KB3&4 Updated+2Edition CurricularProject LOMCE 2015 Eng

Kid’s Box 3 & 4
ENGLISH FOR SPANISH SPEAKERS

UPDATED 2ND EDITION
Caroline Nixon & Michael Tomlinson
Primary Education
3&4
Curricular Project
Kid’s Box 3 & 4 – Updated 2nd Edition – Curricular Project - 1 - © Cambridge University Press 2017
INDEX
School and department information
1 Methodology
1.1 Philosophy
1.2 What does Kid’s Box offer?
1.3 Components
2 Objectives
3 Key competences
3.1 Introduction
3.2 Kid’s Box's contribution to acquiring Key competences
3.3 Key competences in Kid’s Box
3.4. Multiple Intelligences
4 Contents
4.1 Content blocks
4.2 Core contents
5 Learning standards
6 Evaluation
6.1 Presentation
6.2 Assessment criteria
6.3 Assessment in Kid’s Box
6.4 Evaluation in Kid’s Box
7 Individual needs
8 Development of units of teaching

8.1 Contents
Block 1. Comprehension of oral texts
Block 2. Production of oral texts
Block 3. Comprehension of written texts
Block 4. Production of written texts
Ø Linguistic knowledge
- Communicative functions
- Vocabulary
- Syntactic-discursive contents
- Pronunciation and spelling
- Classroom language
Ø Learning strategies
Ø Socio-cultural and socio-linguistic aspects
8.2 Key competences: Descriptors – Activities

8.3 Cross-curricular subjects and values education.
8.4 Inter-disciplinary focus
8.5 Encouragement to read
8.7 Contents - Assessment criteria - Key competences
Annex - Key Skills Assessment Rubric
SCHOOL AND DEPARTMENT INFORMATION
CURRICULAR PROJECT FOR ENGLISH DEPARTMENT
School information
School
______________________________________________________________
Location _______________________________________________________
City/Town_______________ Postal Code__________
 Groups
Stages Number of Number of groups

students
Primary 3
Primary 4
 Students’ profile
Social background (high, medium, low, miscellaneous)

_____________________________________
Geographical profile (city areas, outskirts, countryside…)

_______________________________________________________________
Number of students with specific needs

___________________________________________
 Group criteria
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
 General needs
_______________________________________________________________
______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________________________________________
 Specific need for each group

______________________________________________________________
_______________________________________________________________
_______________________________________________________________
______________________________________________________________
 School devices
 TV and DVD
 CD player
 Video camara
 Computers
 Interactive whitboard
 Projector
 School rooms
 Language classroom
 Language lab
 ICT room
 Gim
 Library
 Classroom
 Tables in a row
 Tables in a semicircle
 Specific areas: Reading corner, cross-curricular corner, games corner, crafts
corner, etc.
 Visits out of the school and activities

Date ____________________
Groups
_____________________________________________________
Teachers
___________________________________________________
Activity description
_______________________________________________________________
Observations
__________________________________________________________
 Class timetable
Teacher’s name _________________________________________
HOUR Monday Tuesday Wednesday Thursday Friday
Teacher’s name _________________________________________
Teacher’s name _________________________________________
1 METHODOLOGY
1.1 Philosophy
Kid’s Box initiates pupils in the pleasure of learning English and allows them to
improve their standard continually throughout the six books in the series.
Kid's Box has been designed specifically for schools in Spain, taking the Spanish
syllabus into account, and so that the linguistic competences taught are appropriate for
the pupils' age groups and their cognitive development.
Th series has been written taking into account the proposals included in the Common
European Framework of Reference for Languages (CEFR). CEFR objectives are those
of the Cambridge English exams: Cambridge ESOL (English for Speakers of Other
Languages) Young Learners:
Cambridge English: Starters (below A1 level)

Cambridge English: Movers (equivalent to A1 level)
Cambridge English: Flyers (approximately CEFR A2 level)
The contents of Kid’s Box are those of the Cambridge English exams: Young
Learners so each cycle of two levels corresponds with one of the exams. So the
material covered in the first two courses is that dealt with in the Starters exam; that in
the third and four course, with the Movers exams; in the fifth and sixth course, with the
Flyers exam. All levels include examples of the type of activities used in the exams.
At the end of each unit in the Activity Book there is a page for practising one of the
parts of the Cambridge English exams: Young Learners. These pages have been
designed to reproduce the format of the real exams, but have also been carefully
graded to use language which the pupils already know.
All six levels contribute to developing the pupils' skills in four areas (oral
comprehension, oral production, reading and writing) while, cognitively, it presents
them with a challenge and helps them to feel a real sense of progress in their learning.
This point is particularly important because one of the keys to this teaching method is
personal experience.
As Plutarch reminds us, “The mind is not a recipient to be filled up but, rather, a fire to
be lit”. Kid’s Box is based on this idea of learning. As pupils learn most when they are
interested and paying attention, one of the features of Kid’s Box is the continual use of
attractive materials and entertaining activities which keep pupils mentally and
physically involved and encourage them to understand the language by themselves.
The first six sessions present new language structures, including a chant, a song, an
illustrated story (a picture story) with matching activities. Odd number units have two
additional lessons for introducing and developing cross-curricular material (CCM) and
developing and encouraging inter cultural consciousness and values.
The second volume of Kid’s Box has features specifically prepared for Spanish pupils;
school book italic font is used throughout the Pupil's Book, Activity Book, My Home
Booklet, Language Portfolio, posters and the word cards for levels 1 and 2. The course
also take the specific needs of centres with bilingual projects into account, for example
by making greater use of grammar contents and practising them more.
1.2 What does Kid’s Box offer?
The Kid’s Box materials have been prepared with the aim of awakening pupils' interest
and enthusiasm using the following strategies: humour from the characters and in the
comics. One of the main principles when creating Kid’s Box was to make the most
stimulating course possible for the youngest pupils. For primary eduction pupils,
motivation is crucial in order for the language to be properly retained. We have tried to
include some humour in the presentations and, in particularly, the the comics at the
end of each unit. These comics are designed for revising what the pupils have studied
and to encourage them to study more due to their interest in following the characters'
adventures. They also motivate and act as 'prizes' at the end of each unit.
Creativity and learning through actions and activities. Drawing, colouring in, ‘make
and do’, songs, games and chants are all activities which, at first sight, may arouse
suspicion and seem to be of limited teaching value for learning acquisition. However,
these types of activity are an integral part of the learning process, allowing pupils to be
creative and they contribute to pupils retaining what they have learned in an efficient
way.
They connect the outside world with the classroom in such a way that pupils learn
about the world around them at the same time as they learn English. This helps them
to understand that English is more than just a school subject and to see ways in which
English can be used as a means for learning other things too.
Discovering and developing pupils' autonomy to help them become able to learn in an
efficient way and continue with their learning process. Pupils are encouraged to learn
things by themselves. Kid’s Box includes self-correcting activities, revision vocabulary
lists and other activities for developing pupils' autonomy. The series encourages this
approach in order to enable pupils to later on be able to investigate things outside the
classroom independently.
Encouraging tolerance and respect. Helping pupils to value cultural diversity, respect
differences and develop human values. Respecting and protecting the environment is
closely connected with respecting other people, and this is made apparent throughout
Kid’s Box.
The teacher takes on the role of tutor and facilitator for learning using pair and group
activities as well as role plays. This type of communication activities give pupils the
chance to work independently, without the teacher. During this type of activities, the
teacher is a tutor and facilitator, staying in the margins and only supervising and
intervening as necessary.
Practical tasks such as songs, games, chants, activities in pairs, etc, related to pupils'
surroundings. To make language learning a satisfying experience, pupils need
activities which are contextualised and relevant to their surroundings. Kid's Box offers
numerous opportunities to practice the language actively. It is only through repetitive
practice that pupils can develop skills, reflect and comprehend. When all is said and
done, you learn to swim in the water…
In fact, there is a double page in each unit for Foreign Language Contents Integrated
Learning (FLCIL). These lessons aim to put language learning in context and also help
to learn other subjects. They perfectly complement other areas of the syllabus which
the pupils are studying, in this way helping them to consolidate their general learning.
This means that pupils are motivated by the interesting subjects which encourage their
learning. Care has be taken to grade language levels so that the lessons which
combine contents and language are easy to carry out and also efficient and
entertaining. Pupils' various abilities are also taken into account in order to guarantee
absolutely all pupils' participation.
One of the reasons integrated learning offers such good results is that English is
increasingly not just another subject: it is also the language in which other subjects
such as Natural and Social Sciences are taught. This change means that pupils are
exposed to the new language and can start to use it in a natural way at the same time
as The pupils acquire non-linguistic knowledge.
Consistent with the whole method, CLIL lessons take into account the needs of
different types of learning: logical-mathematical, visual-spatial, musical, interpersonal
and movement (body kinaesthetic) intelligence as well as linguistics, which are all
taken into account when teaching English as a language.
1.3 Course Skills
In each of the six levels in Kid’s Box there is a Pupil's Book (with My Home Booklet)
and an Activities Book (with stickers, CD-ROM & Language Portfolio) for the pupils and
the teacher: Class Audio CDs, Teacher's Book, Resources Pack for the teacher with
and Audio CD, posters and Digital Box for digital boards. Levels 1 to 4 also have
flashcards and word cards. There is a Tests CD-ROM (with Audio CD) for the teacher
for every two levels.
The Pupil's Book has 96 pages in full colour divided into eight units and an introductory
unit. After every two units there is a revision section, called 'Review', which offers
attractive, stimulating material for revising vocabulary and grammatical structures
learned in the previous two units. The comics at the end of each unit star the detectives
Lock and Key.
At the end of each unit there is a page of cross-curricular contents (CLIL).
At the end of the Pupil's Book there is a double page for studying the values in each
pair of units, a pronunciation section called "Say it with me", four festivals and a
grammar reference section.
The Pupil's Book also includes My Home Booklet, with 32 pages for pupils to revise the
contents and skills worked on at home with their parents.
The Activities Book provides 96 pages to enable pupils to practise new vocabulary and
reinforce their understanding.
The Activity Book also has eight pages of practical activities for Cambridge English:
Young Learners exams (Movers), as well as a grammar reference section.
El Activity Book comes with a CD-ROM designed to bring out the learning experience
using dynamic games for practising the main vocabulary and structures in each unit
and which encourage pupils to reflect on pronunciation and oral oral comprehension.
Pupils have a Language Portfolio online which, in line with MRE instructions,
encourages pupils to evaluate their own work and records the progress of each pupil
throughout primary education.
The audio CDs contain all the necessary listening material for the Pupil's Book and the
Activity Book, including the songs and picture stories. Songs are available in sung and
karaoke versions.
The Teacher's Resources Pack offers a wide range of activities in order to offer varied
solutions, as well as back-up and extra material activities for each unit. The free audio
CD also includes extra YLE exams with listening material. Likewise, the word cards are
used for reinforcing new vocabulary.
The Teacher's Book offers teaching steps for each lesson as well as the transcriptions
of the recordings in all the listening activities and the answers for all the activities, an
overall view of the syllabus in each level, extra activities, photocopiable pages and
evaluation activities.
The interactive DVD includes animated versions of the comics, animated songs,
documentary videos, interactive games and quizzes.
2 OBJECTIVES
Law 8/2013, 9th December, for the Improvement of Educational Quality,

defines the syllabus as a series of objectives in each subject and educational stage;
competences, or the ability to activate and apply the contents of each subject and
educational stage in an integrated way, competences, or all the, abilities, skills and
attitudes which help achieve the objective of each subject and educational stage and
the acquisition of competences; didactic methodology, which includes the description
of teaching practices and the organization of teachers' work; gradable standards and
learning results ; and criteria of evaluation of the degree of competence acquisition
and the objectives of each subject and educational stage.
The general objectives for this level are connected with the skills which pupils will have
to use in all areas1:
1
Royal Decree 126/2014, 28th February, State Bulletin 52, 1st March 2014.
a) Learning about and appreciating the values and norms of coexistence, learning
to behave accordingly, preparing to become an active citizen and respect human
rights, and the plurality typical of democratic societies.
b) Developing individual and team work habits, effort and responsibility when
studying, confidence in oneself, critical capacity, personal initiative, curiosity, interest
and creativity when learning, and an enterprising spirit.
c) Acquiring skills for preventing and solving conflicts which allow pupils to work
independently in the family context and in other social groups.
d) Learning about, understanding and respecting cultural differences and

differences between people, equal rights and opportunities for men and women and
the non-discrimination of disabled people.
e) Learning about and using the Spanish language appropriately and, if there is one,
the co-official language of their Autonomous Community and developing reading
habits.
f) Acquiring basic communication skills in at least one foreign language, allowing

pupils to express and understand simple messages and get by in every day situations.
g) Developing basic mathematical skills and starting to solve problems which

require basic calculation skills, knowledge of geometry and estimations, as well as
being able to apply this knowledge in daily life.
h) Understanding the basic characteristics of Natural Sciences, Social Sciences,

Geography, History and Culture.
i) Starting using ICT for learning, examining messages received and sent critically.
j) Using different artistic manifestations and expressions and learning to make

visual and audiovisual presentations.
k) Valuing hygiene and health, accepting your own body and others', respecting
differences and using physical education and sport as means of encouraging personal
and social development.
l) Learning about and valuing animals closest to humans and behaving in ways that
help to look after them.
m) Developing emotional skills in all personal areas and relationships with others as
well as opposing violence, all types of prejudice and sexist stereotypes.
n) Encouraging road education and respect, which helps to prevent traffic accidents.
3 KEY COMPETENCES
3.1 Introduction
In line with the European Parliament and Council's Recommendation 2006/962/EC,

