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EXPLORERS 6

AREA OF FOREIGN LANGUAGES

ENGLISH

SIXTH YEAR

COMPULSORY PRIMARY EDUCATION

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INDEX

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1. THEORETICAL JUSTIFICATION FOR THE PROJECT.................................1
2. METHODOLOGY.............................................................................................1
3. KEY COMPETENCES......................................................................................3
4. ATTENTION TO DIVERSITY..........................................................................17
5. CURRICULUM................................................................................................19
5.1. OBJECTIVES...........................................................................................19

5.2. CONTRIBUTION OF THIS AREA TO THE ACQUISITION OF KEY

COMPETENCES............................................................................................24

5.3. CONTENTS.............................................................................................26

5.4. ASSESSMENT CRITERIA.......................................................................29

6. PROGRAMME OF UNITS..............................................................................31
7. TIMING EXPLORERS 6: YEAR 20--/20--*.....................................................77
Annex I. THE DEVELOPMENT OF KEY COMPETENCES USING
EXPLORERS 6.................................................................................................132
Annex II. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH
DEPARTMENT.................................................................................................141
1. THEORETICAL JUSTIFICATION FOR THE PROJECT

THE advantages and opportunities offered by the current educational legislation


(LOE), the increasingly multicultural demands and needs of our society, along with
the directives established by the Council of Europe in the Common European
Framework of Reference for languages, are three key aspects which are reflected in
the Explorers project.

With a marked vocation towards education and learning, where pupils learn English
through motivating activities of a ludic nature which allow the foreign language to be
acquired subconsciously and naturally, and which involve the challenge of boosting
the ability of students to perceive the knowledge of a foreign language not only as
one more subject but as the discovery of an outside world of which we all form a
responsible part, the project promotes interaction in class in order to develop an
attitude of awareness towards social norms and values, within the psychopedagogical
principles upon which the curriculum design for the stage of Primary Education is
based.

The aim of our project is to ensure that students acquire all the skills stipulated by the
LOE, focussing, logically, on the competence of linguistic communication, and laying
particular emphasis upon social and civic competence, learning-to-learn and
autonomy and personal initiative.

In this project, teachers must create the necessary conditions for learning, with
particular emphasis upon diversity. They will prepare and organise the work, helping to
develop it; coordinate actions; encouraging positive attitudes towards English
language and culture, attracting and developing pupils’ interest in the new and the
creative, intervening in an active and reflexive manner, and treating mistakes as signs
of progress.. Meanwhile, pupils must play an active role in in the learning process,
being, as the LOE recommends, the cbetween of the process, and thus developing
their autonomy and independence.

2. METHODOLOGY

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


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

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Explorers transcends classroom teaching, promoting the values of family and
friendship, cooperation, help and gratitude.

Vocabulary and grammar


New language is introduced in connection with the topic of each unit. It appears in the
students’ book via the flashcards and recordings and is practised with songs and
games or activities designed to motivate students.

Skills
Every unit contains a five-page section devoted specifically to the development of the
four skills: reading, writing, listening and speaking.

Stories
Each unit contains a story in which new words appear in a fun and motivating context.
These stories also permit cyclical revision of previously studied linguistic structures and
provide new opportunities to practise material already encountered. In Explorers 6
the unit story is about the main characters in the course.

The three extension stories complement the language and offer students the
opportunity to respond. Every two units there is a three-episode comic story with which
to revise language in an entertaining context

Exploration of the real world


Explorers is a flexible method, which also pays considerable attention to the real world,
as is reflected in the contents of the DVD, coordinated with the Class Book. The theme
of the unit is further explored in lesson 7. The DVD also includes material from the real
world.

Songs and chants


In every unit there is a song in order for children to practise new language, new
vocabulary and new sounds. Melody and rhythm are essential for the memorisation of
new words. When they sing, children are able to shrug off their fears and shyness and
practise language in a natural way with their peers whilst also enjoying themselves.
Songs, then, provide a good opportunity to introduce movement and fun into the
classsroom

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Drama and Total Physical Response

Students of any age, especially those who move well, benefit from methods which
associate language with actions. The more body language is connected to the learning
process, the more likely it is that students will absorb and retain information. For this
reason, children are taught actions which accompany the songs or stories. In
Explorers, children have the opportunity to act out the stories and perform in simple
plays. One of the main obstacles when learning a language at any age is self-
perception. Theatre appeals to children’s imagination and is an excellent way of
interesting them in the stories and improving their communication skills. In this way
children will learn to communícate and make themselves understood and will develop
skills which will enable them to express themselves with greater fluency in everyday
situations by practising in class with a story before experiencing the same situation in
a real context.

Values
Values or civic education are a fundamental part of Explorers. It is essential to focus
upon children as people beyond their linguistic skills and improve their behaviour and
development of correct attitudes; as well as teaching them how their behaviour impacts
upon their environment and peers.

3. KEY COMPETENCES

In the Ley Orgánica de Educación (LOE) definition of the curriculum, we find both the
traditional components (objectives, contents, teaching methods and assessment
criteria) as well as key competences. This is one of the guiding elements of the
curriculum as a whole and, consequently, a guide in the processes of teaching and
learning. In fourth grade of primary school pupils have to participate in the so-called
diagnostic assessment, in which they have to demonstrate the acquirement of certain
skills. This assessment does not have academic consequences for students, but the
fact that the results help guide centres to take decisions regarding students’ learning
gives us some idea as to how educational processes are conditioned by this element
in the sense of being much more functional. In sixth grade of primary school the
decision as to whether pupils are promoted to the subsequent level is partly based on
whether or not they have acquired the key competences, as a result of which they
become a reference for student assessment.

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As opposed to an educational model focused upon the the acquirement of more or less
theoretical knowledge, often unrelated, an educational process based upon the
acquirement of skills emphasises, above all, the acquirement of some vital know-how,
practical and integrated, know-how which students will have to demonstrate (this is
rather more than functional training). In brief, a skill is the putting into practice and
demonstration of the capacity to integrate knowledge, abilities and attitudes to resolve
problems and situations in different contexts. In a very graphic and succinct manner,
there is a definition of the putting into practice of acquired knnowledge, knowledge in
action, in other words, mobilising knowledge and skills in a specific situation (real and
different from the one in which these were learned), activating existing resources or
knowledge (although one thinks they are absent because they have been forgotten).

There is one aspect which should be highlighted, regarding what might be called the
combined character of the skill: the pupil, via what he knows, must demonstrate what
he can apply, but also what he can be. In this way we see how a skill integrates the
different contents which are worked on in the classroom (concepts, procedures and
attitudes), an example of integral training of the pupil. To summarise, we are
acknowledging that the academic instiitution wil not only prepare students in the
knowledge of technical and scientific know-how, but also as citizens, so they should
evince a series of civic and intellectual attitudes which imply respect towards others,
being responsible, team-work...
Another aspect is also important: acquiring competences allows one to tackle the
constant renewal of knowledge which occurs in any area of learning. The student’s
academic training takes place in school over a limited number of years, but the need
for personal and/or professional preparation never ends, so that a competence in the
use, for example, of information and communication technology, will enable access to
this tool to obtain the information necessary at any given moment (obviously, after
analysing its quality). If we also bear in mind that it is often impossible to consider in
depth all the contents of the curriculum, it is clear that the student must acquire this
competence, that of learning to learn.

In our educational system, the key competences regarded as those which students
should possess when they finish their obligatory education in order to deal with the
demands of their personal and working lives are as follows:

 Competence in linguistic communication

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 Mathematical competence.
 Competence in knowledge of and interaction with the physical world.
 Data processing and digital competence.
 Social and civic competence.
 Cultural and artistic competence.
 Learning-to-learn.
 Autonomy and personal initiative.

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


concentrating on the most important aspect of the school curriculum, each of them
contributes the following to the student’s personal and intellectual preparation:

 COMPETENCE IN LINGUISTIC COMMUNICATION


This competence involves using the language as a spoken and written
communication tool, and as a means of learning and self regulation of thought,
emotions and behaviour. It contributes to the creation of a positive self-image and
encourages constructive relationships with others and with the environment.
Learning to communicate meaning establishing links with other people and
cultures. It is fundamental in resolving conflict and for peaceful coexistence.
Acquiring this competence involves a command of oral and written language in a
variety of contexts and the functional use of at least one foreign language.

 MATHEMATICAL COMPETENCE
This competence consists, above all, of the ability to use numbers and basic
mathematical operations, symbols and mathematical reasoning to produce and
express information. Students learn about quantitative and spatial features and
resolve everyday problems. The acquisition of this competence means applying
skills and attitudes which allow for mathematical reasoning, understanding of
mathematical arguments, and the ability to express oneself and communicate in
mathematical language integrating mathematical concepts with other types of
knowledge.

 COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE


PHYSICAL WORLD

This involves the ability to interact with the physical world in it’s natural state and
see how it has been affected by human intervention. It helps to understand events

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and the consequences of different activities designed to improve and preserve
conditions for life, of other people, and other living things. This competence implies
the acquisition of scientific rational thought which enables the student to interpret
information and make decisions with autonomy and personal initiative, and to use
ethical values in personal and social decisions.

 DATA PROCESSING AND DIGITAL COMPETENCE


Searching, finding, and processing skills are developed in this competence, as are
the communication of information and its transformation into knowledge. Aspects
such as the access to, and selection of information are included, and the
transmission of this information in different formats. Students learn to use ITC as an
essential media for information and communication. The acquisition of this
competence involves use of technology to solve problems efficiently and having a
critical attitude towards the information available.

 SOCIAL AND CIVIC COMPETENCE


This competence involves understanding the social reality of the world in which we
live and being a democratic citizen in the today’s plural society. It incorporates
individual behaviour patterns that allow us to function and coexist in society, have
contact with others, cooperate, assume commitments and deal with conflict.
Acquiring this competence means knowing how put oneself in the place of others,
accept differences, be tolerant and respect their values, beliefs, cultures and the
culture and personal history. To summarise, it implies an understanding of the
social reality we live in, the ability to deal with conflict applying ethical values and
understanding of the rights and obligations we have as citizens, showing solidarity
and responsibility.

 CULTURAL AND ARTISTIC COMPETENCE


This competence involves learning about, appreciating, understanding and
evaluating a variety of cultural and artistic statements, and treating them as a
source of pleasure and personal enrichment and as part of the cultural patrimony of
different societies. Appreciation and enjoyment of art and other cultural statements
and an open and receptive attitude to the variety of art forms lead to the
conservation of a common cultural legacy and encourages the student’s own
creative capacity.

 LEARNING-TO-LEARN

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This competence involves on the one hand starting the learning process, and on
the other hand being capable of continuing the process in an autonomous fashion.
It implies the acceptance of a variety of possible answers to the same problem, and
motivation to search for these answers using different means. To sum up, it implies
an organisation of the student’s own capacity to efficiently manage resources and
intellectual processes.

 AUTONOMY AND PERSONAL INITIATIVE


This competence refers to the ability to decide using one’s own criteria and to
successfully take the necessary initiatives to develop and take responsibility for the
chosen option, both at a personal and social level and in the workplace or school.
The acquisition of this competence implies creativity, innovation, responsibility and
a critical approach to the development of individual or group projects.

How is each key competence attained by using this material?

We are going to explain in brief the most relevant aspects of our project, subject to the
denands of daily teaching practice at any given time.:

In essence and reflecting the most significant elements of the school currículum, each
competence contributes the following to the student’s personal and intellectual
preparation:

A. KEY COMPETENCES DIRECTLY RELATED TO THE LEARNING OF THE


FOREIGN LANGUAGE

 COMPETENCE IN LINGUISTIC COMMUNICATION


This competence involves using the language as a spoken and written communication
tool, and as a means of learning and self regulation of thought, emotions and
behaviour. It contributes to the creation of a positive self-image and encourages
constructive relationships with others and with the environment. Learning to
communicate meaning establishing links with other people and cultures. It is
fundamental in resolving conflict and for peaceful coexistence. Acquiring this
competence involves a command of oral and written language in a variety of contexts
and the functional use of at least one foreign language.

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Foreign language learning contributes directly to the development of this competence,
completing, enriching and adding new aspects of comprehension and expression to the
general communicative competence of the student. All textbooks published by Oxford
University Press offer a wide range of activities which encourage authentic
communication in the classroom, with a systematic development of written and oral
skills and opportunities for personalisation

The first two lessons of each unit incluye comunicative activities for the
structures introduced in the unit SB P.. 50-59,.,. In the fourth lesson of each unit
is a dramatisation of the story. SB P.. 3,9, 17, 22-23,27, 35,40-41,45, 53, 58-59.
The first lesson of each unit contain activities which help to mprove
pronunciation. SB P.. 7,17,29,39,51, 61

 DATA PROCESSING AND DIGITAL COMPETENCE

Searching, finding, and processing skills are developed in this competence, as are the
communication of information and it’s transformation into knowledge. Aspects such as
the access to, and selection of information are included, and the transmission of this
information in different formats. Students learn to use ITC as an essential medium for
information and communication. The acquisition of this competence involves use of
technology to solve problems efficiently and having a critical attitude towards the
information available.

Information and communication technology offers the possibility to comunícate


in real time with any part of the world, as well as simple and immediate access
to a constant flow of information which increases every day. Knowledge of a
foreign language offers the possibility to communicate using new technology
real, functional contexts for communication.. This competence consists of
having the ability to obtain, process and communícate information and turn it
into knowledge.

The students can practise and play interactive games as well as practise
pronunciation via songs in the Explorers section on the Oxford Online Learning
zone. It also offers the teachers the possibility of connecting to internet and
features a teachers’ CD-ROM which contains a wide variety of material that
facilitates teachers’ work and helps them to reinforce the work covered. TB P.
52-54, 74-75, 98-99, 119-120, 143-144, 164-165.

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 SOCIAL AND CIVIC COMPETENCE
This competence involves understanding the social reality of the world in which we live
and being a democratic citizen in today’s plural society. It incorporates individual
behaviour patterns that allow us to function and coexist in society, have contact with
others, cooperate, assume commitments and deal with conflict. Acquiring this
competence means knowing how put oneself in the place of others, accept
differences, be tolerant and respect their values, beliefs, culture and personal history.
To summarise, it implies an understanding of the social reality we live in, the ability to
deal with conflict applying ethical values and understanding of the rights and
obligations we have as citizens, showing solidarity and responsibility.
Languages are used for social communication, but also as a vehicle for cultural
communication and transmission. Learning a foreign language involves an
understanding of cultural features and information related to the communities which
speak the language. This favours an understanding of the society we live in through
respect and acceptance of different cultures. Tolerance and integration are developed
and an appreciation of features of, and differences in, cultural identity.

Each of the units includes activities which promote good behaviour and respect
for others as well as correct ways of behaving in different places. SB P. 6-10,
14-17. 24-27, 32-35, 42-45, 50-53 At the end of the book the festivals sections
help students to be aware of the different material worked on in each unit, as
well as the different stories at the end of Units 2, 4 and 6 Trotter´s tours.

 CULTURAL AND ARTISTIC COMPETENCE


This competence involves learning about, appreciating, understanding and evaluating a
variety of cultural and artistic statements, and treating them as a source of pleasure
and personal enrichment and as part of the cultural patrimony of different societies.
Appreciation and enjoyment of art and other cultural statements and an open and
receptive attitude to the variety of art forms lead to the conservation of a common
cultural legacy and encourages the student’s own creative capacity.

Learning a foreign language helps to develop this competence if the linguistic models
contain, even in the limited way possible at this level, cultural information. This

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competence, then, encourages expression and communication in order to perceive and
understand different realities and products of the artistic and cultural world.

Artistic competence involves a basic understanding of techniques, resources and


conventions related to the different artistic idioms, music, literature, visual and stage
arts or different aspects of so-called popular culture.

All the units provide the option of expressing oneself via sketches, songs, plays
and written work in both the student’s book and the workbook. SB P. 11-13, 18-
21, 28-31, 36-39, 45-49, 54-57… WB P. 8, 10, 14,15…,

 LEARNING-TO-LEARN
This competence involves on the one hand starting the learning process, and on the
other hand being capable of continuing the process in an autonomous fashion. It
implies the acceptance of a variety of possible answers to the same problem, and
motivation to search for these answers using different means. To sum up, it implies an
organisation of the student’s own capacity to efficiently manage resources and
intellectual processes.

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


related to reflection upon one’s own learning, so that each child identifies how
to learn better and which strategies to use to improve.

This involves the awareness of those capacities which form a part of learning,
such as attention, concentration, memory, comprehension, linguistic expression
and motivation, for example.

Every activity in Explorers helps to develop this competence.

 AUTONOMY AND PERSONAL INITIATIVE


This competence refers to the ability to decide using ones own criteria and to
successfully take the necessary initiatives to develop and take responsibility for the
chosen option, both at a personal and social level and in the workplace or school.

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


critical approach to the development of individual or group projects.

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Decisions which result from reflection on the learning process favour autonomy. As
autonomy and personal initiative often involve others, this competence necessitates
social skills such as cooperation, flexibility, negotiation, teamwork, seeing others’ points
of view, dialogue, and the assertiveness to explain one’s own decisions. Autonomy and
personal initiative involve being able to imagine, begin, develop and evaluate one’s
actions or individual or group projects with creativity, confidence, responsibility and a
critical attitude. In this sense it requires the ability to revise previous ideas or create
new ones, finding solutions and putting them into practice.

The stories encourage cooperation and respect for others, teamwork, valuing
the opinions of others, etc.

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


levels of Explorers, as it increases students’ self-confidence and the initiative
necessary to carry out different activities and put them into practice in real life
(examples: SB pp 2-68; WB pp. 3-82.

B. KEY COMPETENCES NOT DIRECTLY RELATED TO FOREIGN


LANGUAGE LEARNING

 MATHEMATICAL COMPETENCE
This competence consists, above all, of the ability to use numbers and basic
mathematical operations, symbols and mathematical reasoning to produce and
express information. Students learn about quantitative and spatial features and resolve
everyday problems. The acquisition of this competence means applying skills and
attitudes which allow for mathematical reasoning, understanding of mathematical
arguments, and the ability to express oneself and communicate in mathematical
language integrating mathematical concepts with other types of knowledge.

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


mathematical reasoning to produce and interpret information, to know more about
quantitative and spatial aspects of reality and to resolve problems related to daily life.
Part of mathematical competence is the ability to interpret and express with clarity and
precision information, data and arguments.

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Different lessons of the Students’ Book (SB) and the Workbook (WB) include
activities related to mathematics which interrelate two different subjects SB. pp.
2, 5, 6,7,14,15… ; WB pp, 3, 6, 9, 13...

 COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE


PHYSICAL WORLD

This involves the ability to interact with the physical world in it’s natural state and see
how it has been affected by human intervention. It helps to understand events and the
consequences of different activities designed to improve and preserve conditions for
life, of other people, and other living things. This competence implies the acquisition of
scientific rational thought which enables the student to interpret information and make
decisions with autonomy and personal initiative, and to use ethical values in personal
and social decisions.

Interacting with the physical world, both in its natural aspects and those generated by
human action, in such a way that facilitates the understanding of events, the prediction
of consequences and activity directed towards the improvement and preservation of
the conditions of one’s own life, that of other people and of all other living creatures.
Taking as a starting point knowledge of the human body, nature, and the interaction of
mankind with nature, this competence allows students to discuss rationally the
consequences of different lifestyles and take decisions about a healthy physical and
mental way of life in a healthy and safe environment. The responsible use of natural
resources, environmental conservation, and preservation of individual and collective
health are recognised as key to quality of life.

Different activities worked upon throughout the various students’ books improve
pupils’ knowledge of themselves and of the physical world which surrounds
them, as a consequence of performing the activities included in the books
(examples: SB pp. p11-13, 18-21, 28-31, 36-39, 45-49, 54-57… WB pp. 8,
1014,15…,

Continuous learning

In a competence there iis no knowledge which is only acquired in and valid for a
particular subject (especially in and for this one). Everything students learn in different

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subjects (and not only at school) forms a background of culture and information
which should serve them throughout their lives, which they should be able to use at
specific moments and in differerent situations (language is, in this sense,
paradigmatic) . For this reason, any of these competences may be achieved if not in
all, certainly in most curriculum subjects and for that reason too these competences
can be used and applied in all these subjects, regardless of in which one they have
been acquired (transversality). Being competent should guarantee the completion of
determined learnings, but also permit the attainment of others, both at school itself and
beyond, a guarantee of continuous learning (or, in this case, the capacity to
communicate in very diverse situations, some of which pupils themselves may not yet
even perceive as likely in the future).

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


the curriculum, one which we must highlight in order to make suitable use of all the
curriculum subjects employed in the teaching-learning process. When in a didactic
programme like this one the objectives of a unit are indicated formulated ( like the
assessment criteria, in terms of abilities), we know that these determine the choice of
contents, in the same way that we should employ assessment criteria which
demonstrate whether or not pupils attain them. Thus, assessment criteria allow for a
double interpretation: on the one hand, those related to the pupils’ learning as a whole,
in other words, there will be some assessment criteria specifically linked to concepts,
others to procedures and others to attitudes, as all of these contents need to be
assessed because they were worked on in class and are those which are assesssed
at different stages during application of continuous assessment; and on the other,
there will be assessment criteria which have been formulated more with regard to their
relationship with key competences.

The assessment of key competences is an assessment model which differs from that
of assessment criteria, both because it is applied at different stages of other
assessments, and because its purpose, though complementary, is different. If we
assume that key competences involve a real and practical application of knowledge,
abilities and attitudes, the way of checking or assessing whether the pupil has acquired
them is to reproduce application situations which are as real as possible, and in these
situations it is customary for the pupil to use this accumulated background (all kinds of
contents) but to respond, above all, to practical situations. In this way, when we assess
competences we are essentially, though not exclusively, assessing procedures and

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

SUBCOMPETENCES
The competences by their very nature are generic. To use them as a reference for
pedagogical actions and to really demonstrate the competences acquired by the
students, they need to be broken down into more specific objectives related to other
elements of the curriculum. We have called these objective subcompetences, and
without covering all the possibilities, they do include those most closely related to the
subject curriculum and most prominent in all subjects on account of their
interdisciplinary nature.

In foreign language learning, these subcompetences are as follows (there are other
competences/subcompetences which are also acquired in the area of Foreign
Language–English, though not in this grade):

Competence in linguistic communication


 Express thoughts, emotions, experiences and opinions orally and simply.
 Adapt spoken style to a variety of communicative contexts, taking into account non-
verbal features and respecting norms of communicative exchanges.
 Understand social and cultural conventions when producing texts
 Understand a variety of texts types typical of the academic setting and
understanding the communicative intention and formal features.
 Take pleasure in reading and use reading to discover other places, languages and
cultures.
 Be conscious of the need to respect spelling rules in the production of written texts
 Understand principles of word formation as a means of extending vocabulary
 Use a sufficient range of vocabulary to be able to express oneself orally and in
writing in specific situations.
 Compose texts typical of the academic environment, appropriate to the
communicative objective.
 Write texts to express ideas, feelings and experiences

Data processing and digital competence


 Search for, obtain, process and communicate information in the foreign language,
transforming it into knowledge, using the computer or the internet.
 Analyse critically the information obtained

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Social and civic competence
 Use dialogue as a basic tool for interpersonal communication and in the resolution
of conflict.
 Understand the values which characterise a democratic society: freedom, solidarity,
participation, citizenship, tolerance.
 Value linguistic diversity as a cultural advantage.

Cultural and artistic competence


 Appreciate cultural diversity as seen though artistic statements.

Learning-to-learn
 Understand and habitually use the main techniques and strategies which favour the
intellectual process (summary, note taking, concept maps...).
 Use a variety of sources for finding and processing information

Autonomy and personal initiative


 Show initiative and personal creativity
 Develop social skills.

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

Competence in knowledge of and interaction with the physical world

 Recognise geographical spaces and conditions where other cultures are located or
come from and which may determine and influence the development of these
cultures.
 Identify questions or problems and obtain conclusions based on evidence.

All these competentes and subcompetences bring into play different strategies and
different linguistic and discursive skills are employed in a contextualised manner.
Therefore, the activities in which the foreign language is used are set within fields
which may be public (everything related to daily social interaction), personal family
relationships and individual social habits), professional or educational. Students will
use communication strategies in a natural and systematic manner in order to make
effective the communication activities performed by means of communicative skills.

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The skills developed will be: productive (speaking and writing), receptive (listening and
reading) and based on interraction or mediation.

