the basic behaviour rulesShows interest and concentration in order to understand the teacher's drills so as to provide the correct answersValues foreign languages as an instrument to communicate with other people Shows interest in communicating with English-speakers

255


256


Exce

llent

Very

Goo

d

Goo

d

Satis

fact

ory

Fail

CULTURAL AWARENESS AND EXPRESSIONS

Plays tunesParticipates in games and acting out activitiesMakes simple Arts and Crafts compositionsLearns a colloquial expression in each ReadingLearns about the culture in English-speaking countries

SENSE OF INITIATIVE AND ENTERPRISING SPIRIT

Identifies elements from the surroundingsInteracts with his/her classmates in games and oral activities based on the Cooperative Learning approach, activities that imply helping one anotherCarries out an Arts and Crafts activityDelivers short and simple presentations and descriptions that have been previously preparedWrites a short text on the topics studied in the class

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