18th December 2006, about key competences for continually learning, Decree
126/2014, 28th February, establishes a basic syllabus for Primary Education based on
promoting learning by competences integrated in syllabus items.
These competences are taken to be "know-how" in the context of any academic, social
or professional context. Learning using competences encourages learning and
motivates learning as overall procedures for learning about each subject are acquired.
Pupils have to develop Key competences throughout their compulsory education, in

both primary and secondary levels. These skills help them to fulfil their potential, to
become active citizens, become successful in their adult lives and enable them to
enjoying continual learning.
Each and every part of the syllabus encourages the acquisition and development of
these skills. Because of this, working on certain areas makes it possible to reach these
objectives. They are not limited to particular subjects or levels. Some of the
indispensable factors for achieving success include: the way in which centres are
organised and managed; the style of teaching; the way in which key parts and players
in the educational community interact; the availability of extra-curricular and
complementary activities.
LOMCE uses the definitions of key competences established by the European Union2.
LC - Linguistic Communication
MSCT- Mathematical competence and basic competences in science and
technology.
DC - Digital Skills
LL - Learning to Learn
SCS - Social and Civic Competences.
SIE - Sense of Initiative and Entrepreneurship
CCE - Cultural Conscience and Expressions
Connections between contents, skills and assessment criteria are described in Order
ECD/65/2015.
Kid’s Box complies with the laws and instructions given by the authorities with regards
to education. The general approach is based on the acquisition of practical knowledge.
The objective is to enable pupils to develop thanks to continual learning.
The great variety of activities included in Kid’s Box help to integrate the learning of a
foreign language with other parts of the syllabus. The programme is also designed to
help with the overall development of the seven skills.
2
European Parliament and Council recommendations for key competences for continual learning, 18th December 2006
(2006/962/CE)
3.2 Contribution de Kid’s Box to the acquisition of Key competences
Learning a foreign language leads to acquiring Key competences in the same way that
studying other subjects does. This acquisition process is equally intense throughout the
different levels which make up the education system which pupils follow.
Kid’s Box contributes efficiently and systematically to acquiring each of the Key
competences and does so within a communicative framework which guarantees that
pupils become competent in English. This communicative approach is followed
throughout the six levels in primary education.
Kid’s Box's teaching objectives and the choice of contents have been selected in
order to guarantee the development and acquisition of these Key competences.
Linguistic skill is based on the use of English as the vehicular language for oral and
written communication.
Developing this skill by studying a foreign language leads to pupils improving their skills
to express themselves orally and in writing. They develop this skill by using the
appropriate linguistic register and discourse in each situation that they find themselves
in.
Pupils' linguistic skills improve as they recognise and gradually master the rules in the
foreign language. To ask for help, they can use their own language and reflect on the
process of learning the new language.
The activities in Kid’s Box allow pupils to acquire and develop the four skills (oral oral
comprehension, written comprehension, oral expression and written expression),
continually reinforcing the language with the underlying grammatical rules for learning
English.
Mathematical skill is connected with the ability to reason. This involves making
judgements and reaching conclusions by solving problems and using logic in a
coherent manner. It is also important to use mathematical concepts in everyday life.
In order to acquire this skill, pupils must know and use the numerical system and its
symbols. They must be familiar with different ways of expressing and finding solutions
in numerical terms, while linguistic skills enable them to reason, develop explanations,
form hypotheses and make use of deductive and inductive arguments, etc.
The activities in Kid’s Box are often connected with mathematical processes. Pupils
are presented with tasks involving reasoning and logic, including mathematical tasks,
both orally and in writing. In this way the course helps them to develop and improve
this skill.
Basic competences in science and technology involve being able to understand events
and phenomena. This involves making predictions based on what has been heard or
read about in connection with dietary habits, health and the environment, and being
responsible consumers in daily life.
Kid’s Box offers a wide range of oral and written texts with clear, detailed contents
about these subjects, in this way encouraging pupils to understand events and
phenomena and predict their consequences. Pupils improve their skills in English at
the same time as they acquire this knowledge.
To be able to deal with this information and acquire digital skills pupils must know
how to read, analyse and transmit the information they extract from all types of texts in
English. They must be able to choose and organise the information which they hear
and read. At the same time, this skill is directly connected with the integration of
multimedia resources in the learning process.
Thanks to the interactive DVD and the CD-ROM, Kid’s Box help pupils to become
more competent in their use of digital technology. There are also texts in which the
handling of information plays a crucial role, without this undermining other skills.
Learning to learn concentrates pupils' attention on what is expected of them in order

to learn English. Memory and self-evaluation skills are also dealt with. Both of these
skills are needed in all learning processes in which pupils form hypotheses about
language, using the wide variety of examples from real life which are introduced in the
text.
Kid’s Box challenges pupils to get involved in an active way in the learning process
when dealing with linguistic contents. Linguistic roles are taught in a subtle way so that
pupils make their own deductions and hypotheses in a natural way, basing themselves
on the principles of "universal grammar" which are intrinsic to acquiring a language.
Furthermore, thanks to the European Portfolio, the course involves a continual process
of self-evaluation which, at the same time, reinforces the basic skill of Learning to
learn. Throughout the learning process, Kid’s Box continually encourages pupils to
take part in cooperative learning, another pillar of learning to learn and, in this way,
English becomes an tool for thinking about, interpreting and representing reality.
Social and civic skills consists of discovering and becoming familiar with the different
social and cultural bases which underlie the English language. Likewise, respect and
other values are reinforced by pair and group work.
Kid’s Box teaches about cultural values - always teaching in English - not only from
British society and customs but also from other English-speaking countries such as
Australia and the States. Respect and values are encouraged in a society which is
continually evolving, in which cultural diversity stands out as one of the principles for
the 21st Century. The contents of Kid’s Box complement work carried out in the
education system to reinforce these values and, in this way, helps pupils to acquire
social and civic skills.
Sense of initiative and entrepreneurial spirit means being able to approach the
learning process in an autonomous way or, otherwise, in cooperation with others in
order to carry out whichever task is put forward.
Kid’s Box encourages pupils to work autonomously, praising their sense of

responsibility and self-knowledge as well as their creativity and imagination.
Furthermore, as evaluation is closely connected with being critical and value
judgements which can be made individually or in groups, respect and understanding
(towards themselves and towards classmates) are also encouraged.
Pupils take part in activities which allow them to reinforce their enterprising spirit and
business sense using creativity, autonomy, initiative, team work, self-confidence and
critical awareness.
Self discovery and development are to be found behind Cultural consciousness and
expression. This skill develops the ability to understand and evaluate cultural and
artistic manifestations in a critical way. As with social and civic skills, these skills
reinforce human values.
Kid’s Box methodological approach is interactive and it is not only communication in

English which is crucial: English is also the vehicular language used to give information
about other cultures and societies and their values. This also helps teachers to make
wider educational values become effective at their centres. Throughout the course, a
wide variety of cultural and artistic themes are dealt with using a series of activities.
In order to encourage basic cultural and social skills, Kid’s Box offers activities
connected with the English-speaking world in which culture and art play an important
part.
The main objective of Kid’s Box is the acquisition of English and its culture. The
language is used as a tool for making coherent value judgements about anything
expressed in English either orally or in writing. Thanks to the wide range of activities
offered in Kid’s Box, the acquisition of Key competences in guaranteed.
3.3 Key competences in Kid’s Box
Key competences are comprehensively developed throughout the twelve units and in
revision. They are to be found in the Units of teaching development section. (See
Section 5.5).
This document specifies a series of descriptors for acquiring and evaluating each of
the competences, bearing in mind pupils of the age group's cognitive development and
skills and in connection with the characteristics of the material in this course.
The programme for each unit specifies the ACTIVITIES to be carried out and the
enable the measurement of the level of achievement of these DESCRIPTORS.
The competence descriptors we have set for this subject are:
Linguistic communication
Listen
Understand simple oral messages and instructions and recognise familiar words and
linguistic structures.
Identify the gist and some specific information from a short situation from repeated
visualisations of the oral text.
Recognise aural items such as accent, rhythm and correct intonation in familiar and
varied contexts.
Talk and Converse
Recite poems and sing a song with the right pronunciation and intonation.
Make simple oral presentations, previously prepared.
Cope in daily situations.
Take part in spoken interaction which arises spontaneously.

Read
Identify relevant information on written posters and simple maps.
Understand the general idea and specific details about familiar subjects.
Write
Reproduce simple sentences and texts using previously presented models.
Fill in a form or card with your personal data.
Write short letters, e-mails or postcards with personal information and information
about your immediate surroundings.
Mathematical competence and basic competences in science and technology.

Solve simple problems connected with familiar subjects.
Interpret and show simple statistical data on simple graphs and tables.
Order and classify data using appropriate criteria.
Recognise geometrical similarities and differences in everyday objects.
Take basic measurements using the appropriate instruments.
Solve puzzles and crossword.

Use various techniques and items to build an object after planning the actions required
to do so.
Identify and differentiate objects and resources in the immediate surroundings and
what human beings do with them.
Respect nature and animals in the environment.
Be familiar with and follow healthy living practices.
Digital Skills
Use ICT to reinforce and support learning English.
Give short presentations and create in English using various formats and digital tools.
Locate basic information on digital sources and formats.

Social and Civic Competences.
Take part in group activities with respect and interest and share opinions.
Show respect for your classmates and wait for your turn to speak.
Understand and value the use of English for communicating with other people and to
find out about other cultures.
Cultural conscience and expressions.
Use artistic techniques and items in your presentations and projects.
Take an active part in the games, dances, songs and artistic activities in the classroom.
Show interest in and respect for the culture of English-speaking countries.

Learning to Learn
Use tools and resources, such as dictionaries and grammar books, to solve doubts.
Show an interest in carrying out self-evaluation and correcting your own mistakes.
Use basic comprehension and expression strategies to help carry out tasks.
Sense of initiative and entrepreneurial spirit.
Look for information to be able to complete your tasks individually.
Plan and check your work to be able to present it properly.
Each unit's programme also includes connections between the unit's CONTENTS,
ASSESSMENT CRITERIA AND COMPETENCES.
In the annex at the end of each document there is an EVALUATION FORM ABOUT
COMPETENCES which includes the different descriptors set for acquiring the
competences in each subject and school year.
The teacher can use this form to evaluate the competences and descriptors for each
unit or whenever appropriate throughout the school year.
3.4 Multiple Intelligences
In 1983 US psychologist Howard Gardner developed the Theory of Multiple

Intelligences 3 in which he stated that all humans have eight different types of
intelligence which we use throughout life. Each individual develops them to greater or
lesser degrees depending on their genetics and external stimuli. During the learning
process the teacher must take all of them into account in order to make sure that the
pupils can acquire knowledge using their own, personal skills.
The resources used in Kid’s Box allow pupils to develop their communication skills in
a natural way; in all units the seven Key competences are worked on in order for their
minds to work in a complete manner. These seven skills are the basis for different
multiple intelligences. The activities in Kid’s Box have been prepared with the
objective of stimulating different types of intelligence, so there is always something of
interest for every pupil.
3
Gardner, H. (1994): Estructuras of the mente: the teoría of the inteligencias múltiples, (Colombia, Fondo de Cultura
Económica) and Gardner, H. (2001): La inteligencia reformulada: the teoría of the inteligencias múltiples en the siglo
XXI, (Barcelona, Paidós).
Linguistic intelligence, sensitivity towards written and spoken words and the ability to
learn languages, is a key part of Kid’s Box and it is combined with other intelligences.
Interpersonal intelligence- efficient communication with others - is a crucial factor in

learning languages. Communication activities contribute to developing interpersonal
skills and encourage pupils to work together and carry on developing communication
strategies.
Interpersonal intelligence, expressing intimate thoughts and feelings, is an integral

part of the learning process and is developed in each unit in Kid’s Box, in this way
enabling pupils to be more aware of themselves and the world around them.
Kid’s Box deals with Musical intelligence in every unit, appreciation for rhythm and
music through songs, chants and raps. As Howard Gardner points out, this intelligence
works almost in parallel with linguistic intelligence.
When working with primary education pupils it is also very important to develop the
body and mind together, which means that movement (body kinaesthetic)
intelligence, coordination and connection with the whole body, is also taken into
account.
There is a series of activities for developing logical-mathematical intelligence. These

activities help to develop logical thought and problem solving.
Visual-spatial intelligence, expression and understanding through the visual world, is

one of the keys to learning. Pupils are highly aware of the world around them and often
think in terms of drawings and pictures. The attractive presentation of pictures in Kid’s
Box helps pupils to be more creative and stimulates their imagination.
Lastly, Naturalist intelligence, the ability to interact with the natural world around us,
is fundamental for pupils' integral learning. In Kid's Box there are many observation
activities about natural surroundings and reflections about our place in the world.
The eight multiple intelligences can be identified or associated with the Key
competences. With regards to technological information and skills, Kid’s Box comes
with an interactive DVD and a CD-ROM in which pupils have access to various
resources for practising what they have learned in each unit, which also helps them to
develop autonomous learning.
As well the Key competences, in each unit in Kid’s Box different social and cultural
factors are examined, attitudes and cross-curricular subjects being looked at using
various types of activities. As part of values education, various areas are examined
throughout the book: Moral and civic education, Health education, Peace education,
Equality education, Consumer education, Classroom collaborative work. In this way
pupils are taught to just to learn the language but also to value and respect other
cultures, which contributes to their development as human beings.
English is also connected with other syllabus areas such as mathematics, natural
sciences, social sciences, artistic education, music and technology. This is because all
the activities are designed not just to teach language but also to achieve other
objectives.
4 CONTENTS
4.1 Content blocks
The basis syllabus in Primary Education for First Foreign Language learning is based
around four blocks of activities as set out by the Common European Framework of
Reference for Languages:
1. Comprehension of oral texts

2. Production of oral texts (expression and interaction)
3. Comprehension of written texts
4. Production of written texts (expression and interaction)
These four main blocks are the basis for the Assessment criteria and gradable learning
standards as well as the syllabus contents, in other words all the knowledge, abilities,
skills and attitudes which contribute to reaching the objectives and acquiring
competences.
This didactic programme's contents for the 3rd year of Primary Education are as
follows:
1. Comprehension strategies
- Previous presentation of information about the task and subject
- Text identification and its comprehension.
- Distinguishing types of comprehension (gist, essential information, main points).
- Making hypotheses about contents and context.
- Inference and making hypotheses about meaning using comprehension of the main
points, both linguistic and paralinguistic.
- Revising hypothesis using newly understood points.
2. Socio-cultural and socio-linguistic considerations: social conventions, rules and

types of social norms, habits, values, beliefs and attitudes; non-verbal language.
 Practise how to introduce yourselves and others.

 Ability to learn to connect with classmates in English.
 Ability to learn to respect tastes, preferences and opinions, showing an attitude of
tolerance and respect.
 Showing an interest in finding out about what classmates do in their free time, their
health and what their families are like.
 Valuing the importance of being polite in everyday life.
 Taking in that being different is good and that diversity is enriching.
 Getting used to reading and other cultural activities such as painting in order to
achieve interior fulfilment.
 Ability to learn about the importance of obeying rules at home, at school and in the
city.
 Understanding the rules we have to obey in order to be good citizens.
 Ability to learn to respect animals and their habitat.
 Ability to learn about some places in the country and activities we can carry out
that.
 Ability to learn which habits are healthy and which we should carry out on a daily
basis in order to be healthy and fit.
 Ability to learn about common illnesses and things which we should and should not
do when we are ill.
 Recognising daily actions which help taking care of the environment.
 Ability to learn about different types of houses around the world.
 Interest in and tolerance towards different members of the family, trying to get on
with all of them.
 Appreciating what mothers do for their children.
 Developing a sense of humour in order to accept jokes, learning to laugh at oneself
if necessary.
 Using foreign coins from English-speaking countries.
 Recognising the importance of fair play in collective activities and sports.
 Valuing the importance of respecting rules and turns in games.
 Valuing the importance of music and some works of music.
 Valuing the importance of knowing how to relate with others at moment of
celebration, always with respect and tolerance.
3. Communicative functions
 Greeting people and introducing oneself.