Learning tasks or activities will constitute the core of didactic planning, and will
integrate objectives, contents and assessment, making up units of programming.
Amongst other criteria, the design of activities and tasks has taken into account the
stages to be followed in their development, prior knowledge, integrated treatment of
linguistic components, skills and strategies, proposed final objectives and the
classroom’s potential for adaptation and diversity.

Learning English will not only provide students with competences in order to
communicate, but also with cultural and social knowledge of the culture whose
language they are studying, which will help them develop a personality which is open
and tolerant towards what is different.. In this way one achieves the integral
prepararation of the individual

As we have noted, one of the characteristics of the key competences is that they allow
for and encourage transversality in the learning with which they are associated, in
other words, that which can and should be achieved, though from a different but
complementary perspective, via the development of the curriculum of the various areas
of the same educational stage. In this grade, these areas are Conocimiento del Medio,
Art, P:E., Spanish Language, Foreign Language, Mathematics, Music and, optionally,
Religion.

For the overall work required of teachers in this grade, we indicate in the table below
the key competences which, as a minimum, should also be attained in other areas, in
some with more interrelation and in others with less:

KEY COMPETENCES*
ÁREA 1 2 3 4 5 6 7 8
Science X X X X X X X X
Art X X X X X X
P.E. X X X X X X
Spanish Language X X X X X X
Foreign Language X X X X X X
Mathematics X X X X X X X X

*n.b.:

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1. Linguistic communication.
2. Mathematics.
3. Knowledge of and interaction with the physical world.
4. Data processing and digital competence.
5. Social and civic..
6. Cultural and artistic.
7. Learning-to-learn.
8. Autonomy and personal initiative.

As can be seen, the transversality of the key competences is evident, so within the
framework of the centre’s educational standard criteria should be formulated for their
collective treatment.

4. ATTENTION TO DIVERSITY

One of the elements upon which the LOE places most emphasis is attention to
diversity. It is clear that the same educational method employed with a single group of
students has differing results depending on each pupil’s knowledge and previous
experience, their intellectual capacity and their interests and motivation with regard to
teaching.

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


in order that all pupils may attain the objectives established. Similarly, we should offer
extension activities for more able or receptive students. attention to diversity should
always be practised in both directions. Therefore, these differences should always be
catered for, by presenting the same activities in different ways by means of the
activities included in the students’ book and the workbook.. Teachers need to evaluate
towards whom they should direct one type of activity or the other, and need to be
constantly aware of these differences, not only when assessing, but also when
teaching and planning the process of teaching-learning.

Explorers includes reinforcement and extension activities which allow for individualised
attention to pupils, depending on their needs and learning rhythm. Every lesson in our
project includes ideas to help teachers respond to the different situations which arise
in the classroom

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The Teacher’s Book suggests reinforcement and consolidation activities for students
as well as notes for the teacher, teaching advice, better to deal with different types of
student.

In one of the components of the Teacher’s Resource CD-ROM, the teacher will find
photocopiable consolidation and extension pages for each unit. .

Criteria and procedures adopted for the development of special curricular


adaptation for students with special educational needs

(The department can descfribe and detail these criteria and procedures here if
necessary. If this is not the case then this section can be omitted)

Adaptations will focus on:

1- The time and rhythm of learning


2- A more personalised methodology
3- A reinforcement of study skills
4- The improvement of procedures, habits and attitudes
5- Ways of increasing amount of counselling

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


b) For pupils with serious learning problems, as sufficient progress in the
conceptual contents of the course is more difficult to attain, procedures and attitudes
will be the priority, with social integration being the overall aim. Core instrumental skills
need to be the key content of the adapted curriculum. Modifications to the curriculum
may be quite significant (they will probably entail the elimination of contents, objectives
and consequently of the assessment criteria which might otherwise be considered
essential).
When such adaptations are not enough, the after native is to have the pupil study part
of the core curriculum in special groups, with different contents and educational
activities. This learning can take place in the mainstream classroom with special
support, or in a separate physical space. This pupil will have the general objectives of
this stage of primary education as a reference, but will work towards those aims
through different contents and activities.

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5. CURRICULUM

5.1. OBJECTIVES

General objectives of the stage

The demands and needs of 21st-century society have brought changes to the school
environment, preparing pupils to live in an ever more international, multicultural,
multilingual and technologically more advanced world. As a member of the European
Union, our country is committed to the promotion of the knowledge of other community
languages as is reflected in one of the objectives of the Lisbon Strategy. Meanwhile,
the Council of Europe in the European Common Reference Framework for the
learning of foreign languages establishes directives for both the learning of languages
as well as for the assessment of competence in different languages. These guidelines
have been a key reference in the elaboration of the curriculum.

The Royal Decree of Minimum Education states that Primary Education will help
develop in children the skills that will enable them to:

a). Know and appreciate the values and norms of coexistence and prepare for active
citizenship and respect for the human rights and pluralism inherent in a democratic
society.

b). Develop habits of individual and team work, effort and responsibility as well as
attitudes of self-confidence, critical sense, personal initiative, curiosity, creativity and
interest in learning

c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to
function independently in the family and household, as well as in the social groups with
which they will relate.

d) Know, understand and respect different cultures and differences between people,
equal rights and opportunities for men and women and the non-discrimination of
disabled people.

e) Know and make appropriate use of the Spanish language and, in its case, the co-
official language of the Autonomous Community and develop reading habits

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f) Acquire, in at least one foreign language, skills to enable them to express and
understand simple messages and function in everyday situations.

g) Develop basic Maths skills and initiative in solving problems that require elementary
operations of calculation, geometry and estimates, as well as in being able to apply
them to situations in everyday life.

h) Get to know and appreciate their natural environment both social and cultural, as
well as the possibilities for action and care of it.

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


critical mind to the messages they receive and produce.

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

k) Value the importance of hygiene and the acceptance of one’s own body as well as
that of others, respecting differences and using physical education and sport to
encourage both personal and social development.

l) Know and appreciate those animals closest to us and adopt forms of behaviour that
contribute to their preservation and care.

m) Develop emotional skills in all areas of personality in their relations with others and
an attitude opposed to violence, prejudice and gender stereotype.

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

Objectives of the area of foreign language

The area of foreign language is designed to train students to understand, speak and
talk, read and write. Most of the learning opportunities are in the school environment.
This circumstance demands the inclusion of diverse contents removed from the
academic world such as those of social relations, mass media and the literary world
(properly adapted)

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The axis of the area of foreign language, in the curriculum and in our project, is the
achievement of an effective oral and written communicative competence in meaningful
social contexts which will enable students to express themselves more and more
efficiently and correctly encompassing all possible uses and registers as well as the
use of communication strategies both verbal and non verbal.

The Royal Decree of Minimum Education establishes that the objective of the teaching
of a foreign language during this stage will be the development of the following
abilities:

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


interactions, using the information provided for the execution of diverse specific
tasks related to students’ experience.

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


given content and development, using procedures and verbal and non verbal
language and adopting a rspectful and co-operative attitude.

3. Producing short simple texts with various purposes on topics covered in class
with the aid of patterns.

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


hobbies, texts to extract general and specific information in accordance with a
specific purpose.

5. Learning to use with increasing autonomy all the means at their disposal,
including new technology, to obtain information and to communicate in the
foreign language.

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


communication and understanding between people of diverse origins and
cultures and as a tool for learning different contents.

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

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8. Using knowledge and prior experience of other languages for a faster, more
efficient and independent acquisition of the target language.

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


as linguistic structures and lexical aspects of the target language, using them
as basic elements of communication.

Objectives of the area of foreign language and its integration within our profect
The aim of the area of foreign language is to prepare people who can use it to
understand, speak, converse, read and write, so its use should be the starting point
from the moment teaching begins. The introduction of English in the first year of
Primary Education is an experience which is currently being adopted in numerous
schools, and stems from the premise that learning a second language at an early age
contributes to the development of basic abilities. Primary education begins with a very
elementary competente in the target language, so, throughout this stage, the
knowledge, ability and experience in the languages the children know will be extremely
important in order to understand and construct meanings, structures and strategies
when participating in acts of communication.

The elaboration of our project, which affects the organisation and contents of the
programme, is closely linked to the psychopedagogic principles which serve as a
foundation for the curricular designof Primary Education. It is our aim that our pupils
acquire communicative competence in English via games and motivating activities,
which at the same time promote effective learning. Whilst engaged in these activities
they use the language to obtain information, express their own opinions and relate with
others in a natural way. It is a question of reinforcing the students’ ability to perceive
the knowledge of a foreign language not just as one more subject, but as the reflection
of an outside world of which we all form a part. The objective, insofar as is possible, is
to globalise experiences whilst not forgetting the specific stage of learning in which
students find themselves.

: Methodological bases that inspire our work are as follows


The starting point in the students’ learning is their previous knowledge; focusing
on this may seem close and familiar to the students but with an aspect of fantasy to
strike a balance between safety/well-being and interest/imagination. The student can
transfer learned concepts and strategies to build meaning and attribute meaning to
what he/she learns (Starting with what he knows and making hypotheses to make rules

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

Communicative situations that include humour and play capture the motivation
of students and facilitate learning; It is therefore important to take into account the
importance of songs and stories, the features of the characters, illustrations and even
sound effects

Children learn in different ways and at different speeds; for this reason our project
is devised to be used with flexibility so that all group members can take part and find
activities to which they can apply know-how and aptitude, facilitating the development
of one's own daily awareness of achievement and progress. Our project provides extra
support for those who need it, taking into account those cases in which progress does
not respond to expectancy as well as those who may excel in their goal achievement
and, due to lack in programmed activities, lose interest and become unmotivated. To
remedy these situations the programme includes extension activities for the more
advanced and reinforcement for those who may get bogged down at any time. These
activities are in the Activity Book (at the end of the book: ’Extra Writing’ for each unit),
in the photocopiable materials and the Resources Pack and notes in the Teacher’s
Book.

Children’s learning is more intense and effective when they are active; they need
to exercise their action skills. Each of the units in our project provides a wide range of
activities and teaching resources for participation. The student is the keystone in the
learning/teaching process but his/her constructive attitude depends on the teacher’s
intervention. This intervention must be both active and reflective and adapt to the
student’s level using input to help the student interaction and feedback to contextualise
activities and render meaningful answers with a view to promoting communication
strategies, consolidating those already acquired and the admission of errors.

Consider both progress and the error as something natural in the learning
process. Errors occur as a result of the underlying dynamism in comprehension and
progressive mastering of the new language. We understand that errors occur when the
child tries to anticipate the functioning of the language or when he transfers rules from
his mother tongue in a natural process of acquisition. It is important to note the
difference between error and mistake. Errors are believed to be systematic failings due
to lack of knowledge. These errors will be dealt with when finishing oral interactions, in

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groups, taking into account that they take time to correct. A mistake is an occasional
failure due to lack of attention which may even befall native speakers. Mistakes are not
worthwhile correcting since they are not relevant to the teaching/learning process.

The evaluation of individual and collective progress is an important factor in


ensuring quality; We have provided an English language portfolio with photocopiable
Self Evaluation sheets (Teacher’s Book) which will enable teachers to monitor their
students’ progress. It is devised so that it can be adapted by teachers to their own
specific needs

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


project takes this into account offering activities related with other areas in the
curriculum beginning with learning about the child, then moving on to the world around
him; house, school, environment and society in general. In each unit, this development
is reflected in those topics related to other areas in the curriculum; Environmental
Education, Artistic Education, Mathematics, Physical Education, etc.

5.2. CONTRIBUTION OF THIS AREA TO THE ACQUISITION OF KEY


COMPETENCES

The Royal Decree 1513/2006 of minimum education indicates how this area
contributes to the process of acquiring the key competences, so we make specific
reference to the legislation in question.

Learning a foreign language contributes directly to the acquisition of Linguistic


Competence, completing, enriching and adding new aspects of comprehension and
expression to the general communicative competence of the student. A communicative
approach to language learning contributes to this competence in the same way as
learning of the mother tongue.

Language is the principal vehicle for human thought, the most powerful tool for the
interpretation and representation of reality the the instrument of learning par
excellence, so the area, contributes towards both general communicative ability and to
the competence of learning-to-learn. However, its main contribution ítems from the Fac.
that the learning of a foreign language is far more effective if it includes contents
directly related to reflection upon learning itself, in order that each child may identify
how to learn better and whichare the most effective strategies.. Hence the introduction

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in the curriculum of a specific section reflecting upon learning itself. In addition, the
decisions prompting this reflection favour autonomy, and in this sense, it might be said
that the foreign language helps in the development of autonomy and personal
initiative.

All the above-mentioned competences are currently directly related to Data processing
and digital competence. ITC offers the possibility of communicating in real time with
any part of the world and also offers easy access to an incessant flow of information
which is growing every day. Knowledge of a foreign language offers the possibility of
communicating by using it. And, most important of all, the context of this
communication is authentic and functional.

This area contributes significantly towards the development of social and civic
competence. Languages enable people to comunícate socially, but are also a vehicle
of cultural communication and transmission. Learning a foreign language involves the
knowledge of cultural traits and facts associated with different communities of
speakers of the language. This learning, well directed from school, should develop into
both the ability and desire to discover other cultures and relate to other people,
speakers or students of the language. Meanwhile, knowledge of another language and
of cultural traits different to one’s own help towards increased understanding and
appreciation of one’s own language and culture and promotes respect,
acknowledgement and acceptance of different cultures and behaviour, encourages
tolerance and integration and helps one to understand and appreciate both similarities
and differences between people.

Finally, though to a lesser degree, this area assists the development of the artistic and
cultural competence if the linguistic models used contain, the limitations of this stage
notwithstanding, linguistic productions with a cultural component.

5.3. CONTENTS

The contents have been grouped in blocks to sort the elements of analysis of a
complex reality, in relation to four key competences with specific characteristics and
needs in terms of the teaching and learning process: oral language; written language;
the constituents of the linguistic system, their functioning and relationships, and the
social and cultural dimension of the foreign language.

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Although oral and written language are two different manifestations of the same
capacity, each requires different skills and knowledge and is therefore dealt with
separately.

CONTENT BLOCK 1- Listening, speaking and conversing


The language model provided by the school is the first source of knowledge and
learning of language. Classroom speech is both a vehicle and an object of learning.
Therefore both the curriculum and our Project have provided for the learning elements
as well as the capacity to use them in communicative tasks.
On the other hand, the language model must come from a large enough number of
speakers to reflect changes and nuances both in phonetic and prosodic aspects as in
the election of idiomatic expressions in well-defined communicative situations. Hence
the use of conventional media and ITC is present both in the curriculum and in our
project.

The contents of this block for the third cycle for the areas of foreign language in
accordance with the Real Decreto de Enseñanzas Mínimas are as follows:

Block 1. Listening, speaking and conversing

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


instructions or explanations, controlled oral exchanges or recordings on audiovisual or
IT sources to extract global or specific information.
- Oral exchange in real or simulated situations providing verbal and non-verbal
responses requiring a choice from a limited number of possibilities, in progressively
less controlled contexts.
- Production of previously seen oral texts via active participation in sketches, songs,
recitals, plays, controlled exchanges… or prepared by means of prior work with
assistance and models, showing interest in expressing themselves orally in individual
and group activities.
- Development of basic strategies to improve comprehension and oral expression: use
of visual and non-verbal context and of previous knowledge of the subject or the
situation transferred from the languages they know to the target language.
- Ability to overcome typical difficulties in communication, using communication
strategies of familiar languages.
- Appreciation of the foreign language as an instrument of communication.

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CONTENT BLOCK 2-Reading and writing
The aim is competence in discursive writing. Foreign-language texts are also textual
composition patterns and practice for the acquisition of linguistic elements.. The
progressive use of written language will depend on the degree of knowledge of the
code, which is directly related to the degree of security that the code provides in the
graphic representation of the sounds of the language. To overcome lack of security, the
curriculum and our project include strategies and resources such as the use of
dictionaries and other consulting facilities, conventional and digital, for the
understanding and composition of all kinds of texts.

The contents of this block for the third cycle for the areas of foreign language in
accordance with the Real Decreto de Enseñanzas Mínimas are as follows:

Block 1. Reading and writing

- Reading and understanding different texts, digital or on paper, adapted to the pupils’
linguistic competence, to use global and specific information, in the execution of a task
or to enjoy reading.
- Progressively independent use of reading strategies (use of elements of visual
context and of prior knowledge of the subject or situation transferred from the
languages they know), identifying the most important information, deducing the
meaning of unknown words and expressions, using dictionaries.
- Reading and writing their own texts about everyday social situations from the media
and texts to learn and obtain information.
- Composition of their own texts in different communicative situations, progresssively
longer and richer in terms of lexicon and structures, to transmit information, or with
diverse communicative aims
- Use of IT and communication technology to read, write and transmit information.
- Interest in careful presentation of written texts, and appreciation of their role in
communication.
- Appreciation of the target language as an instrument of communication and learning.

CONTENT BLOCK 3- Reflection on the language and learning through use


Contact with the foreign language and its use enables those who are learning it work
out a basic conceptual system on its functioning. The starting point will be situations
that encourage the inference of language rules so as to gain confidence in their own
abilities.

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

The contents of this block for the third cycle for the areas of foreign language in
accordance with the Real Decreto de Enseñanzas Mínimas are as follows:

Block 3: Knowledge of the language

Linguistic knowledge
- Careful pronunciation, apropriate rhythm, stress and intonation, in both oral
expression and interaction and recital, acting or reading aloud.
- Recognition and use of previously employed vocabulary and basic forms and
structures particular to the target language.
- Association of spelling, pronunciation and meaning via written models, familiar oral
expressions and establishment of analytical relation between spelling and sound.
- Initiation into knowledge and use of basic strategies of production of texts (choice of
addressee, purpose, planning, preparation of draft, revision of text and final version)
using highly structured models.
- Interest in using the target language correctly in different situations, progressively
longer and with focus upon correct and appropriate expressions.
- Comparison and reflection upon the functioning of the target language via languages
already known.

Reflection upon learning


- Use of skills and procedures such as memorisation, word association and
expressions with gestures and visual elements, observation of models, reading of texts,
use of multimedia resources, for the acquisition of new vocabulary, forms and
structures of the language.
- Reflection upon their own learning, organisation of work, acceptance of error as part
of the learning process, self- correction and self-assessment.
- Progressive use of graphic sources of consultation and information and of the
possibilities afforded by this technology.
- Confidence in their own ability to learn a foreign language and appreciation of
teamwork.

CONTENT BLOCK 4- Socio-cultural features and intercultural awareness


This block helps the students learn customs, forms of social relationships, and specific
features of countries that speak the target language, in other words, lifestyles different

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from their own. This knowledge will promote tolerance and acceptance, increase
interest in the knowledge of different social and cultural realities and facilitate
intercultural communication.

The contents of this block for the third cycle of Primary education for the areas of
foreign language in accordance with the Real Decreto de Enseñanzas Mínimas are as
follows.

BLOCK 4 – Socio-cultural features and intercultural awareness

- Appreciation of the target language and other languages as a means of


communicating and socialising with people from other countries, as a way of accessing
new information and as a tool for getting to know different and enriching cultures and
ways of life.
- Knowledge of some similarities and differences in everyday customs and use of basic
forms of socialising between countries where the target language is spoken and our
own.
 - Receptive attitude towards people who speak another language and have a
different culture to one’s own
.
- Interest in contacting and communicating with speakers of the target language aqnd
other languages via media offered by communication technology.

5.4. ASSESSMENT CRITERIA

The Royal Decree of Minimum Education establishes the following assessment criteria
for the third cycle of primary education in the area of foreign language:

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


communicative situations, while respecting some basic rules, such as listening and
looking at the speaker.

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

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3. Read and locate explicit and direct information and make inferences understanding
texts on various topics of interest.

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

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


de ritmo, acentuación and entonación en diferentes contexts comunicativos de forma
significativa.

6. Use some strategies for learning to learn such as asking questions as appropriate to
obtain information, seek clarification, using bilingual and monolingual dictionaries,
accompanying communication with gestures, to search for, collect and organize
information in different formats, using ICT to check and verify information and identify
some aspects to improve efficiency.

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

8. Identify some traits, customs and traditions of countries where the target language is
spoken and compare them with the students’ own.

(For instruments and assessment criteria for each teaching unit see the teaching
programme section at end of document)

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6. PROGRAMME OF UNITS

This programme and timing constitutes a timing and learning model for 6th year of
Primary Education, based on a 68-hour year, and considers the specific objectives of
English as a subject.

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


simultaneously with pupils with language-learning difficulties, as well as those of a
slightly more advanced level. Furthemore, it may be adapted to the teacher and pupils’
own tastes and aims and to the evolution of the academic year.

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


suggested in the Teacher’s Guide and the Teacher’s Resource CD-ROM. Teachers
may introduce these activities whenever they see fit, according to the needs and
attitude of pupils, bearing in mind learning rhythm – individual and collective – and
available teaching hours.

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STARTER UNIT: HELLO, GRANDAD!

I TEACHING OBJECTIVES

BLOCK 1 - Oral communication: listening, speaking and conversing


 Participate in oral exchanges:
- Revise questions and answers about age, dates, family, favourites,
adjectives..
- Converse using questions and answers about age, dates, family, favourites,
adjectives.. , his , her, was , were and the Past Simple, using the
expressions: His brothers are great. He needs a shower. Was grandad in
France in 2001? Yes, He was./ No ,He wasn´t.. I went to a festival
 Understand simple oral texts in the classroom context:
- Sing a song

BLOCK 2 - Written communication: reading and writing


 General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to previously studied vocabulary.
 Use of basic reading comprehension strategies (Listen and read).
 Complete simple sentences with words studied.
 Read a song.
 Identify specific words.

BLOCK 3 - Knowledge of the language


 Revise and identify the vocabulary from the unit:
 related to age, dates, family, favourites, adjectives..
- Interests: word groups.
 Understand and correctly apply grammatical aspects:
 His brothers are great. He needs a shower. Was grandad in France in 2001? Yes,
He was./ No ,He wasn´t.. I went to a festival
 Recognise and reproduce aspects of sound, rhythm, stress and intonation:
phonics, song.
 Use of revision strategies and reflection upon what has been learnt.

BLOCK 4 - Socio-cultural aspects and intercultural awareness

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 Learn basic forms of social relationship in the target language, participating in
different classroom activities.
 Show a respectful attitude towards people who speak another language and have
a different culture to one’s own.
 Identification of customs and aspects of everyday life typical of other countries and
cultures where the target language is spoken. .

II. CONTENTS

BLOCK 1 - Oral communication: listening, speaking and conversing


 Participation in oral exchanges:
- Identification of age, dates, family, favourites, adjectives. (SB p. 2-5 WB p.
3-6)
- Dialogues using age, dates, family, favourites, adjectives. using the
expressions : His brothers are great. He needs a shower. Was grandad in
France in 2001? Yes, He was./ No ,He wasn´t.. I went to a festival. (SB, p.
2-5)
 Understand simple oral texts in the classroom context:
- story (SB, p.3)

BLOCK 2 - Written communication: reading and writing


 General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to previously studied vocabulary. ( SB p.
2-5 WB p 3-6)
 Use of basic reading comprehension strategies (Listen and read). (SB, p.3)
 Complete simple sentences with words studied (WB, p.3-6)
 Read a story (SB, p.3)

BLOCK 3 - Knowledge of the language


 Revise and identify the vocabulary from the unit:
 related to age, dates, family, favourites, adjectives. (SB p. 2-5 WB p. 3-6)
- Interests: word groups.
 Understand and correctly apply grammatical aspects:
 His brothers are great. He needs a shower. Was grandad in France in 2001? Yes,
He was./ No ,He wasn´t.. I went to a festival. (SB, p. 2-5)
 Recognise and reproduce aspects of sound, rhythm, stress and intonation: (SB, p.
3)

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 Use of revision strategies and reflection upon what has been learnt. (SB, p.2-5 WB
3-6)

BLOCK 4 - Socio-cultural aspects and intercultural awareness


 Learn basic forms of social relationship in the target language, participating in
different classroom activities. (SB &WB p.2-5; )
 Identification of customs and aspects of everyday life typical of other countries and
cultures where the target language is spoken. .
 Be receptive to and learn mathematical forms ( SB p.2 and 5WB p.3, 6)
 Organisation of personal work as a strategy to progress in learning. (SB, p.2-5 WB
3-6)
 Take advantage of learning opportunities created within and beyond the classroom
context .(SB&WB, p.2-5)
 Active participation in activities and group work .(SB, p.2-4)

III. KEY COMPETENCES

Linguistic communication
All the sections and activities in the unit contribute to the development of linguistic
competence in communication, in particular:
 The Listen and read or repeat section to reference the functional language in the
unit:
- Converse using age, dates, family, favourites, adjectives. …(SB, p. 2-5 TB p.
25)
 The activity sections in the WB p. 3-6

Data processing and digital competence


- Practise and become familiar with the functioning of various digital and IT
competences via the course using internet resources

Social and civic competence


 This competence is developed via working on essential communication skills like :
- Dialogues and communicative exchanges (SB ps 2-5 TB p 29).
- Socialising and participating in classroom activities, establishing and accepting
norms of coexistence: both in pairs and in groups
- Exhibit one’s own work and listen to that of others, putting oneself in their place.
Artistic and cultural competence

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 Immersion in the language, tradition and culture of the English-speaking world ( TB
p 31
 Use the target language as an instrument for accessing information and as a tool
for learning diverse contents and information ( SB p. 2-5)
 Act out a short story: ( SB p.3)

Learning-to-learn
 Understand and use good learning habits in class: make a notebook/folder with the
vocabulary learnt..( TB p 26)
 Manage one’s own abilities. (WB, pinas 3-6).