 Ask and answer about abilities and possessions.
 Talking about actions being carried out at the moment.
 Giving short answers.
 Ask and answer about tastes, interests and hobbies.
 - Listen to and talk about where things are.
 Expressing a need.
 Talking about daily and weekly routines, how often and when they happen.
 Talking about where places are.
 Expressing and recognising norms and .
 Asking for permission
 Expressing purpose.
 Giving and recognising recommendations for when we are ill.
 Giving suggestions.
 Describing people and places.
 Making comparisons.
 Talking about states in the past.
 Talking politely.
 Telling jokes.
4. Syntactic-discursive contents
 Present continuous: affirmative, negative and interrogative.
 - Questions and answers with have got and can
 Apostrophe 's'.
 like, love, enjoy + -ing / nouns, want + infinitive
 Short answers with Yes, I do. / No, I don’t
 Place prepositions: above, below, need
 Need
 Simple present
 The time.
 Adverbs of frequency and How often…?
 Place prepositions.
 can (permission)
 The infinitive to express purpose.
 must and musn’t and can/can’t
 shall
 Adjectives
 Comparatives
 Simple past of the verb to be (was and were)
5. Very frequent oral vocabulary (reception)
 Colours
 Toys
 Members of the family
 Physical descriptions
 Places to live
 Areas in the house
 Numbers from 1 to 100
 Daily routines
 The time
 Days of the week.
 Places in the city
 Illnesses
 Places in the countryside
 Adjectives
 Wild animals and their habitats
 The weather
 Festivities: Courtesy Day, World Hello Day, April Fool’s Day, Mother's Day
6. Sound, accent, rhythm and intonation patterns
 Rhyming words
 /ei/ and /ɑ:/ in conjunction with various letters
 /əυ/ and /aυ/ in conjunction with various letters
 /ɔ:/. in conjunction with various letters
 /s/ in conjunction with the letter c
 /i:/ and /e/ in conjunction with the letters ea
 /f/ in conjunction with the letters ph
 /w/
Block 2. Production of oral texts : expression and interaction
1. Production strategies
Planning
- Preparing messages systematically, distinguishing between the main idea or
ideas and its basic structure.
- Write for the target reader, context and medium, using the appropriate registers
and structures in each case.
Realization
- Transmit the message clearly, coherently, giving it the appropriate structure and
adjusting it, when necessary, to each type of text's models and forms.
- Adjust the task or message after assessing its difficulties and the available
resources.
- Take advantage of previous knowledge the maximum.
- Compensate for language deficits using paralinguistic or paratextual
procedures:
Linguistics
o Modify words with similar meanings.
o Define or paraphrase terms and expressions.
Paralinguistics and paratexts
o Ask for help.
o Point out objects or carry out actions which clarify the meaning.
o Use culturally appropriate body language (gestures, facial expressions,
postures, eye contact or body contact).
o Use extralinguistic sounds and conventional prosodic qualities.


city.
that.
do when we are ill.
with all of them.
if necessary.

 Talking about where things are.
 Telling jokes.

 Apostrophe 's'.
 Need
 Simple present
 The time.
 shall
 Adjectives
 Comparatives
5. Very frequent oral vocabulary (production)
 Colours
 Toys
 Places to live
 Daily routines
 The time
 Illnesses
 Adjectives
 The weather
 Rhyming words
 /w/


city.
that.
do when we are ill.
with all of them.
if necessary.
 Talking about where things are.
 Telling jokes.

 Apostrophe 's'.
 Need
 Simple present
 The time.
 shall
 Adjectives
 Comparatives
5. Very frequent written vocabulary (reception)
 Colours
 Toys
 Places to live
 Daily routines
 The time
 Illnesses
 Adjectives
 The weather
6. Graphic patterns and orthographic conventions
 Rhyming words
 /w/
Block 4. Production of written texts: expression and interaction
Planning
- Activate and coordinate general and communication competences in order to
carry the task out efficiently.
- Identify and use the appropriate linguistic or subject resources.
Realization
- Communicate the message clearly using the models and patterns for each type
of text.
resources.


city.
that.
do when we are ill.
with all of them.
if necessary.

 - Listen to and talk about where things are.
 Telling jokes.

 Apostrophe 's'.
 Need
 Simple present
 The time.
 shall
 Adjectives
 Comparatives
5. Very frequent written vocabulary (production)
 Colours
 Toys
 Places to live
 Daily routines
 The time
 Illnesses
 Adjectives
 The weather
6. Graphic patterns and orthographic conventions
 Rhyming words
 /w/
This didactic programme's contents for the 4th year of Primary Education are as
follows:


 Following instructions about normal classroom routines.
 Ability to learn to interact with other and participate in games in English.
 Communicating with classmates in English during the class.
 Ability to learn to compare things and give your own opinion.
 Ability to respect classmates' opinions.
 Respect for rules and turns when taking part in a game.
 Ability to learn about different facets of life and current technology.
 Ability to learn about musical language.
 Ability to learn about the most common illnesses and the importance of going to the
doctor on a regular basis.
 Ability to learn about the rules of the three main sports: football, baseball and
basketball.
 Ability to learn about literature and English authors and types of literature.
 Becoming familiar with food and drinks at an English birthday party.
 Encouraging knowledge of mathematics, especially measuring things.
 Read about and become familiar with the use of robots in different surroundings.
 Showing an interest in learning to do new things.
 Showing an interest in the need to take care of the world and value the importance
of recycling.
 Show interest in and tolerance towards the different characteristics of subjects
studied at school.
 Valuing the importance of having a balanced diet.
 Valuing the importance of having good study habits and making use of them on a
regular basis.
 Valuing parents' work in daily life with their children.
 Value the importance of safety on the road.
 Valuing the importance of valuing others and being kind.
 Valuing the importance of thanking people in daily life.
 Learning about the origins of Thanksgiving Day and think about why this is still an
important celebration in English-speaking countries.
 Interest in different celebrations previous to Lent.
 Valuing the importance of encouraging and keeping up the habit of reading as a
usual form of entertainment.
 Describing people.
 Talking about daily routines and their frequency.
 Expressing sequences of actions and daily routines.
 Expressing opinions and feelings.
 Describe people in connection with what they are doing.
 Describe sports and other activities.
 Describe places.
 Talk about sports pupils can learn to play and want to do.
 Expressing actions from the past.
 Expressing the cause of an action.
 Talk and ask about actions in the past.
 Describe sequences.
 Talk about competences in the past.
 State the consequences of an action.
 Expressing where objects are.
 Expressing indeterminate quantities.
 Revising have got, want to, can.

 Revising comparative adjective forms.
 Revise the simple present
 Adverbs of frequency: sometimes, always, never.
 Before - after.
 Use of adjectives.
 Relative sentences with who and where.
 Adverbs of manner.
 Learn to do, want to do.
 Simple past of irregular verbs.
 Simple past of regular verbs.
 Questions and answers in simple past.
 Because.
 Ordinal numbers from 1 to 20.
 Could - Couldn’t
 Conjunction so.
 Comparatives with adjectives of more than two syllables.
 Superlative form of adjectives.
 Prepositions into, out of, round
 Practise superlative adverbs.
 Expression of quantity: a bag / bottle / bowl / box / cup / glass of
 want someone to do (something)
5. Very frequent oral vocabulary (reception)
 Descriptions of people.
 School subjects.
 Sports activities.
 Health and illnesses.
 Extracurricular activities.
 Exploring natural surroundings.
 Electronic devices and current technology.
 Animals at the zoo.
 Food.
 Parties and festivities.
 Vowel sounds: /ae/, /ei/ and /ɑ:/ in conjunction with various written letters
 Sounds /i/, /i:/ and /ai/ connected with various written letters
 Words with mute consonants
 Sounds /b/, /f/ and /v/ connected with various written letters
 Sounds /d/ /t/ or /id/ with the ending –ed in the simple past.
 The sound /ɜː/ written in different ways.
 The sound /ʌ/ connected with various written letters.
 The sounds /θ /, /ð / and /d/ connected with various written letters.
 Number of syllables in a word
Block 2. Production of oral texts : expression and interaction
Planning
- Preparing messages systematically, distinguishing between the main idea or
ideas and its basic structure.
- Write for the target reader, context and medium, using the appropriate registers
and structures in each case.
Realization
- Transmit the message clearly, coherently, giving it the appropriate structure and
adjusting it, when necessary, to each type of text's models and forms.
resources.
- Compensate for language deficits using paralinguistic or paratextual
procedures:
Linguistics
o Modify words with similar meanings.
o Define or paraphrase terms and expressions.
Paralinguistics and paratexts
o Ask for help.
o Point out objects or carry out actions which clarify the meaning.
o Use culturally appropriate body language (gestures, facial expressions,
postures, eye contact or body contact).
o Use extralinguistic sounds and conventional prosodic qualities.


basketball.
of recycling.
studied at school.
regular basis.
 Value the importance of road safety.

 Before - after.
 Because.
 Conjunction so.
5. Very frequent oral vocabulary (production)
 Food.
 The sound /ɔː / connected with various written letters.
 Sounds /υ/ and /u:/ connected with various written letters

basketball.
of recycling.
studied at school.
regular basis.

 Before - after.
 Because.
 Conjunction so.
5. Very frequent written vocabulary (reception)
 Food.
6. Chart patterns and spelling conventions
Block 4. Production of written texts: expression and interaction
Planning
- Activate and coordinate general and communication competences in order to
carry the task out efficiently.
- Identify and use the appropriate linguistic or subject resources.
Realization
- Communicate the message clearly using the models and patterns for each type
of text.
resources.


basketball.
of recycling.
studied at school.
regular basis.

 Before - after.
 Because.
 Conjunction so.
5. Very frequent written vocabulary (production)
 Food.
6. Chart patterns and spelling conventions
4.2 Core contents
When evaluating, it is essential to establish minimum contents. These contents will be
a point of reference for the teacher and pupils when evaluating their progress in the
process of learning and be the basis for different types of evaluation. Mastering these
contents, which are backed up by different evaluation tools, confirms pupils' progress
and explains their positive results (at the end of the academic year or at the end of the
evaluation).
(See Section 4.1, Content blocks, in this teaching programme)
5 LEARNING STANDARDS AND RESULTS
In order to grade the performance or achievement of each pupil during Primary

Education the syllabus sets criteria for evaluation. These specifications are called
learning standards and enable definition of the results of learning and are based on
what pupils should know and know what to do in each subject.
Learning standards must be observable, measurable and possible to evaluate and,

along with Assessment criteria, must be used to evaluate competences and objectives
in continual evaluations and at the end of each subject. Because of this, syllabus
learning standards are set for the whole of Primary Education.
As can be seen in the way learning standards are phrased, The pupils are closely
connected with the development of linguistic competence, in such a way that The
pupils can be used to check the specific standard of achievement or degree of
realisation of objectives during each school year.
In this way the connection between evaluation standards and competences is this
subject and school year is set as follows for this programme:
LEARNING STANDARDS DESCRIPTORS

General standards for the level 3rd – 4th Grades Primary
Block 1. Comprehension of oral texts LISTEN
 Understanding the gist of adverts about 1. Understand simple oral messages and
products of interest. instructions and recognise familiar words and
 Understanding messages and public
announcements with contain instructions, 2. Identify the gist and some specific information
warnings or other types of information. from a short situation from repeated
visualisations of the oral text.
 Understanding what is said during usual
transactions. 3. Recognise aural items such as accent, rhythm
and correct intonation in familiar and varied
 Identifying the subject of a predictable daily contexts.
conversation which you hear.
 Understanding the gist of short, simple

conversations about family matters and which
you take part in.
 Understanding the gist of simple, well
structured, clear, slowly delivered
presentations about family matters or matters
of interest helped by pictures and illustrations.
 Understanding the gist and identifying subject

changes in television programmes and other
audiovisual materials about matters of interest.
Block 2. Production of oral texts TALK AND CONVERSE
1. Recite poems or ditties or sing a song with

 Make short presentations, previously prepared correct pronunciation and intonation.
and practised, about daily subjects or things of
interest. 2. Make simple oral presentations, previously
prepared.
 Cope in daily situations.
3. Cope in daily situations.
 Take part in direct conversations or using
technical resources to make social contact. 4. Take part in spoken interaction which arises
spontaneously.
 Take part in an interview and give personal
information.
Block 3. Comprehension of written texts READING
1. Identify relevant information on written posters

 Understanding instructions, explanations and and simple maps.
basic information in notes, signs and posters.
2. Understand the general idea and specific
 Understanding essential information and details about familiar subjects.
identifying specific information in simple
informative texts.
 Understanding brief, simple correspondence

about familiar subjects.
 Understanding the gist of short pieces of news

and articles about familiar subjects or subjects
of interest.
 Understanding the gist of short, well structured

stories in which pictures or actions transmit a
large part of the information.
Block 4. Production of written texts WRITING
1. Reproduce simple sentences and texts using

 Fill in a short form or card with your personal previously presented models.
data.
2. Fill in a form or card with your personal data.
 Write personal correspondence with short
messages or talk about yourself and your 3. Write short letters, e-mails or postcards with
immediate surroundings. personal information and information about
your immediate surroundings.
6 EVALUATION
6.1 Presentation
The process of teaching and learning is incomplete if the process in itself is not valued
and the results are not measured. Evaluation is necessary in order to check to what
extent the foreseen objectives have been achieved and, consequently, adapt the
educational process to pupils' needs and characteristics. Evaluation must provide
information about what pupils have learned and how they have learned. Thanks to
evaluation, we can determine what help each pupil needs in order to guarantee
progress.
Although all components of educational systems must be evaluated and can be

improved, at present we will assume that the main objective of evaluation is pupils'
academic progress.
As well as considering the progress of the group as a whole, it is indispensable to

follow individual pupil's progress taking into account different forms and rhythms of
learning in order to know exactly what teaching intervention each pupil needs.
Clearly, evaluation is usually carried out by the teacher. However, bearing in mind the
fact that our approach aims to involve pupils in their own learning, it is reasonable that
they, too, should be involved in the evaluation process. What the pupils say about how
they see their own learning must be taken into account: the difficulties they find in the
process and, especially, their tastes and preferences with regards to how to learn
English.
Evaluation is needed throughout the stages of learning:
 At the beginning of the process, the starting point must be evaluated (what
pupils already know, what they do not and what they know imperfectly). This
evaluation allows us to anticipate problems and adapt the teaching programme.
This can be done at the start of the academic year, the term or even at the start
of each unit.
 During the process, evaluation helps the teacher to take decisions about areas
where more work is needed, about extending, removing or reinforcing contents
about about whether the programme should be altered in any way.
 At the end of each educational stage, evaluation allows the teacher to see if
the the results of the teaching-learning process match the objectives.
Evaluation can be simply the result of the teacher's observations during class or be
based on the painstaking collection of data about progress in learning and possible
difficulties.
It is important, in each case, to choose the type of evaluation which best fits the
specific situation and the different facets of the teaching-learning process which you
wish to improve. If the objective is to improve pupils' oral comprehension, the teach will
suggest activities which allow him/her to check their abilities in that skill and their
progress, the difficulties they encounter and how they overcome those difficulties. If the
teacher wishes to improve motivation, he/she must look at the interest which pupils
show for different activities, how much they participate, etc. So it is worth having a
variety of resources available in order to evaluate the educational process in such a
way that the most appropriate ones can be chosen in line with the evaluation
objectives.
Assessment criteria can be defined as reference norms which establish the type of
learning and also the extent to which each pupil can be expected to acquire knowledge
and skill.
These criteria allow us to establish and evaluate pupils' progress appropriately, both
individually and a a group. The materials in Kid’s Box are in line with the following
Assessment criteria and legislation about primary education:
- Identifying the gist, the essential information and main points in very short oral
texts with standard language, simple structures and frequently used vocabulary,
enunciated with clarity and slowly, read live or using technical resources, about
specific, usual subjects connected with personal experiences, needs and
interests in predictable daily contexts or connected with areas of immediate
need in the personal, public or educational areas, with good acoustic conditions
and no distortion of the message, with the possibility of listening to the message
again or asking for confirmation and with visual support or a clear visual context
reference.
- Knowing and using the most appropriate basic strategies for general
comprehension of the text's essential information or main points.
- Identifying basic, meaningful social and cultural features about daily life,
interpersonal relationships, behaviour and social conventions andmaking use
of the knowledge acquired about them to understand the text correctly.
- Distinguishing between the main communicative function or functions of the

text and a limited repertoire of their most usual features, as well as basic
patterns of expression.
- Recognising the most common meanings associated with basic syntax

structures in oral communication.
- Recognising a limited repertoire of oral vocabulary often used in everyday

situations and usual, specific subjects connected with needs and interests and
using the context indicators and the information in the text to form an idea about
the probable meanings of unfamiliar words and expressions.
- Distinguishing between sound patterns, accents, rhythms and basic intonation
and recognising general communicative meanings and intentions connected
with them.
- Taking part in a simple, comprehensible way in short conversations which

involve a direct exchange of information in areas of immediate need or about
familiar subjects using a neutral, informal register, using simple phases or
expressions of frequent use, which are normally used separately or linking them
with basic connectors, even though the pronunciation may not always be clear,
although there may be pauses and hesitations and repetition may be required,
as well as paraphrasing and the interlocutor's cooperation in order to keep
communication going.
- Knowing and being able to use basic strategies in order to produce oral
texts about single subjects or very short, simple dialogues.
- Knowing specific and meaningful basic sociocultural and sociolinguistic

aspects, applying knowledge about them when speaking in the same context,
respecting the most basic communicative conventions.
- Comply with the text's main communicative function, using a limited repertoire
of its most frequent features and basic communication patterns.
- Using basic syntax structures (eg. linking words and groups of words with
basic connectors such as "and", "then", "but" and "because") although still
making basic mistakes habitually.
- Knowing and using a much used, limited oral repertoire in daily situations
about usual, specific subjects connected with interests, experiences and needs.
- Using, in a general comprehensible manner, albeit obviously influenced by

mother tongue or other languages, a very limited repertoire of basic sound,
accent, rhythmic and intonation patterns, adapting them to the communicative
task desired.
- Making yourself understood in short, simple speech, although initial

hesitation and faltering are apparent, as are repetitions and pauses to organise,
correct and better express what you want to say.
- Interact in a very basic way, using very simple techniques, both language and
non-verbal at first, to hold or conclude a conversation.
- Identifying the subject, the gist, the main ideas and specific information in
very short, simple texts, in standard language, with often used vocabulary, in
which the subject and the type of text are highly familiar, dealing with everyday
subjects or matters of immediate need, with the possibility of re-reading if you
have not understood it, using a dictionary and with visual and context support.
- Knowingand knowing how to use the most appropriate strategies to
understand the gist, essential information or the text's main points.
- Identifying specific and meaningful sociocultural and sociolinguistic

aspects about daily life, living conditions, personal relationships and social
conventions, and apply the knowledge used to understand the text correctly.
- Distinguishing the text's communication function or functions and a

limited repertoire from its most usual features, as well as basic communication
patterns.
- Recognising the basic syntax structures associated with the main

principles of written communication.
- Recognising a limited repertoire of frequently used vocabulary about very

day situations and usual, specific subjects connected with your experiences,
needs and interests, and inferring the probably meanings of words and
expressions from the context and other information in the text.
- Recognising basic punctuation marks, as well as frequently used symbols,

and identifying the meanings and general communicative purpose of each one.
- Write very short, simple texts made up of simple, independent sentences, in

a neutral register, in a reasonably correct way in terms of basic punctuation, to
speak about yourself, your immediate surroundings and things from your daily
life in predictable, familiar situations.
- Knowing and applying basic strategies for producing very simple, short
written texts.
- Knowing basic, specific and meaningful sociocultural and sociolinguistic

aspects and applying this knowledge to write a context appropriate text.
- Comply with the written text's main communicative function using a limited
repertoire of the most frequently used features and communication patterns.
- Using basic syntax structures, although still making basic mistakes

habitually.
- Knowing and using frequent written vocabulary about daily situations and
usual, specific subjects connected with your interests, experiences and needs.
- Using chart patterns and basic punctuation conventions to write words and
short sentences which are often used in speech reasonably correctly, although
not necessarily completely correctly.
As we stated in the previous section, both Assessment criteria and their application -
learning standards - must be items in terms of objective achievement and each stage's
competences.
Furthermore, for specific evaluation of the degree of achievement in terms of these
criteria in the THIRD and FORTH SCHOOL YEAR of Primary Education, the teacher
may use the descriptors listed in section 3 (Competences) and 5 (Learning Standards)
and in this programme's Didactic Units Development.
6.3 Evaluation in Kid’s Box
With pupils of this age, it is best to use continual evaluation, following their progress in
the classroom and using that information when teaching. Continual evaluation is based
on the teacher following the pupils' progress and using the knowledge acquired in that
way to direct them, which makes the pupils' role even more active: they learn the
guidelines which the teacher gives them and also their own following of them.
Pupils neither develop at the same rate nor learn in the same way, so each pupil must
be evaluated individually and not compared with classmates. The objective must be
based on each pupil's progress and development.
As well as their progress in English, pupils' social and emotional development must be
evaluated and observed. The teacher must praise pupils' progress and work in pairs
and as a group as well as giving them instructions about how to make progress with
their English.
The following Assessment criteria are in line with legal requirements and the teaching
materials offering in Kid’s Box and are taken to be important, necessary areas for
evaluation.
1. Oral comprehension. The aim is to check pupils' ability to understand the gist of
short oral messages, given in ideal communication conditions, in other words,
direct communication situations with helpful contexts.
2. Understanding specific messages. The aim is to check the ability to understand

not only the gist but also specific details, which have been previously pointed out,
from simple oral and written texts which are familiar to the pupils, although they
may not fully understand some other parts of the message.
3. Producing messages. The teacher evaluates pupils' ability to express themselves

orally in everyday situations. The comprehensibility of the message is particularly
evaluated, excusing possible pronunciation mistakes which do not affect
understanding.
4. Pronunciation. The aim is to check have assimilated the English phonetic system:
its phonemes, rhythm and intonations, whether they can use it in comprehension
and for producing simple messages in already familiar contexts.
5. Taking in new vocabulary. With this criteria the aim is to evaluate the ability to
understand and use vocabulary appropriately and expressions which have been
learned. Vocabulary assimilation is always checked in situations with a context and
close the the pupils' own experience.
6. Class participation. By observing pupils' behaviour the teacher evaluates if they

participate constructively in communication situations in class, respecting norms
which enable the exchange of informations.
7. Collaborative work. This, too, is evaluated by observing pupils' behaviour, seeing
whether they take part in a constructive way in group activities, collaborating in a
harmonious learning process in the classroom.
8. Individual work. By observing pupils' behaviour, their individual work is evaluated

with regards to correct contents, care taken with presentations and timely
completion of tasks.
9. Interest in learning. The aim is to check that pupils are interested in advancing in
their learning and curious to learn new things, if they pay attention in class, ask
questions and ask about their doubts.
10. Respect for others. There is an evaluation of whether pupils respect their
classmates and teachers, listen to them without interrupting them, respecting turns
to speak and appreciating others' ideas and opinions.
11. Interest in finding out about other cultures. There is an evaluation of whether
pupils are interested in finding out about culture in English-speaking countries, if
they pay attention when such subjects are talked about and if they ask questions in
order to widen their knowledge.
12. Using polite forms. The aim is to observe in order to check that pupils use the
polite forms in English that they learn and include them in normal class routine.
In order to have an overall appreciation of the whole of the class, the teacher may draw
up a double-entry table with a vertical list of the pupils and, horizontally, the numbers
for Assessment criteria. By marking the boxes using a colour code which shows to
what extent objectives have been achieved (for example, green for good, blue for
acceptable, red for insufficient), the group's progress can be seen at a simple glance.
Discipline also forms part of any good evaluation. By channelling pupils' innate energy
in the right direction, the teacher can avoid rebelliousness and discipline problems.
Many problems of this type arise when pupils get bored, when the level is beneath
them or when activities are too repetitive. Kid’s Box has been designed to take into
account the very diverse needs and desires of different pupils and, thanks to this, it
includes a wide variety of activities for them to enjoy.
However, it is important for the teacher to mark the rules with regards to discipline in
the classroom, making sure that pupils know what is and what is not acceptable, and
treating all pupils alike. If clear, fair discipline parameters are established, a 'safe'
atmosphere will be created in the classroom and pupils will study freely and with
confidence.
In order to keep the interest of the smallest pupils, the teacher must find a balance
between their limitless energy and short span of concentration in order to avoid
boredom, restlessness and lack of motivation, things which lead to discipline problems.
6.4 Evaluation tools in Kid’s Box
The photocopiable evaluation pages in Kid’s Box 3 & 4 (Teacher's Book) have been
designed for use at the end of each section or Review every four units. These
evaluation pages have similar exercises to the Cambridge YLE Tests (Movers), and
evaluate four skills (oral comprehension, oral production, reading and writing).
The teacher must tell the pupils that they are going to do an activity which will be
evaluated, but that they should not worry unduly about that. It is important that they do
the activity feeling relaxed and optimistic, feeling confident that they can do it. Pupils
must be given ten minutes for each evaluation and all instructions must be given in
English.
While they do the evaluation, the teacher supervises and encourages them. Once the
teacher has corrected the evaluation sheet, he/she shows his/her reactions to each
pupil's work by colouring in the stars at the end of the page and drawing a smiley. It is
important to always focus on what they know and have done rather than on what they
do not know how to do.
The more practice pupils have with different types of activities and they more familiar
they are with the exam format, the easier they will find YLE Movers once they have
finished Kid’s Box 3 and 4.
7 INDIVIDUAL NEEDS
It is clear that politicians and teachers are more worried about pupils who have
learning difficulties than about more able pupils who, if they are not motivated or if
they are not given more difficult tasks to carry out, can end up getting bored in class.
This is one of the many challenges which people working in education face.
Taking this into account, it is worth pointing out that Kid’s Box addresses this
diversity in its programme, structure and contents. As we have mentioned earlier, the
Kid’s Box programme is flexible. It offers points to be taken into account and general
suggestions to help teachers to adapt the programme to their own context: the centre,
their classroom and each pupil.
The contents of Kid’s Box, which have been carefully chosen, are attractively
presented in a stimulating way in order to deal with diversity. The course has a cyclical
structure which allows pupils to widen their knowledge starting from what they already
know and acquire more knowledge about cultural issues and new, more complex
linguistic subjects. At the same time, the complex evaluation process includes general
criteria which must be prepared and adapted for each group, setting specific objectives
depending on the context of each centre, teacher and class. Teachers have different
tools of evaluation and skills as well as specific tasks. It is also necessary to set
minimum contents according to the needs, abilities and rhythm at which the pupils
learn.
In fact, in order to take care of specific needs successfully, the activities, materials
and resources available in Kid’s Box must be taken into account. The vast majority of
these activities can be used in personalised ways and are open so that each pupil can
respond in a different way depending on his/her ability.
The Activities Book concentrates of each unit's key contents. These activities can be
used both with pupils who need extra help and with more able pupils who finish the
initial task early. Each pupil will need a different amount of time which will depend, to a
greater or lesser extent, on his/her motivation. Most of the activities are designed for
use in the classroom, but they can also be given as homework. As can be seen on the
table further on, the same material and/or resources can be used to reinforce the class
or widen knowledge; in other words, the objective can be changes as fits. For example,
a simple question about a story card can be reinforcement for less advanced pupils
and can also serve as inspiration in an extension activity in which pupils are asked to
say other words in the same semantic area.
The teacher should take advantage of pupils' abilities in every way that arises. One
pupil may hate speaking but enjoying writing vocabulary on the board, while another
may be good at drawing or making posters.
Another crucial factor is the methodology used by the teacher with his/her own group
and, more specifically, with pupils with learning difficulties. The most important thing
with all types of task is to make sure that they have been correctly prepared
beforehand, pupils knowing all the words they are going to need and understanding the
activity's objectives. If pupils are given the right linguistic tools in order to carry out the
activity successfully, it is almost certain that they will find it sufficiently demanding and
interesting. Without the necessary preparation, pupils may have an experience of
negative learning, which will lead to them losing confidence and feeling frustrated with
an activity which demands a degree of skill which they do not have.
Before starting an activity, give a demonstration. For pair work, choose a pupil to help
you. Then bring two pupils out and ask them to demonstrate the activity to the class.
Try to walk around the class as you explain and do the activities, walk between the
pupils. This will help give the pupils confidence and also make you more accessible to
them. Movement in the classroom helps keep the pupils' attention and makes the class
livelier and more dynamic.
As well as the teacher moving around being positive, you can do the same thing with
the layout of the tables and chairs in the classroom. Less advanced pupils can sit next
to more able ones to collaborate in the group dynamic; separate pupils who may create
difficulties. In pair work, less advanced pupils will be helped by more advanced ones;
pupils tend to help each other. Whenever possible, ask pupils to turn their chairs
towards the next table or two in order to create an atmosphere for debate and written
work.
As has been said previously, evaluation and stimulae are crucial for primary education
pupils, and this is even more true for pupils with learning difficulties. When doing an
activity, try to guide them towards finding the right answers rather than giving them to
them. This will lead to pupils feeling satisfied when they find the right answer.
Whenever a pupil makes a mistake, emphasise that making mistakes is part of the
learning process and that they should not be ashamed of making mistakes.
The extra activities in each lesson can be used whenever pupils need to practise
particular vocabulary. The same activities can be used to extend more advanced
pupils' knowledge, although, in some cases, the instructions may have to be changed a
little. In the Teacher's Resources Pack there are also two extension sheets and two
reinforcement pages for each unit as well as a work sheet for the songs, if you wish to
continue to use them.
Remember that continual revision is another important part of the learning process and
that it is particularly helpful for pupils with special needs, as well as for the rest of the
group. Kid’s Box is based on a system of continual revision, with different games and
techniques for revising the vocabulary learned in each unit and each block of four units.
The Teacher's Resources Pack with the interactive DVD and the European Portfolio
offer further material (work sheets, photocopiable pages, vocabulary cards word cards
and activities for festivities) to help teachers deal with the different specific needs in the
classroom.
Activities, Materials and Ideas for Reinforcement/Extension
- There is an audio CD with all the listening activities in the Pupil's

Book and the Activity Book.
Oral - The interactive DVD gives animated versions of the comics,
Comprehension animated songs and videos, documentary videos, games to play
at home and a quiz.
- The Teacher's Resources Pack includes extra exams for
studying for YLE with audio material and a free Audio CD.
- Simple oral activities set out in the Pupil's Book.
- Activities and ideas for acting out thestory which the pupils have
listened to or read.
- The Teacher's Resources Pack (TRP) includes photocopiable
Talk and communication exercises.
Converse - The activities in Warmer and Ending the lesson are included in
the steps for the teacher on each page of the Pupil's Book and
Activities Notebook.
- A wide range of resources to be able to continue practising orally
(puppets, sentence wheels, cards, etc.)
- Varied reading activities (short sentences and texts).

Written - The Teacher's Resources Pack includes the lyrics of the songs
comprehension and chants and they can be read while listening.
- The Teacher's Resources Pack includes exercise sheets to be
able to carry on working with the songs and stories.
- Writing activities (short sentences and texts).