Autonomy and personal initiative


 Assume responsibility for tasks and activities set out in the unit (WB, ps. 3-6 TB p
28)
 Use reference material suggested for the unit.
 Be equipped with and deploy social skills to interact, cooperate and work in pairs
and teams in a cooperative and flexible manner whenever required by the
communicative activities in the unit: Dialogues, etc.
 Organise personal work as a strategy to progress in learning.

Competence in knowledge of and interaction with the physical world


This competence involves accurate perception of the physical space in which life and
human activity develop , and the ability to interact therein.

Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning....
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements, etc..
This competence is developed in the unit via WB p 6

IV. LITERARY EDUCATION


This section develops the ability to relate to others, via the repetition of dialogues
included in the unit as well as those of their own creation. Also important is the creation
of descriptive texts,which help to consolidate language in both oral and written form.
Literary genres:
Dialogue (SB p.3)

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Explorers 6 – Oxford University Press
Production of oral and written texts:
Perform dialogue (SB p.2)

V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB
Workbook (Starter Unit – ps 3-6)
Activities in the reference sections:
- Vocabulary: (Starter Unit)
Extension activities
Teacher’s Resource and Tests Pack CD-ROM and TB Starter Unit

VI. ASSESSMENT

Formative assessment
Starter Unit (SB p. 2-5)
Completion of WB activities (Starter Unit ps. 2-5).

Self-assessment
Teacher´s Resource CD-ROM

Assessment criteria

BLOCK 1 - Oral communication: listening, speaking and conversing


 Understand the gist and the most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Starter Unit Test Audio, Teacher’s Resource CD-ROM 1.
- Listening Test and Resource, CD-ROM, SB p 2-5 ) Tests Starter Unit,
- Express oneself and interact correctly and fluently in different
communicative situations: ( SB& WB p.2-5)
- Ask and answer questions about the theme in question Speaking Tests, TR
CD-ROM). (SB, p.2-5 WB 3-6))
- Act out a conversation (Role-play – (SB p.2,3) Speaking Tests, TR CD-ROM).

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- Describe photographs (Photo description (SB p.2 and 5) - Speaking Tests, TR
CD-ROM).

BLOCK 2 - Written communication: reading and writing


 Understand the information contained in written texts from various sources
(Reading ( SB p.2-5; WB p.3-6) -Test and Resource, CD-ROM)
 Complete texts with different resources (Writing (WB p 3-6)- TR CD-ROM)

BLOCK 3 - Knowledge of the language


Vocabulary
 Learn and extend vocabulary (Vocabulary- Test and Resource, CD-ROM,
 related to age, dates, family, favourites, adjectives. (SB p. 2-5 WB p. 3-6)
- Interests: word groups.
Grammar
 Understand and use correctly grammar strategies learnt in the unit : (Grammar
- TR CD-ROM, His brothers are great. He needs a shower. Was grandad in
France in 2001? Yes, He was./ No ,He wasn´t.. I went to a festival
Phonetics
 Apply acquired knowledge of pronunciation.
Reflection upon learning (SB&WB p.2-5)
Assess use of basic strategies which favour progress in learning. (SB&WB p.2-5)

BLOCK 4 - Socio-cultural aspects and intercultural awareness


 Show interest and curiosity regarding learning the target language and recognise
linguistic diversity as an enriching element . (SB, p.2-5 WB 3-6)
 Identify some cultural elements typical of countries and cultures where the target
language is spoken . Teacher´s Resource Pack CD-ROM

UNIT 1: IN THE GARDEN

I TEACHING OBJECTIVES

BLOCK 1 - Oral communication: listening, speaking and conversing


 Participate in oral exchanges:
- identify gardening nouns and adjectives .

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- Converse using vocabulary related to gardening, using the present
continuous in all forms:, the comparative and the superlative con adjetivos
largos and using the expressions Is Poppy eating a carrot? Yes, she is. No,
She isn´tHe ´s swimmming. What´s he doing?He is cutting a flower.It´s
bigger than a Mouse. It´s the biggest beetle in England..I think they are
more interesting than butterflies.I think they´re the most beautiful insect.
 Understand simple oral texts in the classroom context:
- Listen to and act out a short story.
- Sing a song .
- Understand a narration .

BLOCK 2 - Written communication: reading and writing


 General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to gardening and adjectives. Use of
basic reading comprehension strategies (Point and answer).
 Complete simple written texts with words studied.
 Read a short story , a song.
Identify sounds /a:/ and / 

BLOCK 3 - Knowledge of the language


 Revise and identify the vocabulary from the unit:
- related to gardening nouns and adjectives .
- Interests: word groups.
 Understand and correctly apply grammatical aspects:
Is Poppy eating a carrot? Yes, she is. No, She isn´tHe ´s swimmming. What´s he
doing?He is cutting a flower.It´s bigger than a Mouse. It´s the biggest beetle in
England..I think they are more interesting than butterflies.I think they´re the most
beautiful insect.
 Use and differentiate between sounds and letters.
 Recognise and reproduce aspects of sound, rhythm, stress and intonation:
phonics, song.
 Use of revision strategies and reflection upon what has been learnt.

BLOCK 4 - Socio-cultural aspects and intercultural awareness


 Learn basic forms of social relationship in the target language, participating in
different classroom activities.

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 Show a respectful attitude towards people who speak another language and have
a different culture to one’s own.
 Identification of customs and aspects of everyday life typical of other countries and
cultures where the target language is spoken .

II. CONTENTS

BLOCK 1 - Oral communication: listening, speaking and conversing


 Participation in oral exchanges:
- Identification of different nouns and adjectives (SB p. 6-13&WB p. 7-16)
- Dialogues using vocabulary related to gardening and adjetivos, using the
present continuous in all forms:, the comparative and the superlative with
long adjectives and using the expressions Is Poppy eating a carrot? Yes,
she is. No, She isn´tHe ´s swimmming. What´s he doing?He is cutting a
flower.It´s bigger than a Mouse. It´s the biggest beetle in England..I think
they are more interesting than butterflies.I think they´re the most beautiful
insect.
- (SB&WB, p. 6-13, 60, WB p. 8 )
 Understand simple oral texts in the classroom context:
- A short story . (SB, p.9 11 and 12-13)
- Narration (SB, p.11)

BLOCK 2 - Written communication: reading and writing


 General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to gardening and adjetivos ( SB p. 6-13
WB p. 7-16 and 77)
 Use of basic reading comprehension strategies . (SB, p.8 , 9, 10, 11-13 )
 Comprehension of simple written texts with words studied(WB, p.7-16)
 Read a short story , a song and a narration. (SB, p.7, 9 and 12-13)
 Identify and differentiate between sounds in specific vocabulary (WB, p. 7)

BLOCK 3 - Knowledge of the language


 Revise and identify the vocabulary from the unit:
- related to gardening nouns and adjectives .(SB p.6-13& WB p. 7-16)
- Interests: word groups.
 Understand and correctly apply grammatical aspects:

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Is Poppy eating a carrot? Yes, she is. No, She isn´tHe ´s swimmming. What´s he
doing?He is cutting a flower.It´s bigger than a Mouse. It´s the biggest beetle in
England..I think they are more interesting than butterflies.I think they´re the most
beautiful insect.(SB p 6-15, WB p. 7 and 70)
 Use and differentiate between sounds and letters. (WB, p.7)
 Recognise and reproduce aspects of sound, rhythm, stress and intonation:
phonics, song (WB, p. 12)
 Use of revision strategies and reflection upon what has been learnt. (WB, p.7-16)

BLOCK 4 - Socio-cultural aspects and intercultural awareness


 Learn basic forms of social relationship in the target language, participating in
different classroom activities. (SB p. 6-13& WB p.7-16)
 Identification of customs and aspects of everyday life typical of other countries and
cultures where the target language is spoken. . (SB, p.60 TB p. 49)
 Be receptive to and learn mathematical forms ( SB p.4, 6,7)
 Organisation of personal work as a strategy to progress in learning. ( SB p 6-
13&WB, p.7-16)
 Take advantage of learning opportunities created within and beyond the classroom
context ( SB p 6-13&WB, p.7-16)
 Active participation in activities and group work . ( SB p 6-13&WB, p.7-16)

III. KEY COMPETENCES

Linguistic communication
All the sections and activities in the unit contribute to the development of linguistic
competence in communication, in particular:
 The Listen and read or repeat section to reference the functional language in the
unit:
- Converse about gardening nouns and adjectives .… (SB, p. 6-13)
- Narration (SB, p.11-13 and 60)
- Perform a dialogue (SB, p. 9).
 The activity sections in the WB p. 7-16

Data processing and digital competence


- Practise and become familiar with the functioning of various digital and IT
competences via the course using internet resources( SB p.11, TB p.52-54)

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Explorers 6 – Oxford University Press
Social and civic competence
 This competence is developed via working on essential communication skills like :
- Dialogues and communicative exchanges ( SB ps 6-13, TB p. 38).
- Socialising and participating in classroom activities , establishing and accepting
norms of coexistence: both in pairs and in groups
- Exhibit one’s own work and listen to that of others, putting oneself in their
place..
Artistic and cultural competence
 Sing a song , Perform a story . (SB, p. 9y10)
 Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Unusual gardens SB p. 60, TB p. 40 and 49)
 Use the target language as an instrument for accessing information and as a tool
for learning diverse contents and information ( SB p. 6-13)
 Act out a short story: ( SB p.9)

Learning-to-learn
 Understand and use good learning habits in class: make a notebook/folder with the
vocabulary learnt..
 Use the reference material.
 Manage one’s own abilities in the review sections (WB, pi.13 TB p.36 and 49).

Autonomy and personal initiative


 Assume responsibility for tasks and activities set out in the unit (WB, ps. 7-16 , TB
p. 34, 35, 51, 56, 67)
 Use reference material suggested for the unit.
 Be equipped with and deploy social skills to interact, cooperate and work in pairs
and teams in a cooperative and flexible manner whenever required by the
communicative activities in the unit: Dialogues, etc.
 Organise personal work as a strategy to progress in learning.

Competence in knowledge of and interaction with the physical world


This competence involves accurate perception of the physical space in which life and
human activity develop , and the ability to interact therein. TB p. 47y 49

Mathematical competence

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Explorers 6 – Oxford University Press
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning....
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements, etc..
This competence is developed in the unit via : SB p.4, 6 and 7

IV. LITERARY EDUCATION


This section develops the ability to relate to others, via the repetition of dialogues
included in the unit as well as those of their own creation. Also important is the creation
of descriptive texts, which help to consolidate language in both oral and written form.

Literary genres:
Dialogue (SB p.9 and 12-13)
Narration ( SB p.11)

Production of oral and written texts:


Complete a description (, WB p 10,14 and 16)
Perform a song/dialogue (SB ps 7, 9 and 13)

V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB CD-ROM
Workbook (Unit 1 – ps 7-17)
Activities in the reference sections:
- Pronunciation bank (Unit 1- WB, p. 7)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 1

VI. ASSESSMENT

Formative assessment
Unit 1 (SB p. 6-13)
Cumulative review (Starter-Unit 1, SB p. 11-13)
Completion of WB activities (Unit 1, ps. 6-17).

Self-assessment
Progress review (Unit 1 - WB, ps. 13).

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Explorers 6 – Oxford University Press
Assessment criteria

BLOCK 1 - Oral communication: listening, speaking and conversing


 Understand the gist and the most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 1 Test Audio, Teacher’s Resource CD-ROM 1.
- Listening Test and Resource, CD-ROM; SB p 6-13) Tests Unit 1,
- Express oneself and interact correctly and fluently in different
communicative situations:
- Ask and answer questions about the theme in question Speaking Tests, TR CD-
ROM;
- Act out a conversation (Role-play - Speaking Tests, TR CD-ROM; SB p.8).
- Describe photographs (Photo description - Speaking Tests, TR CD-ROM; SB
p.6, WB p.8

BLOCK 2 - Written communication: reading and writing


 Understand the information contained in written texts from various sources
(Reading -Test and Resource, CD-ROM; SB p.9-13; WB p.7-16)
 Complete texts with different resources (Writing - TR CD-ROM; WB p 7-16)

BLOCK 3 - Knowledge of the language


Vocabulary
 Learn and extend vocabulary (Vocabulary- Test and Resource, CD-ROM,
- related to gardening and adjectives.
- Interests: word groups.
Grammar
 Understand and use correctly grammar strategies learnt in the unit : (Grammar -
TR CD-ROM,
Is Poppy eating a carrot? Yes, she is. No, She isn´tHe ´s swimmming. What´s he
doing?He is cutting a flower.It´s bigger than a Mouse. It´s the biggest beetle in
England..I think they are more interesting than butterflies.I think they´re the most
beautiful insect. (SB 6-13, and 60 WB p. 7-16)

Phonetics
 Apply knowledge acquired regarding pronunciation.( WB p.7)
Reflection upon learning

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 Assess use of basic strategies which favour progress in learning. ( SB p 6-13 &WB
p. p. 7-17)

BLOCK 4 - Socio-cultural aspects and intercultural awareness


 Show interest and curiosity regarding learning the target language and recognise
linguistic diversity as an enriching element . (SB p.11-13 and .60 )
 Identify some cultural elements typical of countries and cultures where the target
language is spoken . (TB p. 49)

UNIT 2: WHAT’S HER JOB?


I TEACHING OBJECTIVES

BLOCK 1 - Oral communication: listening, speaking and conversing


 Participate in oral exchanges:
- Identify the names of different jobs and adverbs of frequency .
- Converse using vocabulary related to different jobs and adverbs of
frequency , using Present Simple in all forms and using the expressions
What´s his/ her job? He´s/She´s a security guard. What does he play? He
plays the saxophone. Where do they live? They live at number 45.. She
often goes to school by bike
 Understand simple oral texts in the classroom context:
- Listen to and act out a short story.
- Sing a song .
- Understand a narration .

BLOCK 2 - Written communication: reading and writing


 General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to different jobs and adverbs of
frequency
 Use of basic reading comprehension strategies (Point and answer).
 Complete simple written texts with words studied.
 Read a short story , a song.
Identify sounds /s/ and //.

BLOCK 3 - Knowledge of the language

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Explorers 6 – Oxford University Press
 Revise and identify the vocabulary from the unit:
- related to diferentes different jobs and adverbs of frequency .
- Interests: word groups.
 Understand and correctly apply grammatical aspects:
 What´s his/ her job? He´s/She´s a security guard. What does he play? He plays
the saxophone. Where do they live? They live at number 45.. She often goes to
school by bike
Use and differentiate between sounds and letters.
 Recognise and reproduce aspects of sound, rhythm, stress and intonation:
phonics, song.
 Use of revision strategies and reflection upon what has been learnt.

BLOCK 4 - Socio-cultural aspects and intercultural awareness


 Learn basic forms of social relationship in the target language, participating in
different classroom activities.
 Show a respectful attitude towards people who speak another language and have
a different culture to one’s own.
 Identification of customs and aspects of everyday life typical of other countries and
cultures where the target language is spoken .

II. CONTENTS

BLOCK 1 - Oral communication: listening, speaking and conversing


 Participation in oral exchanges:
- Identification of names of different jobs and adverbs of frequency (SB p. 14-
23&WB p. 17-28)
- Dialogues using vocabulary related to different jobs and adverbs of
frequency and using the expressions What´s his/ her job? He´s/She´s a
security guard. What does he play? He plays the saxophone. Where do
they live? They live at number 45.. She often goes to school by bike ((SB p.
14-23&WB p. 17-28)
 Understand simple oral texts in the classroom context:
- A short story . (SB, p.11, and 22-23)
- Song (WB, p.22)
- Narration (SB, p19)

BLOCK 2 - Written communication: reading and writing

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Explorers 6 – Oxford University Press
 General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to different jobs and adverbs of
frequency (SB p. 14-23 and 61 &WB p. 17-28 and 78)
 Use of basic reading comprehension strategies . (SB, p.17-19, 22-23 )
 Complete simple sentences with words studied (WB, p.17-28)
 Read a short story , a song and a narration. (SB, p.15-19y 22-23)
 Identify and differentiate between sounds in specific vocabulary and chant (WB, p.
17)

BLOCK 3 - Knowledge of the language


 Revise and identify the vocabulary from the unit:
 related to different jobs and adverbs of frequency .( (SB p. 14-23&WB p. 17-28)
- Interests: word groups.
 Understand and correctly apply grammatical aspects:
 Do you play football? Yes, i do./No, I don´tI play tennis on Tuesday. She goes
riding . She doesn´t play basketball (SB p. 14-23&WB p. 17-28)
 Use and differentiate between sounds and letters. (WB, p.17)
 Recognise and reproduce aspects of sound, rhythm, stress and intonation:
phonics, song (WB, p. 17 and 22)
 Use of revision strategies and reflection upon what has been learnt. (WB, p.17-28)

BLOCK 4 - Socio-cultural aspects and intercultural awareness


 Learn basic forms of social relationship in the target language, participating in
different classroom activities. ((SB p. 14-23&WB p. 17-28)
 Identification of customs and aspects of everyday life typical of other countries and
cultures where the target language is spoken. . (SB, p.61 TB p. 71)
 Be receptive to and learn mathematical forms ( SB p.14,15, 19 WB p 19, 21, 24)
 Organisation of personal work as a strategy to progress in learning. ((SB p. 14-
23&WB p. 17-28)
 Take advantage of learning opportunities created within and beyond the classroom
context .( (SB p. 14-23&WB p. 17-28)
 Active participation in activities and group work .( (SB p. 14-23&WB p. 17-28)

III. KEY COMPETENCES

Linguistic communication

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Explorers 6 – Oxford University Press
All the sections and activities in the unit contribute to the development of linguistic
competence in communication, in particular:
 The Listen and read or repeat section to reference the functional language in the
unit:
- Converse about different jobs and adverbs of frequency … (SB, p. 14-23 TB p.
60)
- Narration (SB, p.19 and 22-23WB p 61)
- Perform a dialogue (SB, p. 17).
 The activity sections in the WB p. 17-28

Data processing and digital competence


- Practise and become familiar with the functioning of various digital and IT
competences via the course using internet resources( SB p.19, TB p.74-75)

Social and civic competence


 This competence is developed via working on essential communication skills like :
- Dialogues and communicative exchanges ( SB ps 14-23, TB p. 62, 72).
- Socialising and participating in classroom activities , establishing and accepting
norms of coexistence: both in pairs and in groups
- Exhibit one’s own work and listen to that of others, putting oneself in their
place..
Artistic and cultural competence
 Sing a song , act out a short story. (SB,p.17 WB p. 22)
 Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Jobs and animals SB p. 65, TB p. 71)
 Use the target language as an instrument for accessing information and as a tool
for learning diverse contents and information ( SB p. 14-23)
 Act out a short story: ( SB p.17)

Learning-to-learn
 Understand and use good learning habits in class: make a notebook/folder with the
vocabulary learnt..
 Use the reference material.
 Manage one’s own abilities in the review sections (WB, pi.26 TB p.56, 58,60,64).

Autonomy and personal initiative


 Assume responsibility for tasks and activities set out in the unit (WB, ps. 17-28 ,)

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Explorers 6 – Oxford University Press
 Use reference material suggested for the unit.
 Be equipped with and deploy social skills to interact, cooperate and work in pairs
and teams in a cooperative and flexible manner whenever required by the
communicative activities in the unit: Dialogues, etc.
 Organise personal work as a strategy to progress in learning.

Competence in knowledge of and interaction with the physical world


This competence involves accurate perception of the physical space in which life and
human activity develop , and the ability to interact therein.

Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning....
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements, etc..
This competence is developed in the unit via : SB p. 14,15, 19 WB p. 19, 21,24 .TB
p.69

IV. LITERARY EDUCATION


This section develops the ability to relate to others, via the repetition of dialogues
included in the unit as well as those of their own creation. Also important is the creation
of descriptive texts, which help to consolidate language in both oral and written form.

Literary genres:
Dialogue (SB p. 17 and 22-23)
Narration ( SB p.18, 19)

Production of oral and written texts:


Complete a description (, WB p 19,20)
Perform a song/dialogue (SB ps 15,17 and 22-23)

V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB CD-ROM
Workbook (Unit 2 – ps 17-28)

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Activities in the reference sections:
- Pronunciation bank (Unit 2-SB&WB, p. 20)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 2

VI. ASSESSMENT

Formative assessment
Unit 2 (SB p. 16-22)
Cumulative review (Starter-Unit 2, SB p. 14-23)
Completion of WB activities (Unit 2, ps. 17-28).

Self-assessment
Progress review (Unit 2 - WB, ps. 26).

Assessment criteria

BLOCK 1 - Oral communication: listening, speaking and conversing


 Understand the gist and the most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 2 and Unit 1&2 Test Audio, Teacher’s Resource CD-ROM 1.
- Listening Test and Resource, CD-ROM; SB p 14-23) Tests Unit 2, and 1&2
- Express oneself and interact correctly and fluently in different
communicative situations:
- Ask and answer questions about the theme in question Speaking Tests, TR CD-
ROM;
- Act out a conversation (Role-play - Speaking Tests, TR CD-ROM; SB p.14).
- Describe photographs (Photo description - Speaking Tests, TR CD-ROM; SB
p.15, WB p.18

BLOCK 2 - Written communication: reading and writing


 Understand the information contained in written texts from various sources
(Reading -Test and Resource, CD-ROM; SB p.14-23; WB p.17-28)
 Complete texts with different resources (Writing - TR CD-ROM; WB p 17-28)

BLOCK 3 - Knowledge of the language


Vocabulary

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Explorers 6 – Oxford University Press
 Learn and extend vocabulary (Vocabulary- Test and Resource, CD-ROM,
- related to different jobs and adverbs of frequency .
- Interests: word groups.
Grammar
 Understand and use correctly grammar strategies learnt in the unit : (Grammar -
TR CD-ROM,
- What´s his/ her job? He´s/She´s a security guard. What does he play? He
plays the saxophone. Where do they live? They live at number 45.. She
often goes to school by bike(SB&WB, p. 16-25, WB p. 18 and 68).
Phonetics
 Apply knowledge acquired regarding pronunciation.( SB15, WB p.17)
Reflection upon learning
 Assess use of basic strategies which favour progress in learning. ((SB p. 14-
23&WB p. 17-28)
BLOCK 4 - Socio-cultural aspects and intercultural awareness
 Show interest and curiosity regarding learning the target language and recognise
linguistic diversity as an enriching element . (SB p.21-23;WB, p.78 )
 Identify some cultural elements typical of countries and cultures where the target
language is spoken . (TB p. 71)

UNIT 3: LIFE WAS DIFFERENT

I TEACHING OBJECTIVES

BLOCK 1 - Oral communication: listening, speaking and conversing


 Participate in oral exchanges:
- Identify the names of modern objects and regular and irregular verbs .
- Converse using vocabulary related to names of modern objects and regular
and irregular verbs, using have you got ,el Present Simple and all the forms
and el Past simple of irregular verbs in the negative and using the
expressions Have you got a digital camera? Yes I have/ No, i haven´tShe
likes playing computer games. She doen´t like mobiles.Ididn´t watch TV.
Girls didn´t wear trousers
 Understand simple oral texts in the classroom context:
- Listen to and act out a short story.

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- Sing a song .
- Understand a narration .

BLOCK 2 - Written communication: reading and writing


 General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to names of modern objects and regular
and irregular verbs .
 Use of basic reading comprehension strategies (Point and answer).
 Complete simple written texts with words studied.
 Read a short story , a song.
Identify sounds // and /

BLOCK 3 - Knowledge of the language


 Revise and identify the vocabulary from the unit:
 related to names of modern objects and regular and irregular verbs .
- Interests: word groups.
 Understand and correctly apply grammatical aspects:
 Have you got a digital camera? Yes I have/ No, i haven´tShe likes playing
computer games. She doen´t like mobiles.Ididn´t watch TV. Girls didn´t wear
trousers
 Use and differentiate between sounds and letters.
 Recognise and reproduce aspects of sound, rhythm, stress and intonation:
phonics, song.
 Use of revision strategies and reflection upon what has been learnt.