- reinforcement and extension activities in the Teacher's Resources
Write
Pack and in the guidelines for the teacher.
- Simple written tasks in the European Portfolio.
- Activities in the Pupil's Book and the Activities Book which invite
pupils to use the new structures in each unit in a natural way.
- At the end of the Pupil's Book there is an additional grammar
Grammar reference section for additional practice of the grammar contents
structures taught throughout the class.
- The Teacher's Resources Pack includes extra exams for
studying for YLE which help practice with basic grammar
structures.
- Simple activities for fixing the vocabulary learned in each unit.

Vocabulary - Flashcards help pupils to learn new vocabulary.
- Word cards help to reinforce and revise new vocabulary.
- Simple repetition activities to practice the sounds and
phonological ideas learned.
- The interactive DVD includes recordings which can be used in
Pronunciation order to reinforce what has been seen in class.
- The CD-ROM includes activities which pupils can use in order to
identify, repeat and correctly pronounce words with particular
sounds. (Games: Shooting stars)
- Cross-curricular subjects and education about values feature in

all the units in the course: in the reading material, dialogues and
Education all types of other activities.
about values - At the end of the book there is also a double page for working on
the values in each two units.
Socio-cultural - Cultural information about lives, customs, literature, music and

aspects and many more things. Great Britain, other English-speaking countries
inter cultural and the world in general feature in the dialogues, reading
awareness materials and illustrations.
- Documentary videos in the interactive DVD.
Integrated - In each unit there is a double page of ICFLL in which English is

contents and used as the vehicular language to learn about other subjects on
foreign the syllabus such as environmental awareness, mathematics, PT
language and music.
learning - Activities designed to give structure and help pupils with oral
(ICFLL) and written production.
8 UNITS OF TEACHING DEVELOPMENT
As can be seen in the development of the units of teaching, the contents have been
grouped in four main blocks:

In order to facilitate reading the programme, inter-disciplinary contents are specified

after each block's specific contents. The pupils are the following:
Communicative functions
Vocabulary
Structures
Pronunciation and spelling
Classroom language
Learning strategies:
Socio-cultural and socio-linguistic aspects
The contents of each unit are explained on the following pages.
KID’S BOX 3
INTRODUCTORY UNIT HELLO!
1 Contents
 Listen to and understand simple messages on different audiovisual media.

 Listen and understand simple oral messages about the book's main characters.
 Listen to simple messages to write the number and toy mentioned in the recording.
 Listen to simple messages to write the number of games mentioned in the
recording.
 Listen and identify the correct character after listening to the descriptions of his/her
actions.
 Listen to a song's intonation.
 Listen to and repeat rhyming words.
 Listen to and understand a story while reading it.
 Listen to numbers to complete a story.
 Listen and identify the right character after listening to what he/she has.
 Listen to and understand the messages on the CD-ROM to carry out different
activities: vocabulary and structures, karaoke, movie flash and differentiating
sounds.
 Pronouncing the names of the main characters.

 Giving personal data or that of the characters in the book.
 Answer questions about the action being carried out by the characters at the time
of speaking.
 Practise spelling words already learned.
 Make simple sentences to name what each characters has.
 Read and understand the personal data of the characters in the book to link them
with their names.
 Read and complete a text with personal data.
 Read sentences with prepositions about where the toys are.
 Read rhyming words.
 Read a short text describing a scene and then colour in a drawing accordingly.
 Read questions about what the characters are doing at that moment.
 Read a text to differentiate between two characters.
 Read questions about personal tastes.
 Reading and understanding a story using visual aids.
 Read and understand written messages in the CD-ROM to carry out different
activities: vocabulary and structures and linking letters and sounds.
 Completing sentences to give information about yourself.

 Write vocabulary connected with toys, using singular and plural.
 About sentences about something happening at the moment of speaking.
 Rewriting sentences to correct the mistakes.
 Write to fill in the gaps with the personal data given in a text.
 Write a short text about the pupil's friends and their skills following the model.
 Write answers a questions about their tastes.
The following points are studied indirectly in the four previous blocks:
Communicative functions:
 Questions and answers about personal data.
 Ask and answer about something happening at the moment of speaking.
 Taking part in a game to practise and revise spelling.
 Follow the teacher's instructions correctly.
Vocabulary:
 Revision: family members, pets, numbers (1-20), adjectives, colours, toys, the
alphabet, place prepositions, school objects, clothes, food
 Colours: black, blue, green, grey, orange, pink, purple, red,white, yellow
 Toys: bike, camera, computer,doll, game, helicopter, kite, lorry, monster, train.
 Actions: jumping, reading, sitting, drinking, talking, listening, eating, playing, writing,
standing, kicking, hitting, painting, riding, doing, showing
 Prepositions: next, to, on, in front of, under, between, behind
 Other words: favourite, Brainbox, Lookbox, playroom, cupboard, shelf, playground,
hockey, photographs, bounce, badminton, detective agency, magnifying glass,
brushes, joke, fur
Syntactic-discursive contents
 Hello, I’m …
 Goodbye.
 What’s your name?
 My name’s … / It’s …
 How old are you?
 I’m… (years old).
 Have you got … ?
 I’ve got a...
 It’s called …
 I like (reading).
 She’s … / He’s …
 What’s he/she doing?
 He/She’s reading.
 Yes, he is. / No, he isn’t.
 I’ve/He’s/She’s/It’s/We’ve/You’ve/They’ve got …
 Can you ... ? (ability)
 Please, help me.
 Can I help you?
 No problem.
Pronunciation and spelling:

 Recognising and pronouncing words which rhyme.
 Identifying, repeating and correctly pronouncing sentences with words which rhyme
with (CD-ROM, Games: Shooting Stars).
Classroom language:
 Open your books at page … , please.
 What’s your favourite toy called?
 Listen and check.
 Ask and answer.
 Can you spell … ?
 How do you spell…?
 Read and complete the sentences.
 Now draw and write about you.
 Listen and write.
 I can see something and it’s ... and it begins with …
 Who’s this?
 That’s …
 What’s he doing?
 Tell me about …
 Say ‘yes or ‘no’.
 Sing the song.
 Say it with Stella.
 Correct the sentences.
 Look at the picture …
 Is that right?
 Memorize and use the vocabulary in the unit.

 Comprehension and making sentences in answer to different questions.
 Assimilate and practise the unit grammar points.
 Show respect and tolerance during the class.
 Use structure repetition strategies to gain confidence and produce freer language
segments.
 Use information and communication technologies to reinforce and extent what has
been learned.
 Enjoy team work.
 Have confidence in your own ability to learn a foreign language.
 Value your ability to respond to an instruction given.
 Show interest actively participating in class, giving personal data and talking about
what they do and do no like.
 Interact with classmates in English.
Socio-cultural and socio-linguistic aspects:
 Practise how to introduce yourselves and others.

 Communication between classmates and with the teacher in English throughout the
class.
 Recognising and following instructions about normal classroom routines.
2 Key competences
Descriptors Activities
LISTEN
Understand simple oral messages and Listen to simple oral messages about
instructions and recognise familiar words and numbers, colours and toys.
Identify the gist and some specific Listen to a scene from the picture story
information from a short situation from (Lock & Key).
repeated visualisations of the oral text.
Recognise aural items such as accent, Listen to a song about toys.
rhythm and correct intonation in familiar and
varied contexts.
TALK AND CONVERSE
Recite poems and sing a song with the right Recite in a group the unit song.
pronunciation and intonation.
Cope in daily situations. Answer the teacher's questions with correct
answers.
Take part in spoken interaction which arises Ask and answer a classmate about his/her
spontaneously. personal data, possessions and abilities.
Act out the previously read illustrated story.

READING
Understand the general idea and specific Recognise sentences connected with toys.
details about familiar subjects. Recognise the sentences in the unit's
illustrated story.
Understand the objectives of a written text Interpret the instructions and examples of
which present a task to be carried out. the written activities suggested in the
Activity Book.
WRITING
Reproduce simple sentences and texts using Write sentences connected with toys.
previously presented models.
Write sentences using colours and
numbers, present continuous, have got and
can.
Fill in a form or card with your personal data. Complete a table with information
aboutpersonal data, possessions and
preferences.
Write short letters, e-mails or postcards with Write a short text with personal information
personal information and information about about your friends
Mathematical competence and basic competences in science and
technology.
Order and classify data using appropriate Recognise and use numbers 1-20.
criteria.
Identify and differentiate objects and Describe the pupil's surroundings using
resources in the immediate surroundings and sentences about toys.
Digital Skills
Use ICT to reinforce and support learning Carry out the exercises explained in the
English. pupils' CD-ROM for this unit.
Social and Civic Skills.

Take part in group activities with respect and In groups, recite or sing the unit chant or
interest and share opinions. song.
Understand and value the use of English for Show interest in finding out about basic
communicating with other people and to find greetings in English and and ways of asking
out about other cultures. for and giving personal data.
Ask classmates about their possessions

and abilities.

Take an active part in the games, dances, Recite a chant and repeat the unit song.
songs and artistic activities in the classroom.
Learning to Learn
Use tools and resources, such as dictionaries Do the unit exercises in the Activity Book
and grammar books, to solve doubts. and those in My Home Booklet for the unit
individually with the help of dictionaries and
the Grammar Focus at the end of the Class
Book.
Show an interest in carrying out self- Carry out the unit self-evaluation suggested
evaluation and correcting your own mistakes. in the Activity Book.
3 Cross-curricular subjects and values education.
Moral and civic education

 Show interest taking an active part in class and following the teacher's instructions
correctly.
Cooperative work in the classroom

 Be able to work with the whole class, respecting others' turns to speak.
4 Inter-disciplinary focus
 At this level, themes tend to touch on other areas of the syllabus, subjects
continually overlapping.
 This unit is connected with maths, art and music.
5 Encouragement to read
 Pupils find out about reading as entertainment with the unit story.
6 Assessment criteria
 Recognise and use frequently used oral vocabulary orally and in writing about
colours, numbers and toys.
 Talking about actions happening at the moment of speaking using present
continuous.
 Ask and answer about abilities using can and possessions with have got.
 Recognise and produce orally and in writing rhyming words which rhyme.
 Identify basic socio-cultural and socio-linguistic aspects such as interpersonal
relationships.
 Recognise and use a limited repertoire of frequently used oral vocabulary about
toys.
 Learn and use basic learning strategies.
7 Contents - Assessment criteria - Key competences
Key
Contents Assessment criteria
competences
Recognition and presentation of Recognise and use frequently
the colours, numbers and toys. used oral vocabulary orally and LC
in writing about colours,
numbers and toys.
Practise the different forms of Recognise and use functions
present continuous: positive, and meanings associated with
negative and interrogative. basic syntactic structures.
Distinguish and comply with LC
Practise questions and answers usual Communicative
with have got and can. functions:: talk about actions
happening at the moment of
speaking and ask and answer
about possessions and abilities
Practise the pronunciation of Recognise and produce orally
LC
rhyming words. and in writing pairs of rhyming
words which rhyme.
Recite a chant and a song about Use correct pronunciation and LC
games. intonation. CCE
SIE
Listen to and read an illustrated Use the subject, general
story. meaning and main information
Identify the parts of the illustrated and ideas from the text in LC
story which has been studied short, simple texts with visual
previously. and audio support.
Think about the meaning of the Identify basic sociocultural and
illustrated story which you have sociolinguistic aspects such as LC
seen before. the importance of social life SCS
and having friends.
Revise the vocabulary learned Learn and use basic learning
during the unit. strategies. SIE
UNIT 1 FAMILY MATTERS
1 Contents

 Listen to and understand simple oral messages about where the books' characters
are.
 Listen to and understand simple oral messages about what the different characters
are doing.
 Listen to a song lyric to fill in the gaps with the names of the missing characters.
 Listen to various words with the sounds /ei/ and /ɑ:/ in conjunction with various
letters.
 Listen to and understand the recording of a story using visual aids.
 Listen to and understand physical descriptions of different artists to link them with
their portraits and names.
 Listen to and understand simple descriptions for colouring in an illustration.
sounds.
 Oral text about the characters' family relations using a family tree.
 Questions and answers in a survey using Do you want to … ?
 Questions and answers about tastes suing the structure Do you like (eating)?
 Oral text to choose favourite portraits.
 Questions and answers about an artist's mail physical characteristics.
 Questions and answers using the structure Can I have a … ? to ask for permission.
 Acting out a dialogue which has been learned.
 Read some sentences to fill in the gaps with the right word connected with the
family.
 Read some short sentences to identify the right character.
 Read a short text to complete the missing information in some sentences.
 Read a text describing what is happening in the drawing and include some of the
characters' hobbies as shown in the scene.
 Read a story with visual aids to help understanding.
 Read the description of various portraits to link them with the right pictures.
 Read texts to choose the words to complete them from among various options.
 Identifying and reading words with the sounds /ei/ and /ɑ:/.
 Completing sentences with the right member of the family.

 Identifying the family members described using apostrophe s.
 Complete de various sentences which summarise the contents of a previously read
text.
 Complete a song with the right names.
 Write various sentences which reflect the results of a survey on classmates about
what they want to do.
 Find and write words in a letter soup.
 Write a short text expressing a friend's preferences.
 Write key unit vocabulary with with they help of drawings to show that they know it
well.
 Write sentences to describe your family portrait.
 Bringing information about the family members in the family tree.
 Questions and answers about family members.
 Describe the characters in the book's physical characteristics..
 Ask and answer about what is happening at the moment of speaking.
 Describe various portraits and choose each pupil's favourite one.
 Draw up a portrait of your family and describe it to your classmates.
 Listen to a dialogue from the Pupil’s Book using toys brought by the teacher.
Vocabulary:
 Family: aunt, uncle, daughter, son, granddaughter, grandson, grandparent/s,
parent, grandchildren, children
 Verbs: like, love, enjoy + -ing / nouns, want + infinitive, catch, need
 Adjectives: naughty, quiet, clever, curly, fair, straight
 Artists: Goya, Monet, Vigée Le Brun, Picasso Da Vinci, Van Gogh
 History: pet thief, dirty, detective agency
 Portraits: paintings, portraits, artist, self-portrait, still life
 Other words: chess, moustache, farmer, people, science, doctor, all day, tractor,
boots, paintbrush, charity shop, board games, sick children, garage, mess, tidy,
swap with friends, give away
 Revision: numbers, family members, toys, transport, actions, activities, adjectives
 Pronunciation and spelling: (/ei/ and /ɑ:/) day , paint, par, say, star, name, car,
train, plane, play, farm, grey, cake, arm, eight, game, make, party, May, take,
garden, start, baby, straight
 I’m / You’re / He’s / She’s / It’s / We’re / They’re
 My, your, his, her, its, our, your, their
 Possessive ‘s
 Who’s … ?
 What’s ... doing?
 Really + adjective.
 Where...?
 Present simple
 Like, love, enjoy + -ing / noun
 Want + infinitive
 Have got
 Do you like + ing?
 Yes, I do. / No, I don’t.
 Do you need ... ?
 I don’t need ...
 Do you play with ... ?
 I don’t play with ...
 Can I have a ... ?

 Recognising and pronouncing the sounds /ei/ and /ɑ:/ in conjunction with the letter
y.
 Identifying, repetition and correct pronunciation of the sounds /ei/ and /ɑ:/. (CD-
ROM, Games: Shooting Stars)
Classroom language:
 This is my …
 Is this my … ?
 Who’s my … ?
 Who’s (character)’s grandson?
 Where’s … ? / Where are … ?
 What am I doing?
 What’s he doing?
 Listen and complete.
 Answer the questions.
 Look, think and answer.
 Correct the wrong sentences.
 Can you remember?
 Simon says...
 She’s got … / He’s got …
 Draw your family tree.
 Do you want to play a game?
 Ten people want to sing a song.
 Repeat and clap.
 Put the words in groups.
 Can you see … ?
 What’s the name of the detectives?
 Who is clever in the story? Why?
 Are they good at their jobs?
 Let’s read the sentences together.
 Now show and tell your friends.
 Which is your favourite? Why?
 Choose and circle the words.
 Draw and write about your still life painting.
 Look at the self portraits.
 Choose an artist.
 Circle the odd one out.
 Complete the table.
 Now write about your toys.
 Act it out.

segments.
 Use information and communication technologies.
 Show interest by participating actively in the oral activities.
 Show as much interest in listening to the texts as in listening to to the information
which classmates have.
 Interest in and tolerance towards different members of the family, trying to get on
with all of them.
 Valuing the importance developing healthy habits, including cultural activities such
as reading and painting.
 Getting used to reading and other cultural activities such as painting in order to
2 Key competences
LISTEN
instructions and recognise familiar words and physical descriptions of family members.
Recognise aural items such as accent, Listen to a song about descriptions of family
rhythm and correct intonation in familiar and members.
varied contexts.
TALK AND CONVERSE
Give simple, previously prepared oral Present and describe to classmates the
presentations. project you have carried out: a family
portrait.
answers.
Take part in spoken interaction which arises Ask and answer a classmate about physical
spontaneously. descriptions of family members.
READING
Understand the general idea and specific Recognise sentences connected with
details about familiar subjects. physical descriptions of family members.
Recognise the sentences in the unit's
illustrated story.
Activity Book.
WRITING
Reproduce simple sentences and texts using Write sentences connected with physical
previously presented models. descriptions of family members.
Write sentences using apostrophe 's',
present continuous and the verbs like, love,
enjoy and want.
personal information and information about about family members.

technology.
Solve simple problems connected with Solve a letter soup with the vocabulary
familiar subjects. learned in the unit.
Order and classify data using appropriate Use mathematical diagrams and family
criteria. trees to represent your family.
resources in the immediate surroundings and sentences connected with activities being
what human beings do with them. carried at this moment.
Digital Skills

Understand and value the use of English for Show interest in finding out about other
communicating with other people and to find people's family relationships and their
out about other cultures. descriptions.
Ask classmates about his/her tastes and

preferences.

Show interest in and respect for the culture of Familiarize yourself with some artists and
English-speaking countries. their most famous paintings.
Use artistic techniques and items in your Recognise different types of paintings and
presentations and projects. particularly portraits.
Do a portrait of your family in the end of unit

project.
Learning to Learn
Book.

Look for information to be able to complete Look for information to complete the unit
your tasks individually. project: a portrait of your family.
Plan and check your work to be able to Follow the previous steps for preparing your
present it properly. project and revise it before showing it to
classmates.

correctly.
Education for Peace

 Show respect for other people's physical appearance and for what they do and do
not like even if you have different tastes.
Education for Equality

 Show respect for other people's opinions, regardless of their gender.
 This unit is connected with art. Pupils learn about the artists and some of their
portraits. Pupils practise ways to describe people and situations using art.
 Pupils explore their own artistic creativity and write about the portraits.
 Pupils find out about portraits by reading an informative text
members of the family and physical descriptions.
 Talking about tastes, interests and hobbies using apostrophe 's', present
continuous with verbs of action and the structures like, love, enjoy + -ing / nouns,
want + infinitive.
 Give short answers about what they do and what they like using Yes, I do. / No, I
don’t.
 Use correct pronunciation and intonation.
 Recognise and pronounce and write the sounds /ei/ y /ɑ:/ in conjunction with
various letters.
 Identify basic socio-cultural and socio-linguistic aspects such as family
relationships.
painting and portraits.
 Make and present a portrait of your family.
Key
competences
Recognising and presenting family Recognise and use frequently
members and physical used oral vocabulary orally and
LC
descriptions. in writing about members of
the family and physical
descriptions.
Practise present continuous. Recognise and use functions
and meanings associated with
basic syntactic structures.
LC
Distinguish and comply with
habitual Communicative
functions: talk about activities
being carrying out at this
moment.
Practise apostrophe 's', present Recognise and use functions
continuous with action verbs and and meanings associated with
the structures like, love, enjoy + basic syntactic structures.
LC
-ing / nouns, want + infinitive. Differentiate and comply with
usual Communicative
Practise short answers with Yes, I functions: give short answers
do. / No, I don’t and ans ask and answer about
tastes, interests and hobbies.
Practice pronouncing the Recognise and pronounce and
write the sounds /ei/ and /ɑ:/. LC
sounds /ei/ and /ɑ:/ in conjunction
with various letters.
descriptions of members of the intonation. CCE
family. SIE
Do a portrait of your family and Make yourself understood in LC
present it to classmates. short, simple oral statements. CCE
SIE
Think about the meaning of the Identify basic socio-cultural
illustrated story which you have and socio-linguistic aspects LC
seen before. such as the importance of SCS
family relationships.
Recognise and practise vocabulary Recognise and use a limited
about painting and portraits. repertoire of frequently used
CCE
oral vocabulary about painting
and portraits.
UNIT 2 HOME SWEET HOME
1 Contents

 Listen to parts of the song and then put them in the right order.
 Listen to and understand simple messages in which colours and numbers and
connected with distant places.
 Listen to familiar words to pronounce the sounds /əυ/ and /aυ/ correctly.
 Listen to a story while pupils read it.
sounds.
 Listen to and understand a dialogue between a mother and her daughter about the
number of toys and clothes the latter has and what to do with them when she no
longer needs them.
 Listen to sentences describing some illustrations.
 Describe and compare houses.

 Ability to count from 1 to 100.
 Reply to some questions using numbers.
 Taking part in a guessing game using classroom objects.
 Correct pronunciation of words with the sounds /əυ/ and /aυ/.
 Answer comprehension questions after reading and listening to a story.
 Presentation to classmates about your ideal house.
 Repeat a chant.
 Recognition and reading of words connected with things in a house.

 Read a text and then fill in the gaps with words from a box.
 Read a song lyric.
 Read sentences about some people's needs.
 Read a text to complete a table with the right information.
 Reading a story while listening to it.
 Read a text to choose the right words.
 Read various texts about different types of houses around the world.
 Read words with the sounds /əυ/ and /aυ/ and link them with the corresponding
letters.
 Read sentences about the illustration to identify if they are correct.
 Read a questionnaire about what to do with unwanted toys and clothes.
 Read and understand written messages on the CD-ROM to carry out different
activities: vocabulary and structures, and link sounds and letters.
 Writing words connected with different parts of a house.
 Complete a crossword in which the clues are given by illustrations.
 Write a short text about each pupil's house.
 Writing numbers 1 – 100.
 Write the names of the domestic objects which feature in the unit.
 Write the materials which can be used to build a house.
 Oral texts about the houses pupils live in.
 Questions and answers about different houses' characteristics to decide whether
they are similar or different.
 Practise the use of need in various contexts.
 Oral production about where different things are in the house using prepositions.
 Answer questions connected with the story.
Vocabulary:
 Places: city, town, village, country, street, island
 Houses: flat, apartment, block of flats, place, tree house, yurt, igloo, home,
houseboat
 Things in a house: basement, balcony, lift, floor, stairs, upstairs, downstairs, apple
tree, plants, flowers
 Countries and nationalities: Mongolians, Asia, Korowai, Papua New Guinea,
Australia, Canada, Greenland, Inuits
 Verbs: need, move house, go up, cook, look for, made of
 Materials: bricks, wood, snow
 Animals: goat, camel
 Prepositions: above, below, between, next to, at, inside, outside
 Revision: numbers 1-100, adjectives, colours, like, live, walk, come, door, house,
quiet, talk to, trees, lots of, a lot of, can, under, in, up, down, sofa, lamp, lorry,
smile, sit, drink, difficult to carry, parent, hair, fair, mouse, ball, name, chair, walk,
draw, mouth, where, daughter, doctor, monster, photo, favourite
 Other words: crossword, across, characters, hit, same, different, order, map,
address, phone number, lovely, torch, skin, cover, mat, temperatures, radio,
escalator
 Pronunciation and spelling: (/əυ/ and /aυ/) yellow, brown, house, window, nose,
town, down, throw, out, know, coat, clown.
 Like +–ing
 Simple present
 Present continuous
 Have got
 What about you?
 Where...?
 We’re at …
 What colour’s … ?
 What number’s … ?

 Recognising and pronouncing the sounds /əυ/ and /aυ/ in conjunction with various
letters.
 Identifying, repetition and correct pronunciation of words with the sounds /əυ/
and /aυ/ (CD-ROM, Games: Shooting Stars)
Classroom language:
 Do you like living in the … ?
 What/ Who can you see?
 Listen and say the letter.
 Complete the crossword.
 What’s the room under… ?
 Who’s got a… ?
 What goes up and down?
 Has Lenny’s house got a… ?
 Does he live in a… ?
 Are your houses the same or different?
 Read and order the pictures.
 Are the men happy?
 Why? Why not?
 Is she moving… ?
 What’s her new address?
 I need to open the window.
 What colour are the doors?
 Talk about where you live.
 Read and colour.
 Answer the questions.
 Look and think about the different sounds. Can you match them?
 Read and complete the table.
 John lives in a flat in a city.
 Has she got a garden?
 Let’s read episode …
 Find out what happens next.
 What’s in the … ?
 What does he think?
 Is it hot in summer here?
 Do you know what the temperatures are?
 What about winter?
 Do you live in a house or a flat?
 How many rooms has it got?
 What colour is your … ?
 Can you remember what the people need?
 Draw and label your dream house.

segments.
 Value the importance of talking in a language other than your mother tongue to be
able to communicate with people all around the world.
 Value the importance of taking care of your own home.
 Show respect and curiosity about what happens in other parts of the world.
 Show interest by listening to classmates.
 Take part in the class with respect and consideration towards classmates.
 Ability to learn about their homes, whether they live in flats or houses.
 Ability to learn about different types of houses around the world.
2 Key competences
LISTEN
instructions and recognise familiar words and places to live and parts of the house and
linguistic structures. numbers 21 to 100.
Recognise aural items such as accent, Listen to a song about places in the house.
varied contexts.
TALK AND CONVERSE
Give simple, previously prepared oral Present and describe your project to
presentations. classmates: a drawing about your dream
house.
answers.
Take part in spoken interaction which arises Ask and answer a classmate about places
spontaneously. to live and parts of the house.
READING
details about familiar subjects. places to live and parts of the house.
illustrated story.
Activity Book.
WRITING
Reproduce simple sentences and texts using Write sentences connected with places to
previously presented models. live and parts of the house.
Write sentences using have got, need and

position prepositions.
Fill in a form or card with your personal data. Complete a table with information about
classmates' addresses.
personal information and information about about your house.

technology.
Solve simple problems connected with Solve a crossword with the vocabulary
Order and classify data using appropriate Recognise and use numbers 21 to 100 to
criteria. talk about house addresses.
Identify the balconies using the numbers

given.
Identify and differentiate objects and Describe the pupils' surroundings using
resources in the immediate surroundings and sentences connected with parts of the
what human beings do with them. house and position prepositions.
Recognise various types of housing in

different countries.
Digital Skills

Understand and value the use of English for Show an interest in finding out about
communicating with other people and to find classmates' dream houses and different
out about other cultures. types of housing in different countries.
Ask classmates about their addresses.

Use artistic techniques and items in your Do a drawing of your dream house in the
presentations and projects. end of unit project.
Learning to Learn
Book.

your tasks individually. project: a drawing about your dream house.
classmates.

 Show interest in learning about how people live in different parts of the world.

 Be able to work in groups or pairs, respecting classmates' turns to speak.
Education for Peace

 Use dialogue to solve problems in the classroom.
Education about consuming goods.

 Learn to reuse unused toys and clothes, donating them or swapping them with
other children.
 This unit is specifically connected with social sciences. There is a section about
various countries, pupils learning about different ways of live over the world.
 Pupils use their imagination freely and describe their dream houses. This activity is
connected with art and language.
 This unit is also connected with values education. Pupils learn to value the
importance of sharing and reusing possessions.
 Pupils find out about different types of housing in different countries around the
world by reading an informative text.
places to live, parts of a house and numbers 21 to 100.
 Talking about needs using the verb need.
 Talking about where things are using position prepositions.
 Recognise and pronounce and write the sounds /əυ/ and /aυ/ in conjunction with various
letters.
 Identify basic socio-cultural and socio-linguistic aspects such as finding out about
different types of housing and the importance of sharing and reusing possessions.
 Recognise and use frequently used orally and in writing frequently used oral
vocabulary about different types of housing in different countries.
 Make and present a drawing about your dream house.
Key
competences
Recognition and presentation of Recognise and use a limited
places to live, parts of the house repertoire of frequently used
LC
and numbers 21 to 100. oral vocabulary about places to
live, parts of a house and
numbers 21 to 100.
Practise position prepositions: Recognise and use functions
above, below, need and meanings associated with
LC
Practise need and have got. Distinguish and comply with
usual Communicative
functions: talking about where
things are, needs and
possessions.
sounds /əυ/ and /aυ/ in write the sounds /əυ/ and /aυ/. LC
conjunction with various letters.

places in a house. intonation. CCE
SIE
Draw your dream house and Make yourself understood in LC
present it to your classmates. short, simple oral statements. CCE
SIE

LC
illustrated story which you have sociolinguistic aspects such as SCS
seen before. different types of housing.
Recognising and practising Recognise and use a limited MSCT
vocabulary about different types of repertoire of frequently used
housing. oral vocabulary about different
types of housing.
Talking about the importance of Identify basic socio-cultural and

giving and receiving and reflect socio-linguistic aspects such as LC
about what has been learned. the importance of sharing and SCS
reusing possessions
Revise Units 1 – 2
1 Contents
 Listen to and understand simple messages about some of the characters' ages.
 Spot the differences between various drawings.

 Take part in a game to revise the vocabulary in groups.
 Read some descriptions and link them with various characters.

 Read a group of words to identify which the odd one out is.
 Read sentences which describe what is happening in the drawing.
 Read some questions about the book characters' personal data.
 Write words to complete a crossword and a hidden message.
 Practise the description of various people.
 Taking part in a game in groups of three to revise vocabulary from units 1 and 2.
 Interact with other pupils using English as the main means of communication.
Vocabulary:
 Family, colours, numbers, clothes, objects and parts of the house, food and drinks,
toys, supermarket
 Prepositions, descriptive adjectives
 It’s my/your/his/her turn.
 Pass the dice, please.
 I’m … / You’re … / He’s … / She’s …
 I’ve / You’ve / He’s / She’s finished.
 I’ve / You’ve / He’s / She’s won.
 That’s wrong/right.
 Roll again.
 Stop.
 Wanted!
 Have got
Classroom language:
 Play the game.
 You’re going to play a game.
 Can you find a … ?
 Point to it.
 Go up/down.
 Spell the words.
 If it’s right, roll again.
 If it’s wrong, stop.
 Listen and write the numbers.
 Read and find.
 Write a description to find the pet thief’s dad.
 This pupil’s got …
 Correct the sentences.
 Look at the pictures.
 Say which is different.
 Read and remember.
 Count and write the letters.
 Do you remember … ?
 Memorize and use the vocabulary in units 1 and 2.

segments.
 Show interest by participating actively in class.
 Be aware that being different is good.
 Ability to learn to interact with other pupils in English.