BLOCK 4 - Socio-cultural aspects and intercultural awareness


 Learn basic forms of social relationship in the target language, participating in
different classroom activities.
 Show a respectful attitude towards people who speak another language and have
a different culture to one’s own.
 Identification of customs and aspects of everyday life typical of other countries and
cultures where the target language is spoken .

II. CONTENTS

BLOCK 1 - Oral communication: listening, speaking and conversing


 Participation in oral exchanges:

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Explorers 6 – Oxford University Press
- Identification of names of modern objects and regular and irregular verbs .
(SB&WB p. 26-35)
- Dialogues using vocabulary related to names of modern objects and
regular and irregular verbs and using the expressions Have you got a
digital camera? Yes I have/ No, I haven´tShe likes playing computer games.
She doen´t like mobiles.I didn´t watch TV. Girls didn´t wear trousesr (SB p
24-31 , WB, p. 29-38,)
 Understand simple oral texts in the classroom context:
- A short story . (SB, p.27)
- Song (SB, p.34)
- Narration (SB, p. 28, 30,31)

BLOCK 2 - Written communication: reading and writing


 General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to names of modern objects and regular
and irregular verbs . ( SB p. 24-31 and 66 WB p. 29-38)
 Use of basic reading comprehension strategies . (SB, p.26-31)
 Comprehension of simple written texts with words studied(WB, p.29-38)
 Read a short story , a song and a narration. (SB, p.24-31y 66 WB p 35)
 Identify and differentiate between sounds in specific vocabulary and chant (WB, p.
29)

BLOCK 3 - Knowledge of the language


 Revise and identify the vocabulary from the unit:
 related to names of modern objects and regular and irregular verbs . (SB p. 24-31
and 66 WB p. 29-38)
- Interests: word groups.
 Understand and correctly apply grammatical aspects:
- Have you got a digital camera? Yes I have/ No, i haven´tShe likes olaying
computer games. She doen´t like mobiles.Ididn´t watch TV. Girls didn´t
wear trousers(SB p 24-31 , WB, p. 29-38,)
 Use and differentiate between sounds and letters. (WB, p. 29)
 Recognise and reproduce aspects of sound, rhythm, stress and intonation:
phonics, song (WB, p. 29 and 34)
 Use of revision strategies and reflection upon what has been learnt. (WB, p.29-38)

BLOQUE 4– Aspectos socio-culturales and conciencia intercultural

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 Learn basic forms of social relationship in the target language, participating in
different classroom activities. ( SB p. 24-31 and 66 WB p. 29-38)
 Identification of customs and aspects of everyday life typical of other countries and
cultures where the target language is spoken. . (SB, p.66 TB p. 96)
 Be receptive to and learn mathematical forms ( SB p.24,25, WB p27, 34)
 Organisation of personal work as a strategy to progress in learning. ( SB p. 24-31
and 66 WB p. 29-38)
 Take advantage of learning opportunities created within and beyond the classroom
context ( SB p. 24-31 and 66 WB p. 29-38)
 Active participation in activities and group work ( SB p. 24-31 and 66 WB p. 29-38)

III. KEY COMPETENCES

Linguistic communication
All the sections and activities in the unit contribute to the development of linguistic
competence in communication, in particular:
 The Listen and read or repeat section to reference the functional language in the
unit:
 Converse about names of modern objects and regular and irregular verbs . … (SB,
p. 24-31 and 66)
- Narration (SB, p.24-31 and 66)
- Perform a dialogue (SB, p. 27).
 The activity sections in the WB p. 29-38

Data processing and digital competence


- Practise and become familiar with the functioning of various digital and IT
competences via the course using internet resources( SB p.29, TB p.98-99)

Social and civic competence


 This competence is developed via working on essential communication skills like :
- Dialogues and communicative exchanges ( SB ps 24,26, 29,31,TB p. 96).
- Socialising and participating in classroom activities , establishing and accepting
norms of coexistence: both in pairs and in groups
- Exhibit one’s own work and listen to that of others, putting oneself in their
place..
Artistic and cultural competence
 Sing a song , act out a short story. (SB, p. 27 and WB p.34)

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 Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Alternative energies SB p. 66, TB p. 85, 87 , 92, 96)
 Use the target language as an instrument for accessing information and as a tool
for learning diverse contents and information ( SB p. 24-31)
 Act out a short story: ( SB p.27)

Learning-to-learn
 Understand and use good learning habits in class: make a notebook/folder with the
vocabulary learnt..
 Use the reference material.
 Manage one’s own abilities in the review sections (WB, pi.34-35 TB p. 82, 83,89,
96).

Autonomy and personal initiative


 Assume responsibility for tasks and activities set out in the unit (WB, ps. 29-38 , TB
p. 89)
 Use reference material suggested for the unit.
 Be equipped with and deploy social skills to interact, cooperate and work in pairs
and teams in a cooperative and flexible manner whenever required by the
communicative activities in the unit: Dialogues, etc.
 Organise personal work as a strategy to progress in learning.

Competence in knowledge of and interaction with the physical world


This competence involves accurate perception of the physical space in which life and
human activity develop , and the ability to interact therein. TB p. 81, 94

Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning....
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements, etc..
This competence is developed in the unit via : ( SB p.24, 25, WB p 27, 34)

IV. LITERARY EDUCATION

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This section develops the ability to relate to others, via the repetition of dialogues
included in the unit as well as those of their own creation. Also important is the creation
of descriptive texts, which help to consolidate language in both oral and written form.

Literary genres:
Dialogue (SB p. 27)
Narration ( SB p.27-31)

Production of oral and written texts:


Complete a description (, WB p 31, 32, 36)
Perform a song/dialogue (SB ps 25 , 27)

V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB CD-ROM
Workbook (Unit 3 – ps 29-38)
Activities in the reference sections:
- Pronunciation bank (Unit 3-SB p. 25 &WB, p. 29)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 3

VI. ASSESSMENT

Formative assessment
Unit 3 (SB p. 24-31)
Cumulative review (Starter-Unit 3, SB p. 29-33)
Completion of WB activities (Unit 3, ps. 29-38).

Self-assessment
Progress review (Unit 3 - WB, ps. 34-35).

Assessment criteria

BLOCK 1 - Oral communication: listening, speaking and conversing


 Understand the gist and the most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 3Test Audio, Teacher’s Resource CD-ROM 1.

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- Listening Test and Resource, CD-ROM; SB p 24-31) Tests Unit 3,
- Express oneself and interact correctly and fluently in different
communicative situations:
- Ask and answer questions about the theme in question Speaking Tests, TR CD-
ROM;
- Act out a conversation (Role-play - Speaking Tests, TR CD-ROM; SB p.28).
- Describe photographs (Photo description - Speaking Tests, TR CD-ROM; SB
p.26, WB p.31

BLOCK 2 - Written communication: reading and writing


 Understand the information contained in written texts from various sources
(Reading -Test and Resource, CD-ROM; SB p.27-31; WB p.29-38)
 Complete texts with different resources (Writing - TR CD-ROM; WB p 29-38)

BLOCK 3 - Knowledge of the language


Vocabulary
 Learn and extend vocabulary (Vocabulary- Test and Resource, CD-ROM,
 related to names of modern objects and regular and irregular verbs . .
- Interests: word groups.
Grammar
 Understand and use correctly grammar strategies learnt in the unit : (Grammar -
TR CD-ROM,
- Have you got a digital camera? Yes I have/ No, i haven´tShe likes olaying
computer games. She doen´t like mobiles.Ididn´t watch TV. Girls didn´t
wear trousers (SB p 24-31 , WB, p. 29-38,)
Phonetics
 Apply knowledge acquired regarding pronunciation.( SB p.25 & WB p.29)
Reflection upon learning
 Assess use of basic strategies which favour progress in learning. SB p 24-31 ,
WB, p. 29-38,)

BLOCK 4 - Socio-cultural aspects and intercultural awareness


 Show interest and curiosity regarding learning the target language and recognise
linguistic diversity as an enriching element . (SB p.28-31 and 66 ;WB, p.79 )
 Identify some cultural elements typical of countries and cultures where the target
language is spoken . (TB p. 96)

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UNIT 4: LAST WEEKEND
I TEACHING OBJECTIVES

BLOCK 1 - Oral communication: listening, speaking and conversing


 Participate in oral exchanges:
- Identify names of things we can do at the weekend and verbs applicable to
them .
- Converse using vocabulary related to animals and adjectives applicable to
them .. , using the Past Simple with regular and irregular verbs , short
answers, interrogative and affirmative forms and questions with Wh-y using
the expressions I went to the shops.Did Josh meet a friendo? Yes, he did./
No, He didn´t. Where did he go? he went to the TV centre
 Understand simple oral texts in the classroom context:
- Listen to and act out a short story.
- Sing a song .
- Understand a narration .

BLOCK 2 - Written communication: reading and writing


 General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to names of things we can do at the
weekend and verbs applicable to them .
 Use of basic reading comprehension strategies (Point and answer).
 Complete simple written texts with words studied.
 Read a short story , a song.
Mark the syllables over the verbs

BLOCK 3 - Knowledge of the language


 Revise and identify the vocabulary from the unit:
- related to names of things we can do at the weekend and verbs applicable
to them ..
- Interests: word groups.
 Understand and correctly apply grammatical aspects:
- I went to the shops.Did Josh meet a friend? Yes, he did./ No, He didn´t.
Where did he go? he went to the TV centre
 Use and differentiate between sounds and letters.

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 Recognise and reproduce aspects of sound, rhythm, stress and intonation:
phonics, song.
 Use of revision strategies and reflection upon what has been learnt.

BLOCK 4 - Socio-cultural aspects and intercultural awareness


 Learn basic forms of social relationship in the target language, participating in
different classroom activities.
 Show a respectful attitude towards people who speak another language and have
a different culture to one’s own.
 Identification of customs and aspects of everyday life typical of other countries and
cultures where the target language is spoken .

II. CONTENTS

BLOCK 1 - Oral communication: listening, speaking and conversing


 Participation in oral exchanges:
- Identification of names of things we can do at the weekend and verbs
applicable to them .. (SB P.32-41 &WB p. 39-50)
- Dialogues using vocabulary related to names of things we can do at the
weekend and verbs applicable to them ..y using the expressions I went
to the shops.Did Josh meet a friend? Yes, he did./ No, He didn´t. Where did
he go? he went to the TV centre(SBp. 32-41, WB p. 39-50)
 Understand simple oral texts in the classroom context:
- A short story . (SB, p.35 and 40-41)
- Song (WB, p.44)
- Narration (SB, p.36-39)

BLOCK 2 - Written communication: reading and writing


 General comprehension and identification of specific vocabulary in different simple
texts, appropriate to their age and related to names of things we can do at the
weekend and verbs applicable to them .. I went to the shops.Did Josh meet a
friendo? Yes, he did./ No, He didn´t. Where did he go? he went to the TV centre
(SBp. 32-41 and 67, WB p. 39-50, 80)
 Use of basic reading comprehension strategies . (SB, p.32 , 34-41 )
 Comprehension of simple written texts with words studied(WB, p.39-50)
 Read a short story , a song and a narration. (SB, p.33, 35-41)

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 Identify and differentiate between sounds in specific vocabulary and chant (SB p.
33 &WB, p. 39)

BLOCK 3 - Knowledge of the language


 Revise and identify the vocabulary from the unit:
- related to names of things we can do at the weekend and verbs applicable
to them ...(SB p.32-41& WB p. 39-50)
- Interests: word groups.
 Understand and correctly apply grammatical aspects:
- I went to the shops.Did Josh meet a friendo? Yes, he did./ No, He didn´t.
Where did he go? he went to the TV centre(SBp. 32-41, WB p. 39-50)
 Use and differentiate between sounds and letters. (WB, p.39)
 Recognise and reproduce aspects of sound, rhythm, stress and intonation:
phonics, song (SB p. 33 &WB, p. 39)
 Use of revision strategies and reflection upon what has been learnt. (WB, p.39-50)

BLOCK 4 - Socio-cultural aspects and intercultural awareness


 Learn basic forms of social relationship in the target language, participating in
different classroom activities. (SBp. 32-41,67 WB p. 39-50 and 80)
 Identification of customs and aspects of everyday life typical of other countries and
cultures where the target language is spoken. . (SB, p.67 TB p. 119)
 Be receptive to and learn mathematical forms ( SB p.32, 33, WB p41),
 Organisation of personal work as a strategy to progress in learning. (SBp. 32-41,
WB p. 39-50)
 Take advantage of learning opportunities created within and beyond the classroom
context (SBp. 32-41, WB p. 39-50)
 Active participation in activities and group work (SB p. 32-41, WB p. 39-50)

III. KEY COMPETENCES

Linguistic communication
All the sections and activities in the unit contribute to the development of linguistic
competence in communication, in particular:
 The Listen and read or repeat section to reference the functional language in the
unit:
- Converse about names of things we can do at the weekend and verbs
applicable to them ..… (SB, p. 32-41)

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- Narration (SB, p.36-39 WB p 42,47,48)
- Perform a dialogue (SB, p. 35, 40-41).
 The activity sections in the WB p. 39-50

Data processing and digital competence


- Practise and become familiar with the functioning of various digital and IT
competences via the course using internet resources ( SB p.37, TB p.119-120 )

Social and civic competence


 This competence is developed via working on essential communication skills like :
- Dialogues and communicative exchanges ( SB ps 32-41, TB p. 117, 119)
- Socialising and participating in classroom activities , establishing and accepting
norms of coexistence: both in pairs and in groups
- Exhibit one’s own work and listen to that of others, putting oneself in their
place..
Artistic and cultural competence
 Sing a song , act out a short story. (SB, p. 35, 40-41 WB p. 44)
 Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Special days SB p.67, TB p. 112, 119)
 Use the target language as an instrument for accessing information and as a tool
for learning diverse contents and information ( SB p. 32-41)
 Act out a short story: ( SB p.35, 40-41)

Learning-to-learn
 Understand and use good learning habits in class: make a notebook/folder with the
vocabulary learnt..
 Use the reference material.
 Manage one’s own abilities in the review sections (WB, p. 44-45 TB p.114, 119).

Autonomy and personal initiative


 Assume responsibility for tasks and activities set out in the unit (WB, ps. 39-50 , TB
p. 104, 109, 121)
 Use reference material suggested for the unit.
 Be equipped with and deploy social skills to interact, cooperate and work in pairs
and teams in a cooperative and flexible manner whenever required by the
communicative activities in the unit: Dialogues, etc.
 Organise personal work as a strategy to progress in learning.

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Competence in knowledge of and interaction with the physical world
This competence involves accurate perception of the physical space in which life and
human activity develop , and the ability to interact therein.

Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning....
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements, etc..
This competence is developed in the unit via : SB p. 32, 33WB p. 41

IV. LITERARY EDUCATION


This section develops the ability to relate to others, via the repetition of dialogues
included in the unit as well as those of their own creation. Also important is the creation
of descriptive texts, which help to consolidate language in both oral and written form.

Literary genres:
Dialogue (SB p. 35 and 40-41)
Narration ( SB p.36-39 WB 42,47,48)

Production of oral and written texts:


Complete a description (, WB p 42,47,48)
Perform a song/dialogue (SB ps 33 and 35)

V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB CD-ROM
Workbook (Unit 4 – ps 39-50)
Activities in the reference sections:
- Pronunciation bank (Unit 4-SB p.33 &WB, p.39)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 4

VI. ASSESSMENT

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Formative assessment
Unit 4 (SB p. 32-41)
Cumulative review (Starter-Unit 4, SB p. 32-41)
Completion of WB activities (Unit 4, ps. 39-50).

Self-assessment
Progress review (Unit 4 - WB, ps. 48).

Assessment criteria

BLOCK 1 - Oral communication: listening, speaking and conversing


 Understand the gist and the most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 4 & 3-4Test Audio, Teacher’s Resource CD-ROM 1.
- Listening Test and Resource, CD-ROM; SB p 33-41) Tests Unit 4 & 3-4,
- Express oneself and interact correctly and fluently in different
communicative situations:
- Ask and answer questions about the theme in question Speaking Tests, TR CD-
ROM;
- Act out a conversation (Role-play - Speaking Tests, TR CD-ROM; SB p.38).
- Describe photographs (Photo description - Speaking Tests, TR CD-ROM; SB
p.33, WB p.41

BLOCK 2 - Written communication: reading and writing


 Understand the information contained in written texts from various sources
(Reading -Test and Resource, CD-ROM; SB p.33-41; WB p.39-50)
 Complete texts with different resources (Writing - TR CD-ROM; WB p 39-50)

BLOCK 3 - Knowledge of the language


Vocabulary
 Learn and extend vocabulary (Vocabulary- Test and Resource, CD-ROM,
- related to names of things we can do at the weekend and verbs applicable to
them ...
- Interests: word groups.
Grammar
 Understand and use correctly grammar strategies learnt in the unit : (Grammar -
TR CD-ROM,

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 I went to the shops.Did Josh meet a friend? Yes, he did./ No, He didn´t. Where
did he go? he went to the TV centre (SBp. 32-41, WB p. 39-50)
.
Phonetics
 Apply knowledge acquired regarding pronunciation.( WB p.39)
Reflection upon learning
 Assess use of basic strategies which favour progress in learning. (SBp. 32-41, WB
p. 39-50)
BLOCK 4 - Socio-cultural aspects and intercultural awareness
 Show interest and curiosity regarding learning the target language and recognise
linguistic diversity as an enriching element . (SB p 36-39 and 67;WB, p.80 )
 Identify some cultural elements typical of countries and cultures where the target
language is spoken . (TB p. 119)

UNIT 5: AT SCHOOL

I TEACHING OBJECTIVES

BLOCK 1 - Oral communication: listening, speaking and conversing


 Participate in oral exchanges:
- Identify the names of vocabulary related to food and school.
- Converse using vocabulary related to food and school., using the form
Want to, have to, asking questions and expressing opinions in singular and
in plural and using the expressions :Does Hayley want to peel the lemons?
Yes , she does / No, she doesn´t. I have to weight the sugar. My favourite
suject is Geography. What are the teachers like?
 Understand simple oral texts in the classroom context:
- Listen to and act out a short story.
- Sing a song .
- Understand a narration .

BLOCK 2 - Written communication: reading and writing


 General comprehension and identification of vocabulary related to food and
school.
 Use of basic reading comprehension strategies (Point and answer).

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 Complete simple written texts with words studied.
 Read a short story , a song.
 Identify sounds /h/ .

BLOCK 3 - Knowledge of the language


 Revise and identify the vocabulary from the unit:
 vocabulary related to food and school.
- Interests: word groups.
 Understand and correctly apply grammatical aspects:
 Does Hayley want to peel the lemons? Yes , she does / No, she doesn´t. I have to
weight the sugar. My favourite suject is Geography. What are the teachers like?
 Use and differentiate between sounds and letters.
 Recognise and reproduce aspects of sound, rhythm, stress and intonation:
phonics, song.
 Use of revision strategies and reflection upon what has been learnt.

BLOCK 4 - Socio-cultural aspects and intercultural awareness


 Learn basic forms of social relationship in the target language, participating in
different classroom activities.
 Show a respectful attitude towards people who speak another language and have
a different culture to one’s own.
 Identification of customs and aspects of everyday life typical of other countries and
cultures where the target language is spoken .

II. CONTENTS

BLOCK 1 - Oral communication: listening, speaking and conversing


 Participation in oral exchanges:
- Identificación de vocabulary related to food and school.
- (SB p.42-49&WB p. 51-60)
- Dialogues using vocabulary related to food and school.
- and using the expressions Does Hayley want to peel the lemons? Yes , she
does / No, she doesn´t. I have to weigh the sugar. My favourite suject is
Geography. What are the teachers like?(SB p.42-49&WB p. 51-60)
 Understand simple oral texts in the classroom context:
- A short story . (SB, p.45)
- Song (WB, p.56)

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- Narration (SB, p.46-49)

BLOCK 2 - Written communication: reading and writing


- General comprehension and identification of vocabulary related to food
and school.
 (SB p.42-49, 68&WB p. 51-60 and 81)
 Use of basic reading comprehension strategies . (SB, p.43 , 45-49 )
 Comprehension of simple written texts with words studied(WB, p.51-60)
 Read a short story , a song and a narration. (SB, p.,45,47-49 WB p. 56)
 Identify and differentiate between sounds in specific vocabulary and song (WB, p.
51 and 56)

BLOCK 3 - Knowledge of the language


 Revise and identify the vocabulary from the unit:
 vocabulary related to food and school.. (SB p.42-49&WB p. 51-60)
- Interests: word groups.
 Understand and correctly apply grammatical aspects:
- Does Hayley want to peel the lemons? Yes , she does / No, she doesn´t. I
have to weigh the sugar. My favourite suject is Geography. What are the
teachers like?(SB p.42-49&WB p. 51-60)
 Use and differentiate between sounds and letters. (WB, p.51)
 Recognise and reproduce aspects of sound, rhythm, stress and intonation:
phonics, song (WB, p. 51, 56)
 Use of revision strategies and reflection upon what has been learnt. (WB, p.60)

BLOCK 4 - Socio-cultural aspects and intercultural awareness


 Learn basic forms of social relationship in the target language, participating in
different classroom activities. (SB p.42-49&WB p. 51-60)
 Identification of customs and aspects of everyday life typical of other countries and
cultures where the target language is spoken. . (SB, p.68 TB p. 144)
 Be receptive to and learn mathematical forms ( SB p.42, 43, 45 WB p 53, 55, 58
and 59)
 Organisation of personal work as a strategy to progress in learning. (SB p.42-
49&WB p. 51-60)
 Take advantage of learning opportunities created within and beyond the classroom
context (SB p.42-49&WB p. 51-60)
 Active participation in activities and group work (SB p.42-49&WB p. 51-60)

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III. KEY COMPETENCES

Linguistic communication
All the sections and activities in the unit contribute to the development of linguistic
competence in communication, in particular:
 The Listen and read or repeat section to reference the functional language in the
unit:
 Converse about vocabulary related to food and school.
- … (SB, p. 42-49 )
- Narration (SB, p.46-49 and 68)
- Perform a dialogue (SB, p. 45).
 The activity sections in the WB p. 51-60

Data processing and digital competence


- Practise and become familiar with the functioning of various digital and IT
competences via the course using internet resources ( SB p 47, TB p.143-144)

Social and civic competence


 This competence is developed via working on essential communication skills like :
- Dialogues and communicative exchanges ( SB ps 42-49, TB p. 137, 142, 144)
- Socialising and participating in classroom activities , establishing and accepting
norms of coexistence: both in pairs and in groups
- Exhibit one’s own work and listen to that of others, putting oneself in their
place..
Artistic and cultural competence
 Sing a song , Perform a story . (SB, p. 45 WB p. 56)
 Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: After-school clubs WB p. 68, TB p. 133, 146)
 Use the target language as an instrument for accessing information and as a tool
for learning diverse contents and information ( SB p. 42-49)
 Act out a short story: ( SB p.45)

Learning-to-learn
 Understand and use good learning habits in class: make a notebook/folder with the
vocabulary learnt..
 Use the reference material.

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 Manage one’s own abilities in the review sections (WB, p. .56-57) TB p.129, 139,
144).

Autonomy and personal initiative


 Assume responsibility for tasks and activities set out in the unit (WB, ps. 51-60 ,)
 Use reference material suggested for the unit.
 Be equipped with and deploy social skills to interact, cooperate and work in pairs
and teams in a cooperative and flexible manner whenever required by the
communicative activities in the unit: Dialogues, etc.
 Organise personal work as a strategy to progress in learning.

Competence in knowledge of and interaction with the physical world


This competence involves accurate perception of the physical space in which life and
human activity develop , and the ability to interact therein.

Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning....
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements, etc..
This competence is developed in the unit via :SB p 42, 43, 45 WB p. 53, 55, 58 , 59 .

IV. LITERARY EDUCATION


This section develops the ability to relate to others, via the repetition of dialogues
included in the unit as well as those of their own creation. Also important is the creation
of descriptive texts, which help to consolidate language in both oral and written form.