 Taking in that being different is good and that diversity is enriching.
2 Key competences
LISTEN
Understand simple oral messages and Listen to simple oral messages about some
instructions and recognise familiar words and characters' ages.
TALK AND CONVERSE Answer the teacher's questions with correct
Cope in daily situations. answers.
Take part in spoken interaction which arises Ask and answer classmates about physical
spontaneously. descriptions of various characters.
Take part in a revision game.
READING Interpret the instructions and examples of
Understand the objectives of a written text the written activities suggested in the
which present a task to be carried out. Activity Book.
WRITING
Reproduce simple sentences and texts using Write words to complete a crossword.
technology.
Solve simple problems connected with Decipher a message in a secret code to
familiar subjects. solve a crossword.
Order and classify data using appropriate Revise 1-100 identifying the characters'
criteria. ages.
resources in the immediate surroundings and sentences connected with parts in a house.
Digital Skills

Take part in group activities with respect and Take part in a revision game.
interest and share opinions.

Take an active part in the games, dances, Take part in a revision game.
Learning to Learn
Book.

correctly.
 Be able to work and play in small groups, respecting other people's turns.
Education for Peace
 Show respect towards others and do not judge people by their physical
appearance.

 Recognise and use a limited repertoire of frequently used oral vocabulary about the
two previous units orally and in writing.
 Recognise and use functions and meanings associated with basic syntactic
structures learned in the two previous units.
 Distinguish and comply with usual communicative functions learned in the previous
two units.
Key
competences
Revise the vocabulary from the Recognise and use frequently
previous two units: used oral vocabulary from the
previous two units orally and in
 Members of the family writing. LC
SIE
 Descriptions of people. LL
 Numbers from 1 to 100 Learn and use basic learning
 Areas in the house strategies.
 Places to live
Revision of the main grammatical Recognise and use functions
structures from the previous two and meanings associated with
units: basic syntactic structures
learned in the two previous
 Apostrophe 's' units. LC
 Present continuous SIE
 Short answers. Distinguish and comply with LL
 have got usual communicative functions
 Place prepositions learned in the previous two
units.
Learn and use basic learning

strategies.
UNIT 3 A DAY IN THE LIFE
1 Contents

 Listen to and understand simple oral messages about daily routines.
 Listen to some daily actions and then mime them.
 Listen to simple messages which include the days of the week.
 Listen to a short story about the frequency of people's daily activities.
 Listen to some sentences about illustrations and then give thumbs up or down
depending on whether they are right or no.
 Listen to, differentiate and repeat words with the sound /ɔ:/.
 Listen to a heartbeat and say whether it is fast or slow.
 Listen to the activities which a person does each day of the week.
 Say the letters of the alphabet individually to put the drawings of the story in order.
 Answer questions about what time a character does certain routine activities.
 Questions and answers about the order of some routine activities.
 Say the days of the week.
 Make sentences using a bingo table.
 Identify the speed of heartbeats which carrying out the activities in the pictures.
 Count the beats, write them on a bar chart and show it to classmates.
sounds.
 Read a story to put the drawings in order.

 Read the main daily routines.
 Read sentences with frequency adverbs to identify if they have been used correctly
in each case.
 Read words with the sound /ɔ:/. to link it with different letters.
 Read some sentences including the time to say if they are correct or not.
 Read a bingo chart to make sentences.
 Read and complete a text looking at the drawings.
 Read and complete a text with visual aids instead of words.
 Read a text about how the heart works.
 Read a text about the pulse.
 Read instructions about how to take somebody's pulse.
 Read simple sentences to identify if they are true or false with regards to how the
heart works.
 Write sentences using before and after.
 Write the days of the week.
 Write sentences using frequency adverbs and daily routines.
 Write the missing words in a text.
 Write the words connected with how the heart works.
 Questions and answers about the daily routines.
 Mime daily routines and activities.
 Taking part in a game of bingo with the daily routines.
 Talk with a friend about daily routines to decide whether they are similar or
different.
 Questions and answers about the routines a character does every day.
 Talking about how the heart works and activities which quicken the pulse.
Vocabulary:
 Daily routines: get dressed, get undressed, wake up, put on, take off, wash, go to
bed/school, have a shower, do homework, start school, go out to play, come home,
have breakfast/lunch/dinner, catch the bus, routine
 The time
 Days of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday,
Sunday, week, weekend
 Adverbs of frequency: always, sometimes, never, every day, How often … ?
 Jobs: dancer, singer, driver, firefighter, nurse, dentist, farmer, police officer,
teacher, street cleaner, bus driver
 Words about safety: dangerous, seat belt, remember to, handcuffs, thermometer,
tractor, bright colours, reflectors, jacket, pedestrian crossing, headphones, parked
cars
 Other words: a day in the life, pyjamas, bedtime, first, then, during, a grown up,
market, café, clever, city, village, carry, naughty, fair, follow, tell, uniform, accident,
special clothes, stop, safe, mask, fire hose, surgery, across, dress, lorry, mirror,
tennis, dinner, wall, ball, cross, address, rubber, rabbit, happy, apple, off, officer,
giraffe
 Revision: prepositions, sports and activities, family, people and jobs, adjectives,
before, after, holidays, mountains, family, car, episodes, help, need, people,
animals, farm, teeth, look at, water, ladder, favourite, can, helmet, cross the street,
board
 Pronunciation and spelling: (/ɔ:/) horse, book, story, box, short, sport, door,
board, down, forty, four, old, you, ﬂoor, more, small, house, ball, doll, daughter,
water
 Simple present for daily routines: short questions and answers
 How often do you … ?
 Simon always/sometimes/never does his homework.
 Present continuous to describe what is happening at the moment of speaking
 What can you hear/see?
 What are the people doing?
 What’s the problem?
 Where are the pupils?
 Remember …
 Don’t play …
 ... help us to ...
 We need ... to ...
 ... are important ...
 There is nobody to ...
 Could you ... ?

 Recognition, differentiation and correct pronunciation of the sound /ɔ:/.
 Identifying, repetition and correct pronunciation of words with the sound /ɔ:/. (CD-
ROM, Games: Shooting Stars).
Classroom language:
 Stella does these things every day.
 First … Then …
 What’s the time?
 Read and order the pictures.
 Listen and do the actions.
 What do you do every day?
 Tell me something this boy does every day.
 Swap roles.
 I take off my clothes before I have a shower.
 Is it the same? Why not?
 So, what happens first? And then?
 Is your routine the same or different?
 When do you have English?
 Is that every day?
 How often do you have Maths?
 Choose the right words.
 Find and write the words.
 Look, read and complete the text.
 Look and make sentences. Use the words in the boxes.
 Make three sentences.
 Write sentences about you.
 Can you hear /ə/? Say ‘yes’ or ‘no’.
 What does Paul do at eight o’clock?
 What does he do after his shower?
 Where does he go for breakfast?
 What’s the reporter’s name?
 What time do Lock and Key get up?
 Do they always follow people?
 What question is Johnny going to ask?
 Is he working?
 Do you remember?
 Which day comes before Sunday?
 Do you know that … ?
 Listen. Who is it?
 What’s Ben’s job?
 Where do they work?
 I want to be a … because …
 How many dangerous things can you see?
 Match the sentences with the people in the picture.
 Make a poster about people who help us.
 Make sentences.
 How would you learn?
 Who would teach you?
 What’s the problem?
 We need you to ...
 Why was it wrong for Susan to speak to Linda like that?
 Which is the odd one out?

segments.
 Show respect for work done by different people.
 Show interest about learning how to participate actively in class.
 Use skills to relate with other people, showing tolerance and respect.
2 Key competences
LISTEN
instructions and recognise familiar words and routines and habits, the days of the week
linguistic structures. and the time.
Recognise aural items such as accent, Listen to a song about everyday activities.
varied contexts.
TALK AND CONVERSE
presentations. project you have carried out: a bar chart
with heartbeats.
answers.
Take part in spoken interaction which arises Ask and answer a classmate about his/her
spontaneously. weekly and daily routines.
READING
details about familiar subjects. weekly and daily routines.
illustrated story.
Activity Book.
WRITING
Reproduce simple sentences and texts using Write sentences connected with the time,
previously presented models. routines and the days of the week.
Write sentences using simple present and

frequency adverbs.
Fill in a form or card with your personal data. Put the daily routines mentioned in the
sentences in order based on your
experience.
personal information and information about about your weekly and daily routines.

technology.
Solve simple problems connected with Do a letter soup identifying the days of the
familiar subjects. week.
Complete a text replacing the pictures with

words.
Order and classify data using appropriate Count your heartbeats and show them on a
criteria. bar chart.
Identify and differentiate objects and Describing pupils' surroundings using

resources in the immediate surroundings and sentences connected with how the heart
what human beings do with them. works for the body to work well in our daily
lives.
Digital Skills

Understand and value the use of English for Show interest in finding out about
communicating with other people and to find classmates' routines and habits.
out about other cultures.

Use artistic techniques and items in your Do a bar chart in the end of unit project.
presentations and projects.
Learning to Learn
Book.

your tasks individually. project: a bar chart.
classmates.

correctly.
 Accept other people's habits as a sign of freedom of speech.

 Be able to work in pairs or groups effectively, respecting other people and being
cooperative.

 This unit is specifically connected with natural sciences. There is a section about
how the heart works.
 Pupils find out about how the heart works and about heartbeats in a informative
text.
vocabulary about routines, the time and the days of the week.
 Talking about daily and weekly routines, their frequency and what time they are
done using simple present and the frequency adverbs.
 Recognise and pronounce and write the sound /ɔ:/. in conjunction with various
letters.
 Identify basic sociocultural and sociolinguistic aspects such as the importance of
routines in our daily life.
how the heart works.
 Make and present a bar chart with heartbeats when different physical activities are
carried out.
Key
competences
Recognition and presentation of Recognise and use frequently
routines, the time and the days of used orally and in writing
LC
the week. frequently used oral
vocabulary about routines, the
time and the days of the week.
Practise simple present and the Recognise and use functions
time. and meanings associated with
Practise frequency adverbs and Distinguish and comply with LC
the expression How often…? usual Communicative
functions: talking about daily
and weekly routines, their
frequency and how often they
are done.
Practice the pronunciation of the Recognise and pronounce and
LC
sound /ɔ:/. in conjunction with write the sound /ɔ:/.
various letters.
everyday activities. intonation. CCE
SIE
Do a bar chart with heartbeats Make yourself understood in
LC
showing different physical activities short, simple oral statements. CCE
and show it to classmates. SIE
seen before. the importance of routines in SCS
our daily life.
Recognising and practising Recognise and use a limited
vocabulary about how the heart repertoire of frequently used
MSCT
works. oral vocabulary about how the
heart works.
UNIT 4 IN THE CITY
1 Contents

 Listen to and understand a conversation in which various characters describe a
new house and where they are.
 Listen to a series of questions about where something is in the illustration to give
the right answers.
 Listen to a conversation in a library and then answer comprehension questions.
 Listen to a series of questions and answers about what a girl has to do and then
talk about her duties and .
 Listen to various words with the sound /s/ in conjunction with the letter c.
 Listen to and continue a story using audiovisual prompts.
 Listen to various conversations showing how good citizens behave.
sounds.
 Oral production about where objects are in a classroom using prepositions.

 Questions and answers about where some places are in a picture.
 Questions and answers about the pupils' city.
 Oral text about things which pupils should and should not do at home and at
school.
 Answer comprehension questions after reading a text.
 Interact with other pupils to give opinions about a menu and things that can be
bought with a particular quantity of money.
 Things and food in a picture of a supermarket.
 Questions and answers about the price of different objects.
 Read descriptions of places in a city to link them with sentences.

 Reading and answers to some questions about where places are in a city.
 Read a text to place objects in the right place in a room.
 Read some questions and link them with their answers.
 Read a list of rules which pupils must comply with at school.
 Read a text with audiovisual support.
 Read about British currency.
 Read a mathematical problem and solve it.
 Read a menu to find out how much money the characters need.
 Read some prices in pounds and pence.
 Read sentences about behaving as a good citizen.
 Write words about places in a city.
 Writing a hidden message after having deciphered it.
 Write sentences about where some places in a city are.
 Write sentences about things which pupils should do at school.
 Write prices in pounds and pence.
 Write answers to different maths exercises.
 Write prices in a shop.
 Write a shopping list.
 Questions and answers about where some places are in a city.
 Oral text about rules that pupils have to comply with at home and at school.
 Questions and answers about foreign currency.
 Questions and answers about the prices of various objects.
Vocabulary:
 Places: bank, bus station, café, cinema, hospital, library, market, shop, sports
centre, supermarket, swimming pool
 Prepositions and place adverbs: near, opposite, over here
 Obligation: must, study, exam, tomorrow, need to
 Money: money, currency, coins, notes, pence, pound, take away (subtract), price,
pay, total, menu, numbers, metal coins, shopping list
 Products for sale in shops: fruit, vegetables, CD, flowers, sunglasses, comic
 Other words: cool, borrow, books, volleyball, tidy, untidy, bank robber, look for,
hands up, money box, digital radio, digital camera, a watch
 Revision: the home, prepositions, clothes, lunch, food, jobs, can, want, town, map,
next to, behind, in front of, between, food, look at, come back, let’s … , episode,
cash, money, shopping, lovely day, I don’t touch
 Pronunciation and spelling: (/s/) city, centre, comic, cat, face, computer, uncle,
balcony, place, clean, exciting, dance.
 Infinitive to express purpose
 Where’s the … ?
 Where can I … ?
 You go there to …
 Love + -ing
 We/You must …
 Can I … ?
 I need …
 I’ve got some money.
 What else … ?
 The first people to use metal coins lived …
 What’s the currency?
 What’s the total?
 How much is/are?

 Recognising the sound /s/ in conjunction with the letter c
 Identifying, repetition and correct pronunciation of words with the sound /s/ in
conjunction with the letter c. (CD-ROM, Games: Shooting Stars).
Classroom language:
 Where can we … ?
 Where’s the … ?
 Where does Meera’s family buy their food?
 What’s the name of … ?
 Read and say.
 Look at the code. Write the secret message.
 Where do you go to watch a film?
 It’s next to …
 Play the memory game.
 Answer the questions about your town.
 Don’t play in rivers.
 Don’t cross between parked cars.
 We must go and catch the bus.
 Why does Stella say ‘Shhh’ to Lenny?
 Read and circle the best answer.
 Suzy’s room is very untidy.
 You must put your pencils in your pencil case.
 You must put your books in your bag.
 What must you do at home to help your mum and dad?
 You can work with a partner.
 What must children do at school.
 At home I must …
 Find a time when Vicky and Sam can play tennis.
 What’s the bank’s robber name?
 Does Mrs Pott’s friend like shopping?
 Where are they going shopping?
 Who does Key think he sees?
 What’s our currency called?
 What’s the currency in the USA called?
 How many different metal coins are there?
 Add the notes.
 What’s the total?
 What’s five add six?
 What’s ten take away four?
 How much have I got?
 Look at the menu. What can he buy with … ?
 Make a shop.
 Draw or cut out pictures of the things in your shop.
 Write the prices.
 Write a shopping list.
 Go shopping.

segments.
 Follow rules to create a good school atmosphere.
 Be aware of things we must do at home in order to help.
 Understanding the rules we have to obey in order to be good citizens.