Literary genres:
Dialogue (SB p. 45)
Narration ( SB p.46-49)

Production of oral and written texts:


Complete a description (, WB p 54, 55, 60)
Perform a song/dialogue (SB ps 45 WB p.56)

V. TREATMENT OF DIVERSITY

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Reinforcement activities
Additional and alternative activities; TRB CD-ROM
Workbook (Unit 5– ps 51-60)
Activities in the reference sections:
- Pronunciation bank (Unit 5- WB, p. 51)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 5

VI. ASSESSMENT

Formative assessment
Unit 5 (SB p. 42-49)
Cumulative review (Starter-Unit 5, SB p. 42-49)
Completion of WB activities (Unit 5, ps.51-60).

Self-assessment
Progress review (Unit 5 - WB, ps. 60).

Assessment criteria

BLOCK 1 - Oral communication: listening, speaking and conversing


 Understand the gist and the most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 5Test Audio, Teacher’s Resource CD-ROM 1.
- Listening Test and Resource, CD-ROM; SB p 42-49) Tests Unit 5,
- Express oneself and interact correctly and fluently in different
communicative situations:
- Ask and answer questions about the theme in question Speaking Tests, TR CD-
ROM;
- Act out a conversation (Role-play - Speaking Tests, TR CD-ROM; SB p.45).
- Describe photographs (Photo description - Speaking Tests, TR CD-ROM; SB
p.43, WB p.55

BLOCK 2 - Written communication: reading and writing


 Understand the information contained in written texts from various sources
(Reading -Test and Resource, CD-ROM; (SB p.42-49&WB p. 51-60)
 Complete texts with different resources (Writing - TR CD-ROM; WB p 51-60)

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BLOCK 3 - Knowledge of the language
Vocabulary
 Learn and extend vocabulary (Vocabulary- Test and Resource, CD-ROM,
 vocabulary related to food and school..
- Interests: word groups.
Grammar
 Understand and use correctly grammar strategies learnt in the unit : (Grammar -
TR CD-ROM,
 Does Hayley want to peel the lemons? Yes , she does / No, she doesn´t. I
have to weight the sugar. My favourite suject is Geography. What are the
teachers like? (SB p.42-49&WB p. 51-60)
Phonetics
 Apply knowledge acquired regarding pronunciation.( WB p.51)
Reflection upon learning
 Assess use of basic strategies which favour progress in learning. (SB p.42-49&WB
p. 51-60)

BLOCK 4 - Socio-cultural aspects and intercultural awareness


 Show interest and curiosity regarding learning the target language and recognise
linguistic diversity as an enriching element . (SB p.47-49 and 68;WB, p.81)
 Identify some cultural elements typical of countries and cultures where the target
language is spoken . (TB p. 144)

UNIT 6: AT THE OUTDOOR CENTRE

I TEACHING OBJECTIVES

BLOCK 1 - Oral communication: listening, speaking and conversing


 Participate in oral exchanges:
- Identify the names of different outdoor attractions and vocabulary to speak
about future plans
- Converse using vocabulary related to different outdoor attractions and
vocabulary to speak about future plans

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, using ‘There is / there are in all forms, going to para expresar intenciones
futuras, and using the expressions There is a waterfall. Are there any cliffs?
Do you think they like the waterfall?.He´s going to ride a horse.He isn´t going
to climb the mountain
 Understand simple oral texts in the classroom context:
- Listen to and act out a short story.
- Sing a song .
- Understand a narration .

BLOCK 2 - Written communication: reading and writing


 General comprehension and identification of vocabulary específico en different
outdoor attractions and vocabulary to speak about future plans
 Use of basic reading comprehension strategies (Point and answer).
 Complete simple written texts with words studied.
 Read a short story , a song.
 Underline the silent consonants

BLOCK 3 - Knowledge of the language


 Revise and identify the vocabulary from the unit:
 related to different outdoor attractions and vocabulary to speak about future plans.
- Interests: word groups.
 Understand and correctly apply grammatical aspects:
There is a waterfall. Are there any cliffs? Do you think they like the
waterfall?.He´s going to ride a horse.He isn´t going to climb the mountain
 Use and differentiate between sounds and letters.
 Recognise and reproduce aspects of sound, rhythm, stress and intonation:
phonics, song.
 Use of revision strategies and reflection upon what has been learnt.

BLOCK 4 - Socio-cultural aspects and intercultural awareness


 Learn basic forms of social relationship in the target language, participating in
different classroom activities.
 Show a respectful attitude towards people who speak another language and have
a different culture to one’s own.
 Identification of customs and aspects of everyday life typical of other countries and
cultures where the target language is spoken .

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II. CONTENTS

BLOCK 1 - Oral communication: listening, speaking and conversing


 Participation in oral exchanges:
- Identification of names of different outdoor attractions and vocabulary to
speak about future plans (SB p. 51-59 &WB, p. 61-72)
- Dialogues using vocabulary related to different outdoor attractions and
vocabulary to speak about future plans
There is a waterfall. Are there any cliffs? Do you think they like the
waterfall?.He´s going to ride a horse.He isn´t going to climb the mountain
- (SB p. 51-59 and 69&WB, p. 61-72 and 82)
 Understand simple oral texts in the classroom context:
- A short story . (SB, p.53 and 58-59)
- Song (WB, p.66)
- Narration (SB, p.54-57)

BLOCK 2 - Written communication: reading and writing


- General comprehension and identification of specific vocabulary in different
simple texts, appropriate to their age and related to different outdoor
attractions and vocabulary to speak about future plans (SB p. 51-59 and
69&WB, p. 61-72 and 82)
 Use of basic reading comprehension strategies . (SB, p.51 , 53-59 )
 Comprehension of simple written texts with words studied(WB, p.61-72)
 Read a short story , a song and a narration. (SB, p.51, 53- 59 WB p. 66)
 Identify and differentiate between sounds in specific vocabulary (SB p. 51-59 and
69&WB, p. 61-72 and 82)

BLOCK 3 - Knowledge of the language


 Revise and identify the vocabulary from the unit:
 related to different outdoor attractions and vocabulary to speak about future
plans(SB p. 51-59 &WB, p. 61-72)
 Interests: word groups.
 Understand and correctly apply grammatical aspects:
There is a waterfall. Are there any cliffs? Do you think they like the
waterfall?.He´s going to ride a horse.He isn´t going to climb the mountain.
(SB p. 51-59 and 69&WB, p. 61-72 and 82)
 Use and differentiate between sounds and letters. (WB, p.61)

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 Recognise and reproduce aspects of sound, rhythm, stress and intonation:
phonics, song (WB, p. 61 and 66)
 Use of revision strategies and reflection upon what has been learnt. (WB, p.61-72)

BLOCK 4 - Socio-cultural aspects and intercultural awareness


 Learn basic forms of social relationship in the target language, participating in
different classroom activities. (SB p. 51-59 and 69&WB, p. 61-72 and 82)
 Identification of customs and aspects of everyday life typical of other countries and
cultures where the target language is spoken. . (SB p 69 WB, p.82 TB p. 168)
 Be receptive to and learn mathematical forms ( SB p.50, 51, WB p62,63, 71)
 Organisation of personal work as a strategy to progress in learning. (SB p. 51-59
and 69&WB, p. 61-72 and 82)
 Take advantage of learning opportunities created within and beyond the classroom
context (SB p. 51-59 and 69&WB, p. 61-72 and 82)
 Active participation in activities and group work (SB p. 51-59 and 69&WB, p. 61-72
and 82)

III. KEY COMPETENCES

Linguistic communication
All the sections and activities in the unit contribute to the development of linguistic
competence in communication, in particular:
 The Listen and read or repeat section to reference the functional language in the
unit:
 Converse about different outdoor attractions and vocabulary to speak about future
plans… (SB, p. 51-59 TB p 170)
- Narration (SB, p.54-57 WB p 69)
- Perform a dialogue (SB, p.53, 58-59).
 The activity sections in the WB p. 61-72

Data processing and digital competence


- Practise and become familiar with the functioning of various digital and IT
competences via the course using internet resources( SB p.55, TB p. 164 and
165)

Social and civic competence

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 This competence is developed via working on essential communication skills like :
- Dialogues and communicative exchanges ( SB ps 50-59, TB p. 159).
- Socialising and participating in classroom activities , establishing and accepting
norms of coexistence: both in pairs and in groups
- Exhibit one’s own work and listen to that of others, putting oneself in their
place..
Artistic and cultural competence
 Sing a song , act out a short story. (SB, p.51, 53 and 58-59 WB p. 66)
 Immersion in the language, tradition and culture of the English-speaking world
(Cultural lessons: Summer plans SB p. 69, TB p. 163,168)
 Use the target language as an instrument for accessing information and as a tool
for learning diverse contents and information ( SB p. 50-59)
 Act out a short story: ( SB p.53, 58-59)

Learning-to-learn
 Understand and use good learning habits in class: make a notebook/folder with the
vocabulary learnt..
 Use the reference material.
 Manage one’s own abilities in the review sections (WB, pi.66-67 TB p. 152,
154,161, 167 )
Autonomy and personal initiative
 Assume responsibility for tasks and activities set out in the unit (WB, ps. 61-72 ,)
 Use reference material suggested for the unit.
 Be equipped with and deploy social skills to interact, cooperate and work in pairs
and teams in a cooperative and flexible manner whenever required by the
communicative activities in the unit: Dialogues, etc.
 Organise personal work as a strategy to progress in learning.

Competence in knowledge of and interaction with the physical world


This competence involves accurate perception of the physical space in which life and
human activity develop , and the ability to interact therein. TB p. 165

Mathematical competence
Consists of the ability to use and relate numbers, basic operations, symbols and forms
of mathematical expression and reasoning....
This competence involves the knowledge and use of basic mathematical elements
(different kinds of numbers, measurements, symbols, geometric elements, etc..

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This competence is developed in the unit via : SB p 50, 51 WB p. 63, 71.

IV. LITERARY EDUCATION


This section develops the ability to relate to others, via the repetition of dialogues
included in the unit as well as those of their own creation. Also important is the creation
of descriptive texts, which help to consolidate language in both oral and written form.

Literary genres:
Dialogue (SB p. 53 and 58-59)
Narration ( SB p54-57)

Production of oral and written texts:


Complete a description (, WB p 62,65,70)
Perform a song/dialogue (SB ps 51 , 53 , 58-59 WB p. 66)

V. TREATMENT OF DIVERSITY
Reinforcement activities
Additional and alternative activities; TRB CD-ROM
Workbook (Unit 6 – ps 61-72)
Activities in the reference sections:
- Pronunciation bank (Unit 6-SB p. 51WB, p. 61)
Extension activities
Teacher’s Resource and Tests Pack and TB Unit 6

VI. ASSESSMENT

Formative assessment
Unit 6 (SB p. 50-59)
Cumulative review (Starter-Unit 6, SB p. 50-59)
Completion of WB activities (Unit 6, ps. 61-72).

Self-assessment
Progress review (Unit 6 - WB, ps. 70).

Assessment criteria

BLOCK 1 - Oral communication: listening, speaking and conversing

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 Understand the gist and the most relevant specific information of oral texts in
different communication contexts related to the contents of the unit:
- Unit 6 & 5-6 Test Audio, Teacher’s Resource CD-ROM 1.
- Listening Test and Resource, CD-ROM; SB p 50-59) Tests Unit 6 & 5-6,
- Express oneself and interact correctly and fluently in different
communicative situations:
- Ask and answer questions about the theme in question Speaking Tests, TR CD-
ROM;
- Act out a conversation (Role-play - Speaking Tests, TR CD-ROM; SB p.53, 58-
59).
- Describe photographs (Photo description - Speaking Tests, TR CD-ROM; SB
p.51, WB p.65

BLOCK 2 - Written communication: reading and writing


 Understand the information contained in written texts from various sources
(Reading -Test and Resource, CD-ROM; SB p.50-59; WB p.61-72)
 Complete texts with different resources (Writing - TR CD-ROM; WB p 61-72)

BLOCK 3 - Knowledge of the language


Vocabulary
 Learn and extend vocabulary (Vocabulary- Test and Resource, CD-ROM,
 related to different outdoor attractions and vocabulary to speak about future plans
Interests: word groups.
Grammar
 Understand and use correctly grammar strategies learnt in the unit : (Grammar -
TR CD-ROM,
There is a waterfall. Are there any cliffs? Do you think they like the
waterfall?.He´s going to ride a horse.He isn´t going to climb the mountain(SB
p. 51-59 and 69&WB, p. 61-72 and 82)
Phonetics
 Apply knowledge acquired regarding pronunciation.( SB p 51& WB p.61)
Reflection upon learning
 Assess use of basic strategies which favour progress in learning. (SB p. 51-59 and
69&WB, p. 61-72 and 82)

BLOCK 4 - Socio-cultural aspects and intercultural awareness

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 Show interest and curiosity regarding learning the target language and recognise
linguistic diversity as an enriching element . (SB p.54-57 and 69;WB, p.82)
 Identify some cultural elements typical of countries and cultures where the target
language is spoken . (TB p.168)

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7. TIMING EXPLORERS 6: YEAR 20--/20--*

UNIT Approx. Nº Approx. Timing Notes and observations


Sessions (45 mins por sesión)*
Meet the explorers! 1 45 min*
Hello grandad! 4 3 hours
1 In the garden 12 9 hours
2 What´s her job? 14 10 hours 30 min
3 Life was different 12 9 hours
4 Last weekend 14 10 hours 30 min
5 At school 12 9hours
6 At the outdoor Centre 14 10 hours 30 min
Culture ,Festivals and Extensive Reading 10 7 hours and 30min*
TOTAL e.g approx 93 72 hours 15 min

Extra activities programmed by the centre


* Each centre will have to adapt this programme to its own situation and timetable .

THE SESSIONS ARE APPROXIMATELY 45’ LONG. TEACHERS WILL ADAPT THIS TO THEIR TIMETABLE AND CLASS

The terms used in the classroom programme tables are as follows.

SKILLS Interacción MATERIAL


CE Reading PA Teacher – student WB Workbook
comprehension

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CO Listening TI Individual work SB Students’ Book
comprehension

EE Written expression TG Group work TB Teacher’s Book

EO Oral expression TP Pair work TR CD-ROM Teacher´s Resource CD-ROM

IO Oral interaction

TD All skills

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MEET THE EXPLORERS

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIAL


1 Warm up. TB, p. 23 - Practise greetings. CO,EO P-A, TI TRP
45’ cB
Sing a rap CD
. - Learn the rap. CE, CO, EO P-A
Revise the vocabulary and structures from - Introduction of unit contents and planning of
previous levels . objectives and activities.
Spell words - , Listen, repeat and find words
Seek information in a picture - Listen to guess the word.
SB - Do questions and answers in pairs
- Read some sentences and indicate whether they
are true or false CE, CO, EO TI, TG, TP

Reinforcement activities Do the suggested activity CE, EE TI WB


-Exercises in the TB, ps. 24 TRP
-Wordlist, TB 23

Extension activities : Do exercises to recycle and extend vocabulary


- Optional activity: TB p.24 CE, EO TI, TG TB

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HELLO, GRANDAD!

SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIAL


1 Warm up. TB, p. 25 -With Hello and the Explorers Song CO,EO P-A, TI TRP
45’ SB
Introduce the course characters. - Read, listen and repeat CD
Introduce the new grammar structure His - Introduction of unit contents and planning of CE, CO, EO P-A
/Her objectives and activities.
Revise questions and answers about age, - Order sentences
family and favourites - Questions and answers.
Practise the vocabulary in the context of a - Questions and answers in pairs
dialogue
- Following a code match names and pictures . Then
SB, ps. 2 Listen to check if correct CE, CO, EO TI, TG, TP
WB p 3 -Write sentences about oneself and a friend

Say goodbye

Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI WB


-Do exercise in TB p.26 Consolidate studies. TRP

Extension activities : Do exercises to recycle and extend vocabulary


- Optional activity for all and for
fast finishers TB p.26
CE, EO TI, TG TB

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2 Warm-up activity . CO, EO, P-A SB
45’ TB p.27 CD
Read and understand a story - Listen to and read a story TB
Act out a scene from the story - Ask questions about the story.: CE, CO, TI, TP, TG
Comment on events in story - Read story again and match sentence halves.
Goodbye - Write questions.
- Complete sentences
TB, p. 27 - Act out the story
SB p.3 WB p. 4 - End the story

CO, EO TP, TG
Reinforcement activities Do exercises in WB to consolidate studies CE, EE TI WB
Do recommended activities in TB p.28
Extension activities : Do exercises to improve oral and written skills.
Do recommended activities in TB p.28 CE, EE TI WB
TB
3 Warm-up activity : CE, EO P-A, TI SB
45’ TB p. 29 TRP
. CD
Revise questions and answers with was and - Observe picture. Guess which words are in the text CE, CO,EO, EE TP, TG
were , read, listen and check
Revise how to say years - Read and say if what we see is true or false
Practise the new structure via an oral - Listen and make Questions and answers in pairs
expression activity - Listen and match dates and photos.
Find information in a text - Read and complete a text
SB, p. 4 WB p. 5 TB p. 30 - Write and draw about a family member
Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI WB
Exercises in the TB, p. 30 Consolidate studies. TRP
Extension activities :
Optional activity TB p. 30 Do exercises to extend grammatical knowledge
CE, EE TI TRP

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4 Warm-up activity . - CO, EO P-A SB
45’ TB p.31 CD
WB
CE, EE., CO TI, TG
Introduce a new vocabulary block: Revise - Listen and repeat words
sentences in Past Simple - Observe and read. Say who is speaking, listen and
Goodbye check
SB, p. 5 WB p. 6 - Talk to a classmate about holidays
- Completion of word spiders
- Observe a picture and complete sentences
- Write about summer holidays.
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TRP
-Exercises in the TB, p. 32 Consolidate studies.

Extension activities : TB
-Optional activity: Vocabulary (TB p.32) Do exercises to recycle and extend vocabulary . CE, EE TI
-Picture Dictionary

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UNIT 1: IN THE GARDEN

SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIAL


1 Warm up. TB, p. 33 . CO,EO P-A, TI TRP
45’ SB
Introduce and Practise the first vocabulary - Observe flashcards to introduce the vocabulary . CD
block - Introduction of unit contents and Listen, repeat CE, CO, EO P-A
Revise Present Contínuous: Questions and and indicate pictures .
answers - Listen to names to say the number
Flashcards - Read questions and match with answer
Practise the language in the context of a - Dialogue with a classmate practising the Present
Dialogue and with mime Conrinuous
Revise the sound /a:/ and / - Write and complete with the correct expression
- Write sentences using the data provided CE, CO, EO, TI, TG, TP
- Listen and repeat words to practise a sound

SB, ps. 6 TB p.33 WB p.7

Goodbye

Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM


-Do activities to reinforce previous work Consolidate studies. TB
-Wordlist, TB 33-34

Extension activities :
- Ideas bank TB p.34 Do exercises to recycle and extend vocabulary CE, EO TI, TG

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2 Warm-up activity . CO, EO, P-A SB
45’ TB p.35 CD
Development activities: (Grammar) - Listen to words saying the number and repeating TB
Revise vocabulary from previous levels after listening again. CE, CO, TI, TP, TG
which are useful for this unit - Read and wtrite names then listen and check
Revise the Present Continuous affirmative - Read a text
and negative - Complete a table of verbs
Focus on a learning strategy like: formation - Observe pictures and write sentences
of the gerund - Ask a classmate questions via a game
Revise the page quickly to solve the Quest
puzzle
Goodbye CO, EO, EE TP, TG
SB, p. 7 , WB p. 8 TB p. 35 and 36
Reinforcement activities Do reinforcement sheet 1 of unit 1 to consolidate CE, EE TI TR CD-ROM
Do a reinforcement sheet studies TB
Extension activities :
Do an extension sheet Do exercises to improve oral and written skills. CE, EE TI
3 Warm-up activity TB p 37 CE, EO P-A, TI SB
45’ Listen for gist. - Listen to a text and answer TRP
Listen for specific information. - Listen to a text indicating True or False . CD
Introduce the first new grammatical - Observe some picture frames , Listen and repeat CE, CO,EO, EE TP, TG
structure: Present continuous: Questions - Read some sentences to guess and play in pairs
and answers in 3rd person singular and - Read and write the correct letter .
plural - Write Questions and answers
Practise the new structure via an oral - Circle subjects and verbs in previous sentences
expression activity
SB, p. 8, WB p. 9 TB p.37-38

Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM
Do the suggested activity Consolidate studies. TB
Extension activities :
Do a suggested activity Do exercises to extend grammatical knowledge
TB p.38 CE, EE TI
Grammar WB p 83

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4 Warm-up activity .TB p. 39 CO, EO P-A SB
45’ CD
Consolidate and Practise the main language - Listen to and read a story WB
and the grammar structures in the context of - Listen to story again answering True or False CE, EE., CO TI, TG
a story - Complete the dialogue checking that the answers
Develop reading comprehension skills are correct
Discuss story and act out a shortened - Performance of the play
version - Write a text about the story
Flashcards
SB, p. 9, WB p. 10 TB p. 39
Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI / TP
-Reinforcement exercises TB p. 41 Consolidate studies.

Extension activities : TB
-Extension exercises (TB p.41) Do exercises to recycle and extend vocabulary . CE, EE TI/ TP

5 Warm-up activity . EO TG SB
45’ TB p. 41
- Listen and repeat words CE, CO, EO TI, TG, TP CD
Introduce and practise new vocabulary. - Listen and repeat words WB
Read and understand a magazine article - Read and listen to short texts matching TB
Develop reading comprehension skills the text with the pictures.
Introduce and practise the second new - Read the texts and answer questions
grammar structure : the superlative with long - Observe, listen and repeat sentences
adjectives - Complete a table
SB, p. 10 WB p.11 TB p. 42 - Write sentences using the comparative
Goodbye - Write sentencess using the superlative
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM
Do the reinforcement sheet TB p,. 43 Consolidate studies. TB
Extension activities :
Do the extension sheet TB p,. 43 Do exercises to extend grammatical knowledge and CE, EE TP, TG
vocabulary .

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6 Warm-up activity . CE, CO P-A SB
45’ TB p.44 CD
WB
Consolidate the two new grammatical -Listen and Write nombres. CO,EO, CE,EE, TI TB
structures -Answer questions.
Consolidate and revise new vocabulary -Complete a text , listen, check and sing the song
Listen for specific information. -Ask and answer questions
Practise the language in the context of a -Tick correct sentences and write more sentences.
Song and a personalised activity Complete a crossword
Practise language via a game in pairs
WB p. 12-13 TB p. 45

Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM
Do suggested activities TB p. 45 Consolidate studies. TP TB
Extension activities : EO, IO P-A
Do suggested activities TB p. 45 Do suggested activities CO, EO TG, TI

7 Warm-up activity . CE, CO P-A SB


45’ TB p.45 CD
Learn about the growth and germination of - Conversation about the flashcards WB
seeds -Read, listen and answer some questions CO,EO, CE,EE TI TB
Read and understand a text about growth -Listen and find the word heard
and germination of seeds -Observe picture and say if it is True or False
Find information in a text -Find information on the Internet
SB, p. 11, WB p. 14 TB p. 45 -Write the correct word for each picture
-Read and mark with a tick.
Goodbye -Mark the correct answer with a tick.
.Complete sentences with can or can´t and match
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TB
Reinforcement activity TB p 47 Consolidate studies. TP
Extension activities : EO, IO P-A
Reinforcement activity TB p 47 Do suggested activities CO, EO TG, TI

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8 Warm-up activity . CE, CO P-A SB
45’ TB p.48 CD
Read and understand a text about gardening -Observe, read and listen to Ellie’s page again and say WB
Practise and extend language from unit 1 in a the number CO,EO, CE,EE TI TB
real world context. -Read postcards and match texts and photos
Recognise the form of a particular type of -Read sheets again and write True or False.
text: reference books. -Write words under the correct picture
Read for gist and specific information. -Match pictures with the previous activity and correct

SB, p. 12-13, WB p. 15 TB p. 49

Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TB
Do the suggested reinforcement sheet 1 Consolidate studies. TP
Extension activities : EO, IO P-A
Do the suggested extension sheet Do suggested activities CO, EO TG, TI
9 Warm-up activity . CE, CO P-A SB
45’ TB p50 CD
Create and practise a dialogue - Observe photos of Ellie, listen and say the letter . WB
Plan and write a description of a garden -Listen and repeat a text CO,EO, CE,EE T TB
Assess one’s own learning and performance -Prepare and practise a new dialogue. DVD
in the unit - Prepare a Portfolio
TB p. 50 SB p.13 WB p.16 -Write about a garden.
-Read sentences and mark with a tick
Goodbye
9 Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TB
45’ Do the activity indicated in the TB p. 51 Consolidate studies. TP TR CD-ROM
Extension activities : EO, IO P-A
Do the activity indicated in the TB p. 51 Do suggested activities CO, EO TG, TI
Test Unit 1

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10 Warm-up activity . CE, CO P-A SB
45’ TB p.52 CD
Obtain information by watching an episode of -Complete sheet 1 of the DVD WB
the DVD CO,EO, CE,EE T TB
Write about English culture: visitando un DVD
jardín
Considerar la importancia de cuidar los
jardines , animals and plantas que hay en
ellos
TB p. 52-54

Goodbye
11 Warm-up activity . CE, CO P-A SB
45’ TB p.52 CD
Obtain information by watching an episode of - Complete sheet 2 of the DVD WB
the DVD CO,EO, CE,EE T TB
Write about English culture: visiting a garden DVD
Consider the importance of looking after
gardens , animals and plants in them
TB p. 52-54

Goodbye

12 Warm-up activity . CE, CO P-A SB


45’ TB p.52 CD
Obtain information by watching an episode of - Complete sheet 3 of the DVD WB
the DVD CO,EO, CE,EE T TB
Write about English culture: visiting a garden DVD
Consider the importance of looking after
gardens , animals and plants in them
TB p. 52-54

Goodbye

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UNIT 2: WHAT´S HER JOB?

SESION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIAL


1 Warm up. TB, p. 55 . CO,EO P-A, TI TRP
45’ SB
Introduce and practise a block of new - Observe flashcards to introduce the vocabulary . CD
vocabulary - Introduction of unit contents and Listen, repeat CE, CO, EO P-A
Revise Questions and answers 3rd person and indicate pictures .
Present Simple - Listen to names to say the number
Flashcards - Read questions and match with answer
Practise the language in the context of a - Dialogue with a classmate practising the Present
dialogue Simple
Revise the sound // /s/ - Find words in a word search and write them
- Write a text about someone you know, using the CE, CO, EO, TI, TG, TP
dictionary
- Listen and repeat words to practise a sound

SB, ps. 14 TB p.55 WB p.17

Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM
-Do activities to reinforce previous work Consolidate studies. TB
-Wordlist, TB 55

Extension activities :
- Ideas bank TB p 56 Do exercises to recycle and extend vocabulary CE, EO TI, TG

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2 Warm-up activity . CO, EO, P-A SB
45’ TB p.35 CD
Development activities: (Grammar) - Listen to words saying the number and repeating TB
Revise vocabulary from previous levels after listening again. CE, CO, TI, TP, TG
which are useful for this unit - Read and listen to a text answering the questions
Revise the Present Simple affirmative and - Read a text
negative 3rd person , - Observe and read and answer the questions
Focus on a learning strategy like: word- - Match sentences with pictures
building -Write about two more men and ask a classmate
Revise the page quickly to solve the Quest
puzzle
Goodbye CO, EO, EE TP, TG
SB, p. 15 , WB p. 18 TB p. 57y 58
Reinforcement activities Complete reinforcement sheet 1 of unit 1 to CE, EE TI TR CD-ROM
Do a reinforcement sheet consolidate studies TB
Extension activities :
Do an extension sheet Do exercises to improve oral and written skills. CE, EE TI
3 Warm-up activity TB p 59 CE, EO P-A, TI SB
45’ Listen for gist . - Listen to a text and answer Listen to the text again TRP
Listen for specific information. indicating True or False . CD
Introduce the first new grammatical - Observe some picture frames , Listen and repeat CE, CO,EO, EE TP, TG
structure: Present Simple Questions and - Read some sentences to guess and play in pairs
answers con He and they - Read and complete the sentences.
Practise the new structure via an oral - Order the questions and match with the answers
expression activity - - Circle does and do in previous activity
SB, p. 16, WB p. 19 TB p.59 - Write questions to ask a friend and answer them

Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM
Do the suggested activity Consolidate studies. TB
Extension activities :
Do a suggested activity Do exercises to extend grammatical knowledge
TB p.60 CE, EE TI
Grammar WB p 85

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4 Warm-up activity .TB p. 62 CO, EO P-A SB
45’ CD
Consolidate and Practise the main language - Listen to and read a story WB
and the grammar structures in the context of - Listen to story again answering True or False CE, EE., CO TI, TG
a story - Complete the dialogue checking that the answers
Develop reading comprehension skills are correct
Discuss story and act out a shortened - Performance of the play
version - Write a text about the story
Flashcards
SB, p. 17, WB p. 20 TB p. 62
Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI / TP
-Reinforcement exercises TB p. 63 Consolidate studies.

Extension activities : TB
-Extension exercises (TB p.63) Do exercises to recycle and extend vocabulary . CE, EE TI/ TP

5 Warm-up activity . EO TG SB
45’ TB p. 64
- Listen and repeat words CE, CO, EO TI, TG, TP CD
Introduce and practise new vocabulary. - Listen and repeat words WB
Read and complete a questionnaire - Read and listen and do the TB
Develop reading comprehension skills questionnaire
Introduce and practise the second new - Observe, listen and repeat sentences
grammar structure Adverbs of frequency - Read, match and colour the pictures
SB, p. 18 WB p.21 TB p. 64 - Write sentences about Andy and Diana,
Goodbye using adverbs of frequency
- Write about someone you know
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM
Do the reinforcement sheet TB p. 65 Consolidate studies. TB
Extension activities :
Do the extension sheet TB p. 65 Do exercises to extend grammatical knowledge and CE, EE TP, TG
vocabulary .

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Explorers 6 – Oxford University Press
6 Warm-up activity . CE, CO P-A SB
45’ TB p.66 CD
WB
Consolidate the two new grammatical -Listen and colour the squares. CO,EO, CE,EE, TI TB
structures -Write about Lucas and Charlie.
Consolidate and revise new vocabulary -Complete the sentences then listen and check and
Listen for specific information. sing the Song
Practise the language in the context of a -Ask and answer questions
Song and as a personalised activity -Tick correct sentences and write more sentences.
Check information via questions Complete a crossword
WB p. 22-23 TB p. 66

Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM
Do suggested activities TB p. 67 Consolidate studies. TP TB
Extension activities : EO, IO P-A
Do suggested activities TB p. 67 Do suggested activities CO, EO TG, TI

7 Warm-up activity . CE, CO P-A SB


45’ TB p.68 CD
Read and understand a text about pie charts - Conversation about the flashcards WB
Read and understand a text about how to -Read, listen and answer some questions CO,EO, CE,EE TI TB
make a pie chart -Observe the graph and answer
Extract information from a pie chart -Find information on the Internet
SB, p. 19, WB p. 24 TB p. 68 -Observe graphs and answer
-Observe and complete a graph
Goodbye -Use data to colour a graph

Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TB


Reinforcement activity TB p 69 Consolidate studies. TP
Extension activities : EO, IO P-A
Reinforcement activity TB p 69 Do suggested activities CO, EO TG, TI

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Explorers 6 – Oxford University Press
8 Warm-up activity . CE, CO P-A SB
45’ TB p70 CD
Understand a text about a riding school -Observe, read and listen to a text. WB
Practise and extend the unit language in a -Read an interview quickly CO,EO, CE,EE TI TB
real world context. -Read again and answer
Recognise the form of a particular type of - Read and complete a conceptual map
text,like a magazine interview, and
conceptual maps
Read for gist and specific information.
SB, p. 20-21, WB p. 25 TB p. 70

Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TB
Do the suggested reinforcement sheet TB: Consolidate studies. TP
71 EO, IO P-A
Extension activities : Do suggested activities CO, EO TG, TI
Do the suggested extension sheet TB 71
9 Warm-up activity . CE, CO P-A SB
45’ TB p72 CD
Create and practise a dialogue - Observe photos of Eric, listen and say the letter . WB
Plan and write about a future job -Listen and repeat a text CO,EO, CE,EE T TB
Assess one’s own learning and performance -Prepare and practise a new dialogue. DVD
in the unit - Prepare a Portfolio
TB p. 72 SB p.21 WB p.26 -Make a conceptual map a bout a future job
-Read sentences and mark with a tick
Goodbye
’ Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TB
Do the activity indicated in the TB p. 73 Consolidate studies. TP TR CD-ROM
Extension activities : EO, IO P-A
Do the activity indicated in the TB p. 73 Do suggested activities CO, EO TG, TI
Test Unit 2 and 1&2
10 Warm-up activity . CE, CO P-A SB
45’ TB p.74 CD
Find out about British culture by visiting a -Complete sheet 1 of the DVD WB
riding school DVD CO,EO, CE,EE T TB
Consider the importance of a pet in certain DVD
situations
TB p. 74-75
Goodbye

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Explorers 6 – Oxford University Press
11 Warm-up activity . CE, CO P-A SB
45’ TB p.74 CD
Find out about British culture by visiting a - Complete sheet 2of the DVD WB
riding school DVD CO,EO, CE,EE T TB
Consider the importance of a pet in certain DVD
situations
TB p. 74-75

Goodbye

12 Warm-up activity . CE, CO P-A SB


45’ TB p.74 CD
Find out about British culture by visiting a - Complete sheet 3 of the DVD WB
riding school DVD CO,EO, CE,EE T TB
Consider the importance of a pet in certain DVD
situations
TB p. 74-75

Goodbye
13 Warm-up activity .
45 TB p.75
Revise the grammar and el vocabulary from Listen to and read the story.
units 1&2 in the context of a story Circle the correct words
Complete the sentences from the story
Observe activity 2 and say the number of the person
SB p. 22-23 WB p. 27 TB p.77 speaking
14 Warm-up activity .
45 TB p.78
Revise the grammar and the vocabulary - Act out the story .
from units 1&2 in the context of a story -Listen and write the correct number
Act out the story _ Observe activity 1 and write True or False

SB p. 22-23 WB p. 28 TB p.78

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Explorers 6 – Oxford University Press
UNIT 3: LIFE WAS DIFFERENT

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIAL


1 Warm up. TB, p. 79 . CO,EO P-A, TI TRP
45’ SB
Introduce and Practise the block of new - Observe flashcards to introduce the vocabulary . CD
vocabulary - Introduction of unit contents and Listen, repeat CE, CO, EO P-A
Revise short answers with Have you got…? and indicate pictures .
in 1ª and 3ª person - Listen to names to say the number
Flashcards - Read questions and match with answer
Practise the language in the context of a - Perform a dialogue with a classmate- Find six
dialogue differences and write them
Revise the sound // and / - Write sentences about oneself
- Listen and repeat words to practise a sound CE, CO, EO, TI, TG, TP

SB, ps. 24 TB p.79 WB p.29

Goodbye

Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM


-Do activities to reinforce previous work Consolidate studies. TB
-Wordlist, TB 80

Extension activities :
- Ideas bank TB p.80 Do exercises to recycle and extend vocabulary CE, EO TI, TG

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Explorers 6 – Oxford University Press
2 Warm-up activity . CO, EO, P-A SB
45’ TB p.81 CD
Development activities: (Grammar) - Listen to words saying the number and repeating TB
Revise vocabulary from previous levels after listening again. CE, CO, TI, TP, TG
which are useful for this unit - Read, listen and match sentences
Revise the Present simple in 3rd person - Write words in the correct list
negative and interrogative - Observe a code, writing the Questions and answers
Focus on a learning strategy like: verb + - -Observe a picture writing questions in code ´y
noun collocations practise with a classmate
Revise the page quickly to solve the Quest
puzzle
Goodbye CO, EO, EE TP, TG
SB, p. 25 , WB p.30 8 TB p. 82
Reinforcement activities Complete reinforcement sheet 1 of unit 1 to CE, EE TI TR CD-ROM
Do a reinforcement sheet consolidate studies TB
Extension activities :
Do an extension sheet Do exercises to improve oral and written skills. CE, EE TI
3 Warm-up activity TB p 83 CE, EO P-A, TI SB
45’ Listen for gist . - Listen to a text and answer TRP
Listen for specific information. - Listen to a text saying the words they hear. Listen . CD
Introduce the first new grammatical again and say if it is True or False CE, CO,EO, EE TP, TG
structure: Past Simple negative - Observe some picture frames , Listen and repeat
Practise the new structure via a noral - Read some sentences to guess and play in pairs
expression activity - Write sentences about Liam’s grandmother.
SB, p. 26, WB p. 31 TB p.84 - Circle the verbs in past simple in aactivities 1 and
2
Goodbye - Write about oneself
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM
Do the suggested activity Consolidate studies. TB
Extension activities :
Do a suggested activity Do exercises to extend grammatical knowledge
TB p.84 CE, EE TI
Grammar WB p 87

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Explorers 6 – Oxford University Press
4 Warm-up activity .TB p. 86 CO, EO P-A SB
45’ CD
Consolidate and Practise the main language - Listen to and read a story WB
and the grammar structures in the context of - Listen to story again answering True or False CE, EE., CO TI, TG
a story - Complete the dialogue checking that the answers
Develop reading comprehension skills are correct
Discuss story and act out a shortened - Performance of the play
version - Write a a text about the story
Flashcards
SB, p. 27, WB p. 32 TB p. 86
Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI / TP
-Reinforcement exercises TB p. 86 Consolidate studies.

Extension activities : TB
-Extension exercises (TB p.86) Do exercises to recycle and extend vocabulary . CE, EE TI/ TP

5 Warm-up activity . EO TG SB
45’ TB p. 88
- Listen and repeat words CE, CO, EO TI, TG, TP CD
Introduce and practise new vocabulary. - Read and listen to short texts matching WB
Read and understand a text about the the text with the pictures. TB
Romans - Read the texts and answer questions
Develop reading comprehension skills - Observe, listen and repeat sentences
Introduce and practise the second new - Completar una tabla
grammar structure Past Simple of more - Listen and practise Past Simple
irregular verbs - Read and complete correct form of verbs
SB, p. 28 WB p.33 TB p. 88 and match.
Goodbye - Write true or false sentences about the
Romans and practise with a classmate
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM
Do the reinforcement sheet TB P. 89 Consolidate studies. TB
Extension activities :
Do the extension sheet TB p. 89 Do exercises to extend grammatical knowledge and de CE, EE TP, TG
vocabulary .

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Explorers 6 – Oxford University Press
6 Warm-up activity . CE, CO P-A SB
45’ TB p.90 CD
WB
Consolidate the two new grammatical -Listen and number pictures. CO,EO, CE,EE, TI TB
structures -Using the correct verb form match with the right word
Consolidate and revise new vocabulary -Complete the Song , listen to check and sing
Listen for specific information. -Ask and answer questions
Practise the unit language in the context of a -Tick correct sentences and write more sentences.
Song and a personalised activity Complete a crossword
Check information via Questions and
answers
WB p. 34-35 TB p. 90

Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM
Do suggested activities TB p. 91 Consolidate studies. TP TB
Extension activities : EO, IO P-A
Do suggested activities TB p. 91 Do suggested activities CO, EO TG, TI

7 Warm-up activity . CE, CO P-A SB


45’ TB p.92 CD
Read about how to transmit historical - Conversation about the flahcards WB
information about the past -Observe historical resources. Read, listen and match CO,EO, CE,EE TI TB
Read and understand a text about Roman -Read about the Romans, indicating how they
clothing transmitted information
Find information in a text -Find information on the Internet
SB, p.29, WB p. 36 TB p. 92 -Write the correct expression for each picture
-Observe photos from activity 1 and match them
Goodbye -Observe pictures, say whether True or False and
answer
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TB
Reinforcement activity TB p 93 Consolidate studies. TP
Extension activities : EO, IO P-A
Reinforcement activity TB p 93 Do suggested activities CO, EO TG, TI

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Explorers 6 – Oxford University Press
8 Warm-up activity . CE, CO P-A SB
45’ TB p.94 CD
Understand a text about a museum on -Read and listen to a text matching headings and WB
internet paragraphs CO,EO, CE,EE TI TB
Practise and extend the unit language in a -Review games. Recommend a game for each child.
real world context. -Read again and answer the questions.
Identify the form of two types of text: a review -Review reading circling words and correct notes
Read for gist and specific information. -Complete a text using notes
SB, p. 30-31, WB p. 37 TB p. 94

Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TB
Do the suggested reinforcement sheet TB Consolidate studies. TP
p.95 EO, IO P-A
Extension activities : Do suggested activities CO, EO TG, TI
Do the suggested extension sheet TB p. 95
9 Warm-up activity . CE, CO P-A SB
45’ TB p96 CD
Create and practise a dialogue - Observe photos of Anna listen and say the letter . WB
Plan and write a computer game review -Listen and repeat a text CO,EO, CE,EE T TB
Assess one’s own learning and performance -Prepare and practise a new dialogue. DVD
in the unit - Prepare a Portfolio
TB p.97 SB p.31 WB p.38 -Plan a computer game review
-Write one’s own review
Goodbye -Read sentences and mark with a tick
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TB
Do the activity indicated in the TB p. 97 Consolidate studies. TP TR CD-ROM
Extension activities : EO, IO P-A
Do the activity indicated in the TB p. 97 Do suggested activities CO, EO TG, TI
Test Unit 3

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Explorers 6 – Oxford University Press
10 Warm-up activity . CE, CO P-A SB
45’ TB p.98 CD
Obtain information by watching an episode of -Complete sheet 1 of the DVD WB
the DVD CO,EO, CE,EE T TB
Write about English culture: visiting a DVD
computer museum
Consider the importance of having the
opportunity to perform different activities in
our lives
TB p. 98-99

Goodbye
11 Warm-up activity . CE, CO P-A SB
45’ TB p.98 CD
Obtain information by watching an episode of - Complete sheet 2 of the DVD WB
the DVD CO,EO, CE,EE T TB
Write about English culture : visiting a DVD
computer museum
Consider the importance of having the
opportunity to perform different activities in
our lives
TB p. 98-99

Goodbye

12 Warm-up activity . CE, CO P-A SB


45’ TB p.98 CD
Obtain information by watching an episode of - Complete sheet 3 of the DVD WB
the DVD CO,EO, CE,EE T TB
Write about English culture : visiting a DVD
computer museum
Consider the importance of having the
opportunity to perform different activities in
our lives
TB p. 98-99

Goodbye

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Explorers 6 – Oxford University Press
UNIT 4: LAST WEEKEND

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIAL


1 Warm up. TB, p. 100 . CO,EO P-A, TI TRP
45’ SB
Introduce and practise a new lexical group - Observe flashcards to introduce the vocabulary . CD
Revise Questions and short answers in Past - Introduction of unit contents and Listen, repeat CE, CO, EO P-A
Simple and indicate pictures .
Flashcards - Listen to names to say the number
Practise the language in the context of a - Read questions and match with answer
dialogue - Perform a dialogue with a classmate
/ - Write a sentence about a picture
- Write about what you did last weekend
- Listen and repeat words stressing the syllables CE, CO, EO, TI, TG, TP

SB, ps. 32 TB p.100 WB p.7

Goodbye

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Explorers 6 – Oxford University Press
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM
-Do activities to reinforce previous work Consolidate studies. TB
-Wordlist, TB 100-101

Extension activities :
- Ideas bank TB p.101 Do exercises to recycle and extend vocabulary CE, EO TI, TG
2 Warm-up activity . CO, EO, P-A SB
45’ TB p.102 CD
Development activities: (Grammar) - Listen to words saying the number and repeating TB
Revise vocabulary from previous levels after listening again. CE, CO, TI, TP, TG
which are useful for this unit - Read and write names after listening to check if
Revise affirmative and negative forms of they are correct
regular and irregular verbs in Past Simple - Read a text
Focus on a learning strategy like: memorising - Write the past form of some verbs and then ask a
irregular verbs in Past Simple classmate
Goodbye - Observe and write what they did yesterday .
SB, p. 33 , WB p. 40 TB p. 102 -Play a memory game , practise with a classmate
CO, EO, EE TP, TG
Reinforcement activities Complete reinforcement sheet 1 of unit 1 to CE, EE TI TR CD-ROM
Do a reinforcement sheet TB p 103 consolidate studies TB
Extension activities :
Do an extension sheet TB p. 103 Do exercises to improve oral and written skills. CE, EE TI
3 Warm-up activity TB p 104 CE, EO P-A, TI SB
45’ Listen for gist. - Listen to a text and answer TRP
Listen for specific information. - Observe some picture frames , Listen and repeat . CD
Introduce the first new grammatical - Read some sentences to guess and play in pairs CE, CO,EO, EE TP, TG
structure: Past Simple Wh- questions and - Order questions completing the answers.
answers - Write questions about the previous day to ask a
Practise the new structure via an oral classmate
expression activity
SB, p. 34, WB p. 41 TB p.104

Goodbye

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Explorers 6 – Oxford University Press
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM
Do the suggested activity TB 105 Consolidate studies. TB
Extension activities :
Do a suggested activity Do exercises to extend grammatical knowledge
TB p.105 CE, EE TI
Grammar WB p 89
4 Warm-up activity .TB p. 106 CO, EO P-A SB
45’ CD
Consolidate and Practise the main language - Listen to and read a story WB
and the grammar structures in the context of - Listen to story again answering True or False CE, EE., CO TI, TG
a story - Complete the dialogue checking that the answers
Develop reading comprehension skills are correct
Discuss story and act out a shortened - Performance of the play
version - Write a text about the story
Flashcards
SB, p.35, WB p. 42 TB p. 107
Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI / TP
-Reinforcement exercises TB p. 41 Consolidate studies.

Extension activities : TB
-Extension exercises (TB p.41) Do exercises to recycle and extend vocabulary . CE, EE TI/ TP

5 Warm-up activity . EO TG SB
45’ TB p. 107
- Listen and repeat words CE, CO, EO TI, TG, TP CD
Introduce and practise new vocabulary. - Listen and repeat words WB
Read and understand the narration of a story - Read and listen to short texts matching TB
Develop reading comprehension skills the text with the pictures.
Introduce and practise the second new - Read the texts and answer questions
grammar structure el Past Simple affirmative - Observe, listen and repeat sentences
and negative of regular and irregular verbs - Complete the puzzle with forms of the
SB, p. 36 WB p.43 TB p. 109 Past Simple and answer the questions
Goodbye - Read and correct sentences. Draw a
picture and write the sentence
- Write more questions to ask a classmate

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Explorers 6 – Oxford University Press
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM
Do suggested activityTB 110 Consolidate studies. TB
Extension activities :
Do suggested activityTB 110 Do exercises to extend grammatical knowledge and de CE, EE TP, TG
vocabulary .
6 Warm-up activity . CE, CO P-A SB
45’ TB p.111 CD
WB
Consolidate the two new grammatical -Listen and mark the correct picture. CO,EO, CE,EE, TI TB
structures -Complete a text with the correct form of the verbs.
Consolidate and revise new vocabulary -Match Questions and answers.Then check and sing
Personalise unit language and practise in the the Song
context of a Song -Ask and answer questions
Listen for specific information. -Tick correct sentences and write more sentences.
Check information via questions -Complete a crossword
WB p. 44-45 TB p. 111

Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM
Do suggested activities TB p. 112 Consolidate studies. TP TB
Extension activities : EO, IO P-A
Do suggested activities TB p. 112 Do suggested activities CO, EO TG, TI

7 Warm-up activity . CE, CO P-A SB


45’ TB p.113 CD
Learn to differentiate between different - Conversation about the flashcards WB
writing styles and personal variations -Read, listen and answer some questions CO,EO, CE,EE TI TB
Read and understand a text about -Find information on the Internet
sculptures. -Read a text and write the number
Localizar información -Observe the sculptures in activity 1 and compleet the
SB, p. 37, WB p. 46 TB p. 113 table

Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TB
Reinforcement activity TB p 114 Consolidate studies. TP
Extension activities : EO, IO P-A
Reinforcement activity TB p 114 Do suggested activities CO, EO TG, TI

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Explorers 6 – Oxford University Press
8 Warm-up activity . CE, CO P-A SB
45’ TB p.115 CD
Understand a text about a trip to Brighton -Observe, read and listen to a text WB
Practise and extend the unit language in a -Read the cards CO,EO, CE,EE TI TB
real world context. -Read Farid and Ann’s diaries and say who writes
Recognise the form of a particular type of about that
text: the beginning of a diary. Observe a table and complete the diary page.
Read for gist and specific information. Complete a text using some notes
SB, p. 38-39, WB p47 TB p. 115

Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TB
Do the reinforcement sheet TB 116 Consolidate studies. TP
Extension activities : EO, IO P-A
Do the extension sheet TB 116 Do suggested activities CO, EO TG, TI
9 Warm-up activity . CE, CO P-A SB
45’ TB p 117 CD
Create and practise a dialogue - Observe photos of Farid, listen and say the letter . WB
Plan and write a data sheet about the -Listen and repeat a text CO,EO, CE,EE T TB
beginning of a diary -Prepare and practise a new dialogue. DVD
Assess one’s own learning and performance - Prepare a Portfolio
in the unit -Write the introduction of a diary.
TB p. 117 SB p.39 WB p.48 -Read sentences and mark with a tick

Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TB
Do the activity indicated in the TB p118 Consolidate studies. TP TR CD-ROM
Extension activities : EO, IO P-A
Do the activity indicated in the TB p. 118 Do suggested activities CO, EO TG, TI
Test Unit 4 and 3&4

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Explorers 6 – Oxford University Press
10 Warm-up activity . CE, CO P-A SB
45’ TB p.119 CD
Obtain information by watching an episode of -Complete sheet 1 of the DVD WB
the DVD CO,EO, CE,EE T TB
Learn about English culture: looking at DVD
sculptures
Consider different alternatives and find the
cheapest and free ones
TB p. 119-120

Goodbye
11 Warm-up activity . CE, CO P-A SB
45’ TB p.119 CD
Obtain information by watching an episode of - Complete sheet 2 of the DVD WB
the DVD CO,EO, CE,EE T TB
Learn about English culture: looking at DVD
sculptures
Consider different alternatives and find the
cheapest and free ones
TB p. 119-120

Goodbye

12 Warm-up activity . CE, CO P-A SB


45’ TB p.119 CD
Obtain information by watching an episode of - Complete sheet 3 of the DVD WB
the DVD CO,EO, CE,EE T TB
Learn about English culture: looking at DVD
sculptures
Consider different alternatives and find the
cheapest and free ones
TB p. 119-120

Goodbye

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Explorers 6 – Oxford University Press
13 Warm-up activity . CE, CO P-A SB
45 TB p.121 -Listen to and read a story CD
Revise the grammar and vocabulary from - Circle with True or False WB
units 3 and 4 in the context of a story - Complete sentences and answer some questions CO,EO, CE,EE T TB

SB p. 40-41 WB49 TB p. 121


14 Warm-up activity . CE, CO P-A SB
45 TB p.123 CD
Revise the grammar and vocabulary from -Order the pictures WB
units 3 and 4 in the context of a story -Order the questions and complete the answers CO,EO, CE,EE T TB
-Act out the story
Act out the story

SB p. 40-41 WB50 TB p. 122

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Explorers 6 – Oxford University Press
UNIT 5: AT SCHOOL

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIAL


1 Warm up. TB, p. 124 . CO,EO P-A, TI TRP
45’ SB
Introduce and practise a new lexical group - Observe flashcards to introduce the vocabulary . CD
Revise use of want to in Questions and - Introduction of unit contents and Listen, repeat CE, CO, EO P-A
answers in 1º and ·3ª person and indicate pictures .
Practise the language in the context of a - Listen to names to say the number
dialogue - Read questions and match with answer
- Perform a dialogue with a classmate
- Write sentences about the drawings
- Tick the correct words and cross out the incorrect
SB, ps. 42 TB p.124 WB p.51 ones CE, CO, EO, TI, TG, TP
- Listen and repeat words and draw circles to show
the stress

Goodbye

Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM


-Do activities to reinforce previous work Consolidate studies. TB
-Wordlist, TB 124-125

Extension activities :
- Ideas bank TB p.125 Do exercises to recycle and extend vocabulary CE, EO TI, TG

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Explorers 6 – Oxford University Press
2 Warm-up activity . CO, EO, P-A SB
45’ TB p.126 CD
Development activities: (Grammar) - Listen to words saying the number and repeating TB
Revise vocabulary from previous levels after listening again. CE, CO, TI, TP, TG
which are useful for this unit - Read and Match a text with pictures, then check to
Revise the verbs need, make and use see if they are correct
Focus on a learning strategy like finding the - Read a text
meaning of unknwn words - Write words in the correct section
Revise the page quickly to solve the Quest - Guess the meaning of some words and then find in
puzzle the dictionary
Goodbye -Make sentences with data provided
SB, p. 43 , WB p. 52TB p. 126 -Write more sentences and ask a classmate CO, EO, EE TP, TG
Reinforcement activities Complete reinforcement sheet 1 of unit 1 to CE, EE TI TR CD-ROM
Do a reinforcement sheet TB p 127 consolidate studies TB
Extension activities :
Do an extension sheet TB p. 127 Do exercises to improve oral and written skills. CE, EE TI
3 Warm-up activity TB p 127 CE, EO P-A, TI SB
45’ Listen for gist. - Listen to a text and answer TRP
Listen for specific information. - Audición de nuevo and respunder . CD
Introduce the first new grammatical - Observe some picture frames , Listen and repeat CE, CO,EO, EE TP, TG
structure: questions with have to - Read some sentences to guess and play in pairs
Practise the new structure via an oral - Number the sentences
expression activity - Write a recipe using the notes
SB, p. 44, WB p. 53 TB p.128 - Circle the words expressing obligation
- Order questions and answer
Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM
Do the suggested activity TB 130 Consolidate studies. TB
Extension activities :
Do a suggested activity Do exercises to extend grammatical knowledge
TB p.130 CE, EE TI
Grammar WB p 91

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4 Warm-up activity .TB p. 131 CO, EO P-A SB
45’ CD
Consolidate and Practise the main language - Listen to and read a story WB
and the grammar structures in the context of - Listen to story again answering True or False CE, EE., CO TI, TG
a story - Complete the dialogue checking that the answers
Develop reading comprehension skills are correct
Discuss story and act out a shortened - Performance of the play
version - Write a text about the story
Flashcards
SB, p.45, WB p. 54 TB p. 131
Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI / TP
-Reinforcement exercises TB p. 132 Consolidate studies.

Extension activities : TB
-Extension exercises (TB p.132) Do exercises to recycle and extend vocabulary . CE, EE TI/ TP

5 Warm-up activity . EO TG SB
45’ TB p.133
- Listen and repeat words CE, CO, EO TI, TG, TP CD
Introduce and practise new vocabulary. - Listen and repeat words WB
Read and understand un web forum - Read and listen to short texts matching TB
Develop reading comprehension skills the text with the pictures.
Introduce and practise the second new - Read the texts and answer questions
grammar structure asking for and expressing - Read some sentences about the text and
opinions in singular and plural say if they are correct
SB, p. 46 WB p.55 TB p. 133 - Observe pictures and write sentences
Goodbye - Write Questions and answers about your
school
- Dialogue about local area with Questions
and answers

Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM


Do suggested activityTB 134 Consolidate studies. TB
Extension activities :
Do suggested activityTB 134 Do exercises to extend grammatical knowledge and de CE, EE TP, TG
vocabulary .

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6 Warm-up activity . CE, CO P-A SB
45’ TB p.135 CD
WB
Consolidate the two new grammatical -Listen and write correct name CO,EO, CE,EE, TI TB
structures -Write sentences with expressions provided.
Consolidate and revise new vocabulary -Read and complete a text and listen aagin to check it
Listen for specific information. is correct and finally sing the Song
Practise the unit language in the context of a -Ask and answer questions
Song -Tick correct sentences and write more sentences.
Check information via questions Complete a crossword
WB p. 56-57 TB p. 111

Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM
Do suggested activities TB p. 136 Consolidate studies. TP TB
Extension activities : EO, IO P-A
Do suggested activities TB p. 112 Do suggested activities CO, EO TG, TI

7 Warm-up activity . CE, CO P-A SB


45’ TB p.137 CD
Learn about conditions in which to prepare - Conversation about the flashcards WB
food without risk of bacteria -Read, listen and answer some questions CO,EO, CE,EE TI TB
Read and understand a text about food -Find information on the Internet
hygiene -Read sentences and match with pictures
Find information in a text -Circle 8 things which break higiene rules
SB, p. 47, WB p. 58 TB p. 137 - Read and Match sentences with pictures

Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TB
Reinforcement activity TB p 138 Consolidate studies. TP
Extension activities : EO, IO P-A
Reinforcement activity TB p 138 Do suggested activities CO, EO TG, TI

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8 Warm-up activity . CE, CO P-A SB
45’ TB p139 CD
Understand a text about a visit to a -Observe, read and listen to a text WB
secondary school -Read texts and match headings with paragraphs CO,EO, CE,EE TI TB
Practise and extend the unit language in a - Read the text of a poster matching headings with
real world context. texts
Recognise the form of a particular type of -Read again and say if True or False
text: a poster -Read a text completing a table
Read for gist and specific information. Order sentences.
SB, p. 48-49, WB p59 TB p. 139 -Use the table to complete the poster

Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TB
Do the reinforcement sheet TB 141 Consolidate studies. TP
Extension activities : EO, IO P-A
Do the extension sheet TB 141 Do suggested activities CO, EO TG, TI
9 Warm-up activity . CE, CO P-A SB
45’ TB p142 CD
Create and practise a dialogue - Observe photos of Gina, listen and say the letter . WB
Plan and write a poster about your school -Listen and repeat a text CO,EO, CE,EE T TB
Assess one’s own learning and performance -Prepare and practise a new dialogue. DVD
in the unit - Prepare a Portfolio
TB p. 142 SB p.49 WB p.60 -Plan and design a poster about your school.
-Read sentences and mark with a tick
Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TB
Do the activity indicated in the TB p143 Consolidate studies. TP TR CD-ROM
Extension activities : EO, IO P-A
Do the activity indicated in the TB p. 143 Do suggested activities CO, EO TG, TI
Test Unit 5

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10 Warm-up activity . CE, CO P-A SB
45’ TB p.143 CD
Obtain information by watching an episode of -Complete sheet 1 of the DVD WB
the DVD CO,EO, CE,EE T TB
Learn about English culture: visit to a DVD
secondary school
Consider the importance of different means
to help the community
TB p. 143-144

Goodbye
11 Warm-up activity . CE, CO P-A SB
45’ TB p.143 CD
Obtain information by watching an episode of - Complete sheet 2 of the DVD WB
the DVD CO,EO, CE,EE T TB
Learn about English culture: visit to a DVD
secondary school
Consider the importance of different means
to help the community
TB p. 143-144

Goodbye

12 Warm-up activity . CE, CO P-A SB


45’ TB p.143 CD
Obtain information by watching an episode of - Complete sheet 3 of the DVD WB
the DVD CO,EO, CE,EE T TB
Learn about English culture: visit to a DVD
secondary school
Consider the importance of different means
to help the community
TB p. 143-144

Goodbye

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UNIT 6: AT THE OUTDOOR CENTRE

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIAL


1 Warm up. TB, p. 146 . CO,EO P-A, TI TRP
45’ SB
Introduce and practise a new lexical group - Observe flashcards to introduce the vocabulary . CD
Revise the Present Simple: Questions and - Introduction of unit contents and Listen, repeat CE, CO, EO P-A
answers cortas con Is there…? Are there…? and indicate pictures .
Flashcards - Listen to names to say the number
Practise the language in the context of a - Read questions and match with answer
dialogue - Perform a dialogue with a classmate-
- Write and Match sentences and pictures
-Write sentences about subjects
- Listen and repeat words to practise a sound CE, CO, EO, TI, TG, TP

SB, ps.50 TB p.147 WB p.61

Goodbye

Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM


-Do activities to reinforce previous work Consolidate studies. TB
-Wordlist, TB 146-147

Extension activities :
- Ideas bank TB p.147 Do exercises to recycle and extend vocabulary CE, EO TI, TG

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2 Warm-up activity . CO, EO, P-A SB
45’ TB p.148 CD
Development activities: (Grammar) - Listen to words saying the number and repeating TB
Revise vocabulary from previous levels after listening again. CE, CO, TI, TP, TG
which are useful for this unit - Read some texts, completing them and then
Revise sentences with There´s…/ there isn listening to check if they are correct
´t:::/ There are - Check the information in the dictionary, Read and
Focus on a learning strategy like: use of circle the correct word
dictionary to check grammatical information - Answer questions about a picture.
Revise the page quickly to solve the Quest - Write four questions and four answers
puzzle - Complete1 and 2. Then write three questions to ask
Goodbye a classmate CO, EO, EE TP, TG
SB, p. 51 , WB p. 62TB p. 148
Reinforcement activities Complete reinforcement sheet 1 of unit 1 to CE, EE TI TR CD-ROM
Do a reinforcement sheet TB p 149 consolidate studies TB
Extension activities :
Do an extension sheet TB p. 149 Do exercises to improve oral and written skills. CE, EE TI
3 Warm-up activity TB p 150 CE, EO P-A, TI SB
45’ Listen for gist . - Listen to a text and answer TRP
Listen for specific information. - Listen to a text indicating True or False . CD
Introduce the first new grammatical - Observe some picture frames , Listen and repeat CE, CO,EO, EE TP, TG
structure: to express future intentions using - Read some sentences to guess and play in pairs
going to in la 3ª person affirmative and - Order the words in some sentences and number
negative the pictures
Practise the new structure via a noral - Observe activity 1, circling the structure which
expression activity indicates future plans
SB, p. 52, WB p.63 TB p.150 - Write about Josh’s plans

Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM
Do the suggested activity TB 151 Consolidate studies. TB
Extension activities :
Do a suggested activity Do exercises to extend grammatical knowledge
TB p.151 CE, EE TI
Grammar WB p 93

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4 Warm-up activity .TB p. 153 CO, EO P-A SB
45’ CD
Consolidate and Practise the main language - Listen to and read a story WB
and the grammar structures in the context of - Listen to story again answering True or False CE, EE., CO TI, TG
a story - Complete the dialogue checking that the answers
Develop reading comprehension skills are correct
Discuss story and act out a shortened - Performance of the play
version - a text about the story
Flashcards
SB, p.53, WB p. 64 TB p. 153
Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI / TP
-Reinforcement exercises TB p. 153 Consolidate studies.

Extension activities : TB
-Extension exercises (TB p153) Do exercises to recycle and extend vocabulary . CE, EE TI/ TP

5 Warm-up activity . EO TG SB
45’ TB p. 155
- Listen and repeat words CE, CO, EO TI, TG, TP CD
Introduce and practise new vocabulary. - Listen and repeat words WB
Read and understand un texto de revista - Read and listen to short texts matching TB
Develop reading comprehension skills the text with the pictures.
Introduce and practise the second new - Read the texts and answer questions
grammar structure questions with going to - Observe, listen and repeat sentences
SB, p. 54 WB p.65 TB p. 155 - Observe pictures completing sentences
Goodbye - Write six questions . Asking a classmate
about future plans
- Write sentences about last weekend
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM
Do suggested activityTB 156 Consolidate studies. TB
Extension activities :
Do suggested activityTB 156 Do exercises to extend grammatical knowledge and CE, EE TP, TG
vocabulary .

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6 Warm-up activity . CE, CO P-A SB
45’ TB p.157 CD
WB
Consolidate the two new grammatical -Listen and Match words with pictures writing the CO,EO, CE,EE, TI TB
structures names in the right place
Consolidate and revise new vocabulary. -Correct mistakes in the summer camp programme
Listen for specific information. -Complete, listen to see if correct and sing the Song
Practise the unit language in the context of Ask and answer questions
a Song and in a personalised activity -Tick correct sentences and write more sentences.
Check information via questions Complete a crossword
WB p. 66-67 TB p. 158

Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TR CD-ROM
Do suggested activities TB p. 158 Consolidate studies. TP TB
Extension activities : EO, IO P-A
Do suggested activities TB p. 158 Do suggested activities CO, EO TG, TI

7 Warm-up activity . CE, CO P-A SB


45’ TB p.159 CD
Learn how to use contour lines on a map - Conversation about the flahcards WB
Read and understand a text about maps and -Read, listen and match headings and paragraphs CO,EO, CE,EE TI TB
contour lines -Read and answer the questions.
Find information in a text -Find information on the Internet
SB, p. 55, WB p. 68 TB p. 159 -Match sentences and pictures
-Observe picture and answer the questions.
Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TB
Reinforcement activity TB p160 Consolidate studies. TP
Extension activities : EO, IO P-A
Reinforcement activity TB p 160 Do suggested activities CO, EO TG, TI

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8 Warm-up activity . CE, CO P-A SB
45’ TB p.161 CD
Entender a text about geo-catching -Observe, read and listen to a text WB
Practise and extend the unit language in a -Listen to and read texts again and answer CO,EO, CE,EE TI TB
real world context. -Read a web page and answer a question.
Recognise the form of a particular type of text -Read text again and answer the questions
a web forum and e:mails. List n and read a text and number drawings in order
Read for gist and specific information. Choose Lisa, Tony or Matt, completing the e:mail and
SB, p. 56-57, WB p 69 TB p. 161 inventing sentence 4

Goodbye
Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TB
Do the reinforcement sheet TB 162 Consolidate studies. TP
Extension activities : EO, IO P-A
Do the extension sheet TB 162 Do suggested activities CO, EO TG, TI
9 Warm-up activity . CE, CO P-A SB
45’ TB p 163 CD
Create and practise a dialogue - Observe photos of Anna, listen and say the letter . WB
Plan and write un e:mail -Listen and repeat a text CO,EO, CE,EE T TB
Assess one’s own learning and performance -Prepare and practise a new dialogue. DVD
in the unit - Prepare a Portfolio
TB p. 163 SB p.57 WB p.70 -Plan and write an e:mail .
-Read sentences and mark with a tick
Goodbye
’ Reinforcement activities Completion of suggested exercises to reinforce and CE, EE TI TB
Do the activity indicated in the TB p164 Consolidate studies. TP TR CD-ROM
Extension activities : EO, IO P-A
Do the activity indicated in the TB p. 164 Do suggested activities CO, EO TG, TI
Test Unit 6 and 5&6
10 Warm-up activity . CE, CO P-A SB
45’ TB p.165 CD
Obtain information by watching an episode of -Complete sheet 1 of the DVD WB
the DVD CO,EO, CE,EE T TB
Learn about English culture: Geo-catching DVD
Consider the importance of team-work
TB p. 165-166

Goodbye

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Explorers 6 – Oxford University Press
11 Warm-up activity . CE, CO P-A SB
45’ TB p.165 CD
Obtain information by watching an episode of - Complete sheet 2 of the DVD WB
the DVD CO,EO, CE,EE T TB
Learn about English culture: Geo-catching DVD
Consider the importance of team-work

TB p. 165-166

Goodbye

12 Warm-up activity . CE, CO P-A SB


45’ TB p.165 CD
Obtain information by watching an episode of - Complete sheet 3 of the DVD WB
the DVD CO,EO, CE,EE T TB
Learn about English culture: Geo-catching DVD
Consider the importance of team-work
TB p. 165-166

Goodbye
13 Warm-up activity . CE, CO P-A SB
45 TB p.167 -Listen to and read a story CD
Revise the grammar and vocabulary from - Number sentences in order WB
units 5 and 6 in the context of a story - Order words in a sentence and write them. CO,EO, CE,EE T TB
-Write sentences in order
SB p. 40-41 WB71 TB p. 168 - Read and correct 4 sentences , using words
provided
14 Warm-up activity . CE, CO P-A SB
45 TB p.169 -Short performance of story CD
Revise the grammar and vocabulary from -Match sentences with pictures WB
units 5 and 6 in the context of a story -Complete questions and write answers CO,EO, CE,EE T TB
-Write about a new Trtter´s Tour
Act out the story
SB p. 40-41 WB72 TB p. 169

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FESTIVAL: CHRISTMAS TRADITIONS

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIAL

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Explorers 6 – Oxford University Press
1 Warm up. CO,EO P-A, TI TRP
45’ TB, p. 170 SB
- Listen, indicate and repeat the words related to CD
Read and understand Christmas traditions in Christmas. Matching pictures and sentences CE, CO, EO P-A
Great Britain and parts of the USA - Dialogue about Christmas traditions in your
Talk and write about Christmas traditions in country EE TI, TG, TP
your country - Answer a question about the theme alter reading it
Learn and sing a carol. again
- Read, listen to and learn a Christmas carol
TB p. 170 SB p.60 WB p 73 - Find words related to Christmas in a word search
-Indicate which picture best represents the song, and
why..
- Complete a conceptual map for your country.
- Write about Christmas where you live

Reinforcement and extension activities EO,CE, EE TI WB


- Do suggested reinforcement TRP
and extension activities. TB p.171 Do exercises to recycle and extend vocabulary TI, TG
- TB

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Explorers 6 – Oxford University Press
2 Warm up. CO,EO P-A, TI TRP
45’ TB, p. 172 SB
CD
Read and understand a story - Observe pictures and answer. CE, CO, EO P-A
Read for gist. - Listen and Read a text .
Read for specific information - Read the store again and match sentences. EE TI, TG, TP
- Read the story again and write True or False
TB p. 172 SB p.61 WB p.74 -Complete a text with the words provided

Reinforcement activities and ampliación EO,CE, EE TI TRP

- Do suggested reinforcement Do exercises to recycle and extend vocabulary TI, TG TB


and extension activities. TB p.173
-

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FESTIVAL: ENVIRONMENT DAY

SESION OBJECTIVES/ACTIVITIES DESCRIPCION SKILLS INTERACTION MATERIAL


1 Warm up. CO,EO P-A, TI TRP
45’ TB, p. 174 SB
- Find words related to the pictures CD
Hear how some children spend environment - Listen again and answer the questions CE, CO, EO P-A
day - Do a quiz
Read, understand and complete an - Read and Match sentences TI, TG, TP
environment questionnaire. - Work with a classmate to make a poster about the
Identify ways of protecting planet Earth environment
.

TB p 175 SB p. 62 WB p.75

Goodbye

Reinforcement and extension activities TI WB


TRP
- Do suggested reinforcement Do exercises to recycle and extend vocabulary EO, CE, EE TG TB
and extension activities. TB p.175

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Explorers 6 – Oxford University Press
2 Warm up. CO,EO P-A, TI TRP
45’ TB, p. 176 SB
CD
Read and understand a story - Observe the pictures and answer the questions.. CE, CO, EO P-A
Read for gist. - Listen and read the story.
Read for specific information - Lectura the story again and answer the questions TI, TG, TP
- Complete the speech bubbles with the expressions
TB p 176 SB p.63 WB p.76 provided

Reinforcement activities and ampliación TI WB


TRP
- Do suggested reinforcement Do exercises to recycle and extend vocabulary EO, CE, EE TG TB
and extension activities. TB p. 177

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Explorers 6 – Oxford University Press
READ MORE: UNUSUAL GARDENS

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIAL


1 CO,EO P-A, TI TRP
45’ Warm up. SB
TB, p. 178 CD
CE, CO, EO P-A
.
Read and understand texts about unusual - Observe the photos and differentiate between A EE TI, TG, TP
gardens and B.
Read for gist - Read and check
Read for specific information
Find out about the lives of children in other - Read the texts again and answer the questions
countries - Find words in the texts
TB p. 178 SB p. 64 WB p. 77 - Using the words from activity 2 complete the text.
- Answer questions and write about your perfect
garden
READ MORE: JOBS WITH ANIMALS

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIAL


1 CO,EO P-A, TI TRP
45’ Warm up. SB
TB, p.180 CD
CE, CO, EO P-A

Read and understand texts about jobs with - Observe the photos and differentiate between A EE TI, TG, TP
animals and B.
Read for gist - Read and check
Read for specific information
Find out about the lives of children in other - Read the texts again and answer the questions
countries - Using the words from activity 2 , complete the text
-Choose a job with an animal and answer the
TB p. 180 SB p. 65 WB p. 78 questions

Goodbye

Explorers 6– Oxford University Press 126


READ MORE: ALTERNATIVE ENERGIES

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIAL

Explorers 6– Oxford University Press 127


1 CO,EO P-A, TI TRP
45’ Warm up. SB
TB, p182 CD
CE, CO, EO P-A

Read and understand texts about alternative - Observe the photos and differentiate between A EE TI, TG, TP
energy and B.
Read for gist - Read and check
Read for specific information
Find out about the lives of children in other - Read the texts again and answer the questions
countries - Find words in the text
- Using the words from activity 2 complete a text.
TB p. 182 SB p. 66 WB p. 79 Answer the question and write about alternative
energy

Goodbye

READ MORE: SPECIAL DAYS

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIAL

Explorers 6– Oxford University Press 128


1 CO,EO P-A, TI TRP
45’ Warm up. SB
TB, p.184 CD
CE, CO, EO P-A

Read and understand texts about festivals - Observe the photos and differentiate between A EE TI, TG, TP
and special days and B.
Read for gist - Read and check
Read for specific information
Find out about the lives of children in other - Read the texts again and answer the questions
countries - Find words in the text
- Using the words from activity 2 complete a text.
TB p. 184 SB p. 67 WB p. 80 -Answer questions and write about a special day

Goodbye

READ MORE: AFTER –SCHOOL CLUBS

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIAL

Explorers 6– Oxford University Press 129


1 CO,EO P-A, TI TRP
45’ Warm up. SB
TB, p.186 CD
CE, CO, EO P-A
.
Read and understand texts about after- - Observe the photos and differentiate between A EE TI, TG, TP
school clubs and B.
Read for gist - Read and check
Read for specific information
Find out about the lives of children in other - Read the texts again and answer the questions
countries - Find words in the text
- Using the words from activity 2 complete a text.
-Answer questions and write about alter-school
TB p. 186 sb P. 68 WB p. 81 activities

Goodbye

READ MORE:SUMMER PLANS

SESSION OBJECTIVES/ACTIVITIES DESCRIPTION SKILLS INTERACTION MATERIAL

Explorers 6– Oxford University Press 130


1 CO,EO P-A, TI TRP
45’ Warm up. SB
TB, p.188 CD
CE, CO, EO P-A

Read and understand texts about summer - Observe the photos and differentiate between A EE TI, TG, TP
plans and B.
Read for gist - Read and check
Read for specific information
Find out about the lives of children in other - Read the texts again and answer the questions
countries - Find words in the text
- Using the words from activity 2 complete a text.
TB p. 188 SB p. 69 WB p. 82 -Answer questions and write about future plans

Goodbye

Explorers 6– Oxford University Press 131


Annex I. THE DEVELOPMENT OF KEY COMPETENCES USING EXPLORERS 6

STARTER UNIT: HELLO


Class Book Workbook Teacher’s book Teacher’s Resource
GRANDAD CD-ROM
Linguistic competence All the activities All the activities All the activities All the activities
Mathematical competence P. 4: Listen . Ask and answer in P. 3: Order the sentences Lesson 1: Listen, point
pairs and repeat
Lesson 1-4Optional
activities; Write the
answers
Competence in knowledge of and P. 6: Look and write
interaction with the physical world
Data processing and digital All the activities
competence
Social and civic competence P.2Read listen. Play the game in Pág3 Write sentences about you and Lesson 1: Warmer:
pairs your friends Comienza la lección
P.3. Act Lesson 3: Ask and answer
4Listen ask and answer in pairs about you
Cultural and artistic competence P.4 Read and guess then listen P.3 Read about Becca. Write about Lesson 1: Warmer Songs
and ceck. Play the game in pairs Alfie Lesson 2 Song
P.5: Listen and read P. 4 Complete the story review Lesson 4: Warmer
P.5 Read and complete

Learning-to-learn All the activities All the activities All the activities All the activities
Autonomy and personal initiative All the activities All the activities Lesson 1: Warmer + Games
. Optional activity; Optional
activity

Explorers 6– Oxford University Press 132


Unit 1: IN THE GARDEN
Class Book Workbook Teacher’s book Teacher’s Resource
CD-ROM
Linguistic competence All the activities All the activities All the activities All the activities
Mathematical competence P. 6-7 Listen , and say the number Reinforcement and
extension activities. Tests
Competence in knowledge of and P.6: Mime actions. Ask and answer P.6: Read and write Lesson 1-12 Warmer : Reinforcement and
interaction with the physical world in pairs. P.9 Read and write the correct letter Comienza la lección and extension activities. Tests
P.8: Play the game P.10- Complete listen and check Optional activities
P. 9: Listen and read. P.15 Look at the pictures … –Stories flash cards–
P.11Learn about seeds
Pág12: Lets explore!
P.64 Unusual gardens
Data processing and digital competence P.11: Explore the Internet with your P..52-54 All the activities
teacher
Social and civic competence P. 6: Ask and answer in pairs. P.8 Look and write Lesson 2: Point and say
P. 8: Listen and repeat P.9 Write the questins and the answers Lesson 6: Ask and answer
P.10 Read and listen P.12: Complete listen and check about you
P.13 Ask and answer
Cultural and artistic competence P. 8 Read and guess.Listen and P.7 Write about the characters. Listen and Lesson 1-12 Warmer : Songs and phonics
check. Play the game repeat Comienza la lección and
P. 9: Story P. 8 Play a game Optional activities
P. 9: Act; P.10 Completye the story review Culture note P.49
P.11 Read again and answer P. 11 complete the table
P. 12 Sing
P. 16 Write about your garden
P.102 Cut out all page

Learning-to-learn All the activities All the activities All the activities All the activities
Autonomy and personal initiative P. 7: Read write the names P.7: All the activities Lesson 1-12 Warmer : Reinforcement and
P. 8Listen and answer, listen again P. 8: Write the verbs on the table.Play the Comienza la lección and extension activities. Tests
and write True or False game Optional activities
P. 10: Listen and repeat P.9 Write questions and answers
P. 10: Read and listen match the P. 10: Read the story again and answer
text and pictures .Listen and repeat True or False
P. 12: Read and listem P. 11: Write sentences using the
P.13: Look at Ellie´s photos. Listen comparative and the superlative
and say the letter P. 12: Listen and write the names
Write about the children in the pictures
P.14 All the activities
P. 15: Write the words under the correct
picture
P.16 All page

Explorers 6– Oxford University Press 133


Unit 2: WHAT´S HER
Class Book Workbook Teacher’s book Teacher’s Resource
JOB? CD-ROM

Linguistic competence All the activities All the activities All the activities All the activities
Mathematical competence P.14: Listen and say the number P.19 Order the questions
P.15 Listen and say the Lumber P. 21 Read and match
P. 16 All the activities P.24 All the activities
Competence in knowledge of P.14 Listen and say the name P.18: Write and Match Lesson 1-12 Warmer : Reinforcement and
and interaction with the P.15 Read aand listen. Enswer the questions P.19 Orde the questions and match Comienza la lección and extension activities. Tests
physical world P.19 Understand Pie charts P.24 . Look at the pie chart. AnswerComplete Optional activities
P. 20 Let´s explore the sentences
P. 21 Let´s talk P.25: Read and and complete a concept map
Data processing and digital P.21 Explore the Internet with your teacher TB P.74-75 All the activities
competence
Social and civic competence P.14 Look at the pictures ask and answer in P.17 Activity 2 Lesson 1-12 Warmer : Reinforcement and
pairs P.18 Write about two other men. Ask your Comienza la lección and extension activities. Tests
P. 16: Look.Listen and repeat.Play the game partner Optional activities
in pairs P.21 Read and complete
P.23: Let´s talk P.22 Write about Lucas and Charlie
P. 24Listen and read P.25 Complete the text with words from the
concept map

Cultural and artistic P. 17: Story. Act P.17 Sounds English Lesson 1-12 Warmer : Songs and phonics
competence P.19 Look at at the pie chart and answer P.19 Write some quiz questions about a Comienza la lección and
P. 21: Look at Eric´s photos. Listen and say friend, ask friend and answer the questions Optional activities
the letter. Make a new dialogue and practise P. 22: Listen and colour the squares. Sing the P.67
P. 22: Listen and read song Cultural Note 71
P. 65: Water sports P.24 Read . Colour the label pie
P.26 Write your future job
P.103 Cut out
Learning-to-learn All the activities All the activities All the activities All the activities

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Autonomy and personal P. 14: Say P. 17: Find , circle and write Lesson 1-12 Warmer : Reinforcement and
initiative P. 15: Read P. 18: Look and read answer the questions Comienza la lección and extension activities. Tests
P.16 Read and guess. Listen an chech. Play P. 20: Write about the story Optional activities
the game P. 21: Write sentences about Andy and Diana. activities
P.17: Listen and read Use adverbs of frequency
P.18 : Read anddo the questionnaire . P.22: Write about Lucas and Charlie. Complete
P. 19 Look at the pie charts ansd answer the crossword
P.21 Read and listen P. 23 Tick the sentences which are true for
P.22 Let´s talk you: Then write six more
Page 26: All the activities
Page 27 -28 : All the activities

Explorers 6– Oxford University Press 135


Unit 3: LIFE WAS DIFFERENT
Class Book Workbook Teacher’s book Teacher’s Resource CD-
ROM
Linguistic competence All the activities All the activities All the activities All the activities
Mathematical competence P.24: Listen and say the Lumber P. 34 Listen and Lumber the picture
P. 25 Listen and say the number
Competence in knowledge of and P.24 Read and and answer P.31:Read and listen tick the correct Lesson 1-12 Warmer : Reinforcement and extension
interaction with the physical world P.26 Listen again Write True or false . picture Comienza la lección and activities. Tests
P.27 Listen and read P.34 Complete use the correct formo f the Optional activities
P. 28 Read and listen. Match the text verb the match
and Pictures P.36 Look at the photos and match…
P. 29 Learning about Roman clothes P.37 Rean the review
P. 30 Read and listen
P. 31 Let´s talk
Data processing and digital P.29 Explore the Internet with your TB P.93-94 All the activities
competence teacher
Social and civic competence P.26 Listen and repeat P.29 Find six differences. Write Lesson 1-12 Warmer : Reinforcement and extension
P.26: Read and guess. listen and P.30 Write questions in code and ask your Comienza la lección and activities. Tests
check.Play the game in pairs. patner Optional activities
P.28: Read again and answer P.33 Write some True and False
P. 29 Look at this historical resources sentences.. Ask your partner
P.31 Read the game review quickly… P.35: Ask and answer
P.31. Listen and repeat
Cultural and artistic competence P. 27: Story. Act P.29 Sounds English Lesson 1-12 Warmer : Songs and phonics
P. 29: Learning about Roman clothes P. 32 Read the story again and write True Comienza la lección and
P. 66 Alternative energies or False Optional activities
P. 34 Complete. Then listen and check. Cultural notes. P.96
Sing
P. 36 Activity 3
P.105: Cut out
Learning-to-learn All the activities All the activities All the activities All the activities
Autonomy and personal initiative P. 24: Say P. 29: Write for sentences about yourself . Lesson 1-12 Warmer :
P.25 Read P. 30 : Write words in the correct list Comienza la lección and
P. 26: Listen ,Which words do you hear? P. 31: Write about Liam´s granny. Write Optional activities
P.28: : Listen and repeat about yourself activities
P. 29 activity 3 P. 32 Write about the story
P. 31 Look at Anna´s photos. Listen and P. 33 Complete the table. Read and
say the letter complete
P.35 Tick the sentences which are true for
you. Then write six more
P. 36: Label the artefacts
P.37 Complete the review…
P. 38 All the activities

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Unit 4: LAST WEEKEND
Class Book Workbook Teacher’s book Teacher’s Resource
CD-ROM
Linguistic competence All the activities All the activities All the activities All the activities
Mathematical competence P.32: Listen and say the Lumber P.41 Order the questions
P.33 Listen and say the number P. 47 Read and number
Competence in knowledge of and P.32 Read and ANSWER P.40:Look and write Lesson 1-12 Warmer : Reinforcement and
interaction with the physical world P.34 look listen and repeat . P.42 Complete. Listen and check. Comienza la lección and extension activities. Tests
P.37 Looking at sculptures P.44 Complete with the correct form of the verb Optional activities
P. 38Read and listen. Answer the questions P. 47 Read the diary entries. Complete the table
P. 39 Let´s talk
Data processing and digital Pág37 Explore the Internet with your TB P.119-120 All the activities
competence teacher
Social and civic competence P.32 Make more questions ask and answer P.40 Play a memory game and ask your partner Lesson 1-12 Warmer : Reinforcement and
in pairs P. 41 Wrte four questions about yesterday. Ask Comienza la lección and extension activities. Tests
P. 34: Look listen and repeat and answer Optional activities
P.36Listen and repeat P.45 Ask and answer
P. 37 Read , listen and answer P.46 look at the sculptures. Complete the table.
P. 38 Read and listen Ask and answer about sculptures in your area
P.39 Read Farid and Anna´s diaries

Cultural and artistic competence P. 35: Story. Act P.39 Sounds English Lesson 1-12 Warmer : Songs and phonics
P.36. Activities 2 and 3 P. 40 look and write what did they do yesterday Comienza la lección and
P. 37:looking at sculptures Pág,42 Write about the story Optional activities
P. 38 Read and listen: P.43 Look and read.Correcte the sentences. Cultural notes. P.115
P. 40 Listen and read Draw a picture and write a sentence. Complete
P.67: Special days the puzzle
P.44 Activity 3 .Sing
P.45 Do the crossword
P. 107 Cut out
Learning-to-learn All the activities All the activities All the activities All the activities
Autonomy and personal initiative P.32 Say P. 39: Look and write. Write .What did you do last Lesson 1-12 Warmer :
P. 33Read weekend? Comienza la lección and
P. 36: Read again and answer. Look listen P. 40: Write the past simple form. Look and write. Optional activities
and repeat What did they do yesterday? activities
P.37 Read again. and answer P.41: Activities 1 and 2
P.39 Look at Farid´s photos. Listen and say P. 42 : Complete listen and check
the letter P.45 : Tick the sentences which are true dor you.
Make a new dialogue and practise Then write six more
P. 47 Complete the diary page
P.48- 50 All the activities

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Unit 5: AT SCHOOL
Class Book Workbook Teacher’s book Teacher’s Resource
CD-ROM
Linguistic competence All the activities All the activities All the activities All the activities
Mathematical competence P.42: Listen and say the number P. 53: Activity 1
P.43 Listen and say the number P.55: Look and write
P. 58: Read and match
P. 59 Use the table to com`plete the poster
Competence in knowledge of and P.42 Read and match P.51:Look and write Lesson 1-12 Warmer : Reinforcement and
interaction with the physical world P.44 Listen and repeat P.54 Read the story again . Write True or False . Comienza la lección extension activities. Tests
P. 46 Read and listen… P.59 Read and complete the table… and Optional activities
Pág47 Food hygiene
P.48 Read and listen
P.49 Let´s talk
Data processing and digital P.47 Explore the Internet with your TB P.143-144 All the activities
competence teacher
Social and civic competence P. 42: Look at the picture. Ask and P.52 Look ask and answer with a partner Lesson 1-12 Warmer : Reinforcement and
answer in pairs .Read and answer P.53 Activity 2, 3 and 4 Comienza la lección extension activities. Tests
P.44: Read and guess. Listen and P. 55: Talk about your local area. Ask and answer and Optional activities
check.Play the game in pairs P.56 Complete
P. 46 Read again. Answer P. 59 Tick the sentences which are true for you…
P. 47 Activity 1,2 and 3. Ask and answer
P. 49 Let´s talk
Cultural and artistic competence P. 45: Story. Act P.51 Sounds English Lesson 1-12 Warmer : Songs and phonics
P.46. Read and listen P. 53 Activity 2 Comienza la lección
P. 47: Food hygiene P. 54 Complete the story review and Optional activities
P. 48: Listen and read P.56: Complete. Then listen and check. Sing Cultural notes. P.140
P. 49: Make a new dialogue and P. 57 Ask and answer
practiseRead the poster quickly Pág,57 Complete the crossword
P.68: After-school clubs P. 109 Cut out
Learning-to-learn All the activities All the activities All the activities All the activities
Autonomy and personal initiative P.42 Say P. 51: Activity 2 Lesson 1-12 Warmer :
P. 43: Read P. 52: Write the words in the correct section Comienza la lección
P.44: Listen again and answer P. 53 Look and write. Guess the words and then and Optional activities
P.46 Listen and repeat. Read again. check in a dictionary activities
Answer P. 54 Write about the story
P.47: Read and listen to the food P. 55 Activity 2
hygiene rules.Match. P.56 All page
P.49 Look at Gina´s photos… P.58 Read and match. Then complete. Circle
eight things that don’t follow the hygiene rules
P. 60 All page

Explorers 6– Oxford University Press 138


Unit 6: AT THE OUTDOOR CENTRE
Class Book Workbook Teacher’s book Teacher’s Resource CD-
ROM
Linguistic competence All the activities All the activities All the activities All the activities
Mathematical competence P.50-51: Listen , and say the number P.63 Order the sentences
P.71 Order and write
Competence in knowledge of and interaction P.50 Look at the picturer. Then read and P.61:Look and write Lesson 1-12 Warmer : Reinforcement and extension
with the physical world answer P. 62: Look at the dictionary entries Comienza la lección and activities. Tests
P. 52 Look listen and repeat P.64 complete Optional activities
P.54 Read , listen and natch P.68 Match .Look and answer
P.55 Using contour lines on map P.69 Listen and read…
P. 56Read and listen. Answer the questions
P. 63 Let´s talk
Data processing and digital competence Pág55 Explore the Internet with your P. 69 Complete the e.mail TB P.164-165 All the activities
teacher
P. 57 Read the web page quickly
Social and civic competence P.50 Ask and answer in pairs P.62 Complete then write three sentences Lesson 1-12 Warmer : Reinforcement and extension
P. 51 Read and complete then listen and and ask your patner Comienza la lección and activities. Tests
check P.64 Read the story again. Answer True or Optional activities
P.52: Listen again and choose. Play the False.
game in pairs P.65 Write questions ask your partner and
P. 54Listen and read match the text and write about their plans
pictures
P. 55Read and listen…
P.57: Read again and listen. Let´s talk
Cultural and artistic competence P. 53: Story. Act P.61 Sounds English Lesson 1-12 Warmer : Songs and phonics
P.54. Read again and answer P.62 Activities 2 and 3 Comienza la lección and
P. 55: Using contour lines on map P.63Write about Josh plans Optional activities
P. 57 Look at Anna´s photos. Listen and say P. 63 Write about the story Cultural notes. P.168
the letter. P. 66 All page: sing the song
Make a new dialogue and practise P.70 : Write your e:mail
P. 69 Summer plans P.111: Cut out
Learning-to-learn All the activities All the activities All the activities All the activities
Autonomy and personal initiative P.50 Say P.61 Write sentences about your area Lesson 1-12 Warmer :
P. 51: Listen again and repeat. Read P. 62: Write four questions and answers Comienza la lección and
P. 52: Listen and answer P.63 Write about Josh´s plans Optional activities
P.53 Listen and read P. 64 Read the story again , answer True or activities
P.54 Look listen and repeat False
P.55 Read again and answer. P. 65 Look and complete the sentences
P.56Read and listen. P.67 Tick the sentences which are true for
P.57: Read again and listen and answer you. Then write six more sentences
P.58: Make a newe dialogue and practise P.69 Complete de e:mail. Invent sentence 4
P. 58 Listen and read P. 70-72: All the activities

Explorers 6– Oxford University Press 139


Extras: STORIES, CULTURE
Class Book Workbook Teacher’s book Teacher’s Resource CD-
and FESTIVALS ROM

Linguistic competence All the activities All the activities All the activities
Mathematical competence P.75: Read and calculate
Competence in knowledge of and P.60-61: Christmas traditions: Listen P.73 y 74 : All the activities P.49 Flats are popular with single people
interaction with the physical world and read. Sing P. 75 y 76: All the activities and young couples in Britain
P. 62-63: Environment day Page 77 – 82 : All the P. 71 In Britain over de age of 14 are
Listen and read activities allowed to do part time jobs.
and Listen P. 96 In the Second world war, Betchley
Park was the headquarters of intelligence
staff
P. 119. Brighton is a city of around…
P. 144 Over 90%of British school pupils…
P. 168 Geo-catching is a modern treasure-
hunt…
Data processing and digital
competence
Social and civic competence P. 60-63 Listen Read and talk Pág73 Activity 1
P.66-67: Listen and read P.74 Read the story and
P. 68 -69 Listen and read and do the match
quiz P.75 Match the phrases and
the pictures
Cultural and artistic competence P. 60-63 Listen Read and talk P. 73 Complete and sing the
Carol
P.66-67: Listen and read
P. 68 -69 Listen and read and do the
quiz
Learning-to-learn All the activities All the activities All the activities
Autonomy and personal initiative P. 60-63 Listen Read and talk P.74 y 76 Complete the
soeech bubbles

Explorers 6– Oxford University Press 140


Annex II. DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH
DEPARTMENT

3rd cycle primary


School

Address

Town Province Post Code

I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT

1
2
3
4
5
II. DISTRIBUTION OF PUPILS

Level Number of pupils Number of groups

III. STUDENT CHARACTERISICS

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

– General characteristics
– Characteristics of different groups
– Characteristics of one particular group

(Give details of basic objectives for dealing with these groups, prioritising the groups’ needs and
outlining strategies to be used and their timing.)

IV. PROFILE OF SCHOOL

(omit those which are not relevant)


Social level High Medium Low Mixed
Geographical City
Suburb Small town Rural
area Cbetween
Nº of students with
Special needs:
Observations:

V. Learning characteristics of the different groups

(omit those which are not relevant)

General

Group A
 Pupils like learning through play.
 Pupils show a lot of/little creativity and imagination.
 The curiosity of pupils is easily/not easily engaged.
 Pupils like/don’t like expressing their emotions.
 Pupils are capable/incapable of organising and analysing their own learning.
 Pupils are/are not conscious of the advantages of group work in class.
 Pupils express themselves coherently/incoherently and correctly/incorrectly in their own
language.
 Pupils need/don’t need to understand all the words in a text to understand it.
 Pupils like/don’t like reading at home.
 Others.

Group B
 Pupils like learning through play.
 Pupils show a lot of/little creativity and imagination.
 The curiosity of pupils is easily/not easily engaged.
 Pupils like/don’t like expressing their emotions.
 Pupils are capable/incapable of organising and analysing their own learning.
 Pupils are/are not conscious of the advantages of group work in class.
 Pupils express themselves coherently/incoherently and correctly/incorrectly in their own
language.
 Pupils need/don’t need to understand all the words in a text to understand it.
 Pupils like/don’t like reading at home.

Explorers 6– Oxford University Press 142


 Others.

Group C
 Pupils like learning through play.
 Pupils show a lot of/little creativity and imagination.
 The curiosity of pupils is easily/not easily engaged.
 Pupils like/don’t like expressing their emotions.
 Pupils are capable/incapable of organising and analysing their own learning.
 Pupils are/are not conscious of the advantages of group work in class.
 Pupils express themselves coherently/incoherently and correctly/incorrectly in their own
language.
 Pupils need/don’t need to understand all the words in a text to understand it.
 Pupils like/don’t like reading at home.
 Others.

Group D
 Pupils like learning through play.
 Pupils show a lot of/little creativity and imagination.
 The curiosity of pupils is easily/not easily engaged.
 Pupils like/don’t like expressing their emotions.
 Pupils are capable/incapable of organising and analysing their own learning.
 Pupils are/are not conscious of the advantages of group work in class.
 Pupils express themselves coherently/incoherently and correctly/incorrectly in their own
language.
 Pupils need/don’t need to understand all the words in a text to understand it.
 Pupils like/don’t like reading at home.
 Others.

VI. PRIORITISATION OF NEEDS

(To be completed by teachers)

General needs

Specific needs of different groups

Group A

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Group B
Group C
Group D

Specific individual needs

Group A Pupil
Group B Pupil
Group C Pupil
Group D Pupil

VII. STRATEGIES

(To be completed by teachers)

a) With pupils

b) With teachers

c) With parents and tutors

VIII. CRITERIA FOR GROUPING PUPILS

(omit those which are not relevant)

Human resources
Support teachers
Psychologist

Criteria
Alphabetical order
Flexible grouping (specify what type and give reasons)
Small support groups within/outside the mainstream class
Pupils with special sensory needs in different groups/classes

IX. ORGANISATION OF SPACE AND TIME

Explorers 6– Oxford University Press 144


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

 Video - DVD
 TV
 Radio cassette/ CD player
 Video camera
 Computers
 Pizarra Digital Interactiva
 Internet connection(WiFi, others…)

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

Spaces available in the school


(omit those which are not relevant)

 Multi-use areas
 Language laboratory
 Computer room
 playground
 Gymnasium
 Teatro
 Library

Criteria for use of common spaces


(Note here anyobsdervations about when, how and why these spaces are used for English
classes.)

Distribution of classroom space

Explorers 6– Oxford University Press 145


(omit those which are not relevant)

 Pupils’ desks arranged in rows


 Pupils’ desks arranged in “U”
 Specific corners: Class library, transversal topics, games, crafts, etc.
 Others
X. OUTINGS AND OTHER ACTIVITIES COMMON TO THE WHOLE SCHOOL AND TO

OTHER GROUPS

(Note here any educational or other outings planned.)

Outing and
Group/s Term/
Profesores activity Observations
Dates
descriptions

Explorers 6– Oxford University Press 146


XI. CLASS TIMETABLES

Teacher’s name and position:

TIME Monday Tuesday Wed. Thursday Friday

Teacher’s name and position:

TIME Monday Tuesday Wed. Thursday Friday

Teacher’s name and position::

TIME Monday Tuesday Wed. Thursday Friday

Explorers 6– Oxford University Press 147