 Ability to learn about the importance of obeying rules at home, at school and in the
city.
 Using foreign coins from English-speaking countries.
2 Key competences
LISTEN
instructions and recognise familiar words and places in a city.
Recognise aural items such as accent, Listen to a song about norms and .
varied contexts.
TALK AND CONVERSE
Give simple, previously prepared oral Present and describe the project you have
presentations. done to classmates: a poster about a shop
and the things sold in it.
answers.
Take part in spoken interaction which arises Ask and give answers to a classmate about
spontaneously. where places are in a city.
READING
details about familiar subjects. places in a city or town.
illustrated story.
Identify relevant information on written Understand prices on a menu.
posters and simple maps.
Activity Book.
WRITING
Reproduce simple sentences and texts using Write sentences connected with places in a
previously presented models. city.
Write sentences using must, place

prepositions, can and infinitive to express
purpose.
personal information and information about about duties at home.

technology.
Solve simple problems connected with Do different mathematical exercises about
familiar subjects. prices.
Use numbers, currencies, coins and bank

notes to make purchases.
Do a crossword and a table with a

numerical code to decipher a message.
Order and classify data using appropriate Classify words in a table.
criteria.
Use various techniques and items to build an Make a poster about a shop and items for
object after planning the actions required to sale in it.
do so.
resources in the immediate surroundings and sentences connected with places in a city
what human beings do with them. and a shop.
Digital Skills

Understand and value the use of English for Show interest in finding out about how to
communicating with other people and to find ask for prices in a shop and how to pay for
out about other cultures. things.
Value the importance of behaving as a
good citizen.

Show interest in and respect for the culture of Familiarization with some currencies from
English-speaking countries. English-speaking countries.
Use artistic techniques and items in your Make a shop in the end of unit project.
Learning to Learn
Book.

your tasks individually. project: a shop.
classmates.

 Show interest by taking part in class in an appropriate way.
 Be aware of the rules to be followed as members of society.
Education for Peace

 Show respect to others following a series of rules at home and at school.

cooperative.
Consumer education
 Accepting responsibility for a quantity of money when going shopping.
 Be able to choose the products needed at a shop.
 This unit is connected with social sciences and maths. Pupils work with different
currencies, solving maths problems and finding out the answers to maths
exercises. They also become familiar with usual transactions in shops.
importance of being good citizens.
 Pupils find out about British currency by reading an informative text.
places in a city orally and in writing.
 Talking about where places are using place prepositions.
 Talking about norms and using must.
 Asking for permission using can
 Expressing intention using the infinitive.
 Recognise and pronounce and write the sound /s/ in conjunction with the letter c.
 Identify basic sociocultural and sociolinguistic aspects such as foreign currency and
the importance of being a good citizen.
money orally and in writing.
 Make and present a poster about a shop and the prices of the items on sale.
Key
competences
Recognising and presenting about Recognise and use a limited
places in a city. repertoire of frequently used LC
oral vocabulary about places in
a city orally and in writing.
Practise the use of some place Recognise and use functions
prepositions. and meanings associated with
Practise sentences with can Distinguish and comply with
LC
(permission), must (obligation) and usual Communicative
infinitive to express intention. functions: talking about where
places are, rules and
regulations, asking for
permission and expressing
intention.
Practice pronouncing the sound /s/ Recognise and pronounce and
LC
in conjunction with the letter c. write the sound /s/ in conjunction
with the letter c.
Recite a chant and a song rules Use correct pronunciation and LC
and regulations. intonation. CCE
SIE
Make a poster about a shop and Make yourself understood in
LC
its prices and present it to short, simple oral statements. CCE
classmates. SIE

LC
illustrated story which you have and socio-linguistic aspects
SCS
seen before. such as the coins used in the CCE
United Kingdom.
vocabulary about money. repertoire of frequently used
MSCT
oral vocabulary about money
orally and in writing.
Talking about the importance of Identify basic sociocultural and

taking care of your city and reflect sociolinguistic aspects such as LC
about what you have learned. the importance of being a good SCS
citizen.
1 Contents
 Listen to various dialogues between characters to choose the right answer.
 Taking part in a game connected with different places in a small or large city.
 Oral text about your daily routines and activities.
 Take part in a game to revise the vocabulary in groups.
 Practise how to spell words already learned.
 Read and put words in order to form correct sentences.

 Recognition and reading of words in 'word snakes'.
 Read and answer questions connected with the 'word snake'.
 Read and complete some sentences with the right words from the vocabulary in the
units.
 Organize words to make sentences.

 Write answers a questions derived from the 'word snake'.
 Write words taken from an exercise to fill in the gaps and complete a crossword.
 Write words in the gaps in some sentences with vocabulary from units 3 and 4.
 Taking part in a game following the rules.
 Oral text about weekly routines.
 Questions and answers about daily routines and activities.
 Work in groups of four the revise the vocabulary from units 3 and 4.
Vocabulary:
 Places in a city, activities and hobbies.
 Procedural language, games language, instructions
 Other words: check teeth, sheep, cow
 I can … here.
 I must … here.
 Go to …
 It’s my turn.
 Pass the dice.
 I’m + colour
 You’re …
 He’s …
 She’s …
 I’ve / you’ve / he’s / she’s finished.
 I’ve / you’ve / he’s / she’s won.
 Simple present: affirmative, negative and interrogative.
 Simple present: questions using questions words
Classroom language:
 Play the game.
 Can you remember some of the language we use in games?
 I’ve won.
 That’s cheating.
 You miss a turn.
 Read and order the words.
 Find the words.
 Now answer the questions.
 Do you work in a hospital?
 Do you look after animals?
 What do you do on...?
 What do you do before/ after … ?
 Listen and tick the box.
 Check in pairs.
 Now let’s read and remember.
 Write the message.

 Taking part in a game to revise vocabulary and check knowledge.
 Be aware that it is good to comply with rules and turns previously assigned in
games and in social situations.
 Ability to learn to connect with classmates in English.

 Valuing the importance of respecting rules and turns when taking part in a game.
2 Key competences
LISTEN
Understand simple oral messages and Listen to simple dialogues between

instructions and recognise familiar words and characters.
spontaneously. different places in a small or large city.
WRITING

technology.
Solve simple problems connected with Decipher the words hidden in a word snake.
familiar subjects.
Do a crossword.
Order and classify data using appropriate Revise 1-100 to tell the time.
criteria.
resources in the immediate surroundings and sentences connected with the time and
what human beings do with them. places in a city.
Digital Skills


Learning to Learn
Book.

correctly.

 Be able to work in small groups, respecting the turns set and following a series of
rules.
Education for Peace

 Show respect towards others by not interrupting them when they are interacting
with other people.
two units.
Key
competences
previous two units orally and in LC
 Routines writing. SIE
 Places in the city LL
strategies.
Revision of the main grammatical Recognise and use functions LC
 Simple present units.
 Adverbs of frequency SIE
 Prepositions Distinguish and comply with LL
 The infinitive to express usual communicative functions
purpose learned in the previous two
 Must units.
 Can
 How much / How many
strategies.
UNIT 5 FIT AND WELL
1 Contents

 Listen to and understand a dialogue in which the characters talk about how they
feel and what hurts them.
 Listen to and act out symptoms of common illnesses.
 Listen to various messages to confirm what is happening to each character.
 Listen to some actions which are not allowed in some places.
 Listen to the description of some common illnesses and then complete sentences
using must and mustn’t.
 Listen to different rhyming words.
 Listen to a song and mime the actions mentioned.
 Listen to simple sentences about the habits we need into order to keep fit and
healthy.
 Listen to and understand the daily routines of a character and which help him/her to
develop healthy habits.
 Listen to actions which cannot be done in certain situations and link them with the
drawings.
 Listen to the various different habits we must develop in order to keep fit and
healthy and then link them with the drawings.
sounds.
 Oral text about common illnesses.

 Questions and answers about how somebody feels.
 Listen to dialogues between a doctor and patient.
 Questions and answers about tastes and hobbies.
 Questions and answers about carrying out different healthy habits.
 Read some general questions about two drawings showing scenes from a doctor's
surgery.
 Read and identify different parts of the body.
 Read things that we must not do when we are ill.
 Read a song lyric and mime each action.
 Read various texts about how to kit fit and healthy.
 Read questions from a quiz.
 Read the contents of a poster about how to take care of oneself.
 Read a text to complete with the missing words.
 Read a dialogue to choose the right option.
 Write rhyming words.
 Read and understand de written messages en the CD-ROM to carry out different
activities: vocabulary and structures and connecting sounds and letters.
 Write words connected with the parts of the body.

 Complete de some sentences with the names of common illnesses.
 Complete some dialogues in which one character asks another what is wrong with
him/her.
 Write sentences with must or mustn’t to state the classroom rules.
 Write sentences about what we must not do when we are ill.
 Write the contents of a project about our habits each day of the week.
 Write sentences what pupils do to keep healthy.
 Oral text about common illnesses.
 Questions and answers about how classmates feel.
 Answer comprehension questions after listening to a story.
 Questions and answers about tastes and hobbies.
 Answer to a quiz about healthy habits.
 Questions and answers about daily healthy habits.
Vocabulary:
 Parts of the body: eye, ear, tooth, mouth, back, stomach, shoulder, nose, head,
hand, foot, leg, hair, arm
 Common illnesses and health matters: cold, cough, stomach-ache, headache,
temperature, toothache, backache, earache, hurt, matter, medicine, healthy,
tissues, bandages, spread germs, earache
 Habits: read, eat, kick the ball, ride a bike, play tennis, catch the ball, hop, skip,
climb
 Healthy habits: the right food, eat vegetables, exercise, have a rest, a good idea to,
fresh air, relax, move, stand and sit down properly, have a shower, wash your
hands, wear cool clothes, eat fruit, sit properly at your desk, clean your teeth
 Obligations: must, mustn’t
 Permission: can, can’t
 Other words: degrees, any, fit, how often, say, episode, beautiful painting, cake,
would like, very important to, come on, stapler
 Revision: daily routines, activities, food, city, house and home, animals, clothes,
colours
 Pronunciation and spelling: (rhyming words) see, hurt, cake, off, one, four, door,
cough, fun, key, shirt, ache, ﬂy, can’t, two, time, late, wear, do, buy, hair, aunt,
climb, straight
 What’s the matter with … ?
 I’m not very well.
 My … hurts.
 Let’s …
 How are you today?
 Have you got a … ?
 Have got + illnesses
 You must/mustn’t …
 Do / don’t …
 When you’ve got a …
 Which … would you like?
 I’d like …
 It’s very important to …
 Don’t stop until you drop.
 Let’s...
 ... needs to be +adjective

 Recognising and pronouncing words which rhyme.
 Identifying, repetition and correct pronunciation of words which include rhyming
words. (CD-ROM, Games: Shooting Stars)
Classroom language:
 Do the actions.
 What’s the matter?
 Act it out.
 Can I … ?
 No, you mustn’t.
 Read and correct he sentences.
 You mustn’t get up!
 Don’t get up!
 Point to the picture and say the sound.
 Find three words with the same sound.
 What’s the name of the painting?
 Which cake has Lock got?
 Who’s got the painting?
 What do you see?
 What does the man say?
 Who is he?
 How do you spell…?
 Tell me some things that are good/bad/healthy for you.
 Tell me some things that are healthy.
 Can anyone remember things that are bad for you?
 Can anyone remember things that are unhealthy?
 Is this ok?
 How can I stand properly?
 Now I’m standing properly.
 Is he dressed warmly?
 What do you do?
 I always wash my hands before dinner.
 There’s a birthday party on Saturday and we’ve got an ... What’s this word?
 Are these words similar to your language?

segments.
 Value the advantages of learning a foreign language.
 Show interest in your classmates' and their family members' health.
 Show interest in your own health and the best way to take care of yourself.
 Develop healthy daily habits.
 Ability to learn about common illnesses and things which we should and should not
do when we are ill.
 Show interest in classmates' and relatives' health.
 Ability to learn which habits are healthy and which we should carry out on a daily
 Ability to learn about how important it is to take care of oneself.
2 Key competences
LISTEN
instructions and recognise familiar words and common illnesses.
Recognise aural items such as accent, Listen to a song about healthy activities.
varied contexts.
TALK AND CONVERSE
Give simple, previously prepared oral Present and describe your project to
presentations. classmates: a weekly plan for keeping
healthy.
answers.
spontaneously. how you feel physically.

READING
details about familiar subjects. common illnesses.

illustrated story.
Activity Book.
WRITING
Reproduce simple sentences and texts using Write sentences connected with common
previously presented models. illnesses and advice about what to do when
you are ill.
Write sentences using must and musn’t.

personal information and information about about common illnesses.

technology.
Solve simple problems connected with Do a letter soup finding words connected
familiar subjects. with health.
What should and should not be done when

we are ill.
Identify and differentiate objects and Describe a pupil's surroundings using
resources in the immediate surroundings and sentences connected with common
what human beings do with them. illnesses.
Digital Skills

Understand and value the use of English for Show interest in finding out about how other
communicating with other people and to find people feel.
Ask classmates about their health and the
healthy activities they do.
Use artistic techniques and items in your Draw up a weekly plan to keep healthy at
presentations and projects. the end of unit project.
Learning to Learn
Book.

your tasks individually. project: a weekly plan to keep healthy.
classmates.

 Show compassion and interest in people who have a disease.
Education about health

 Be aware that being fit is part of a healthy lifestyle.
 Learn to cure a common illness by be
 Learn to develop and encourage healthy habits which we should carry out daily.
 Learn to take responsibility for oneself.

cooperative.
 This unit is specifically connected with natural sciences and, specifically, health
sciences.
 Pupils learn about the best things to do if somebody is ill. They take on
responsibility for their health by leading a healthy life.
 Pupils find out about how to keep fit and healthy by reading an informative text.
common illnesses orally and in writing.
 Talking about recommendations with must/mustn’t and can/can’t when we are ill.
 Recognise and produce orally and in writing rhyming words which rhyme.
do healthy things in our free time.
health.
 Make and present a weekly plan for keeping healthy.
Key
competences
common illnesses. repertoire of frequently used LC
oral vocabulary about common
illnesses orally and in writing.
Practise expressions with must Recognise and use functions
and musn’t and can/can’t and meanings associated with
LC
usual Communicative
functions: recognise and give
recommendations for when we
are ill.
Practise the pronunciation of Recognise and produce orally
LC
rhyming words and in writing rhyming words
which rhyme.
healthy activities. intonation. CCE
SIE
Carry out a weekly plan to keep Make yourself understood in LC
healthy and show it to classmates. short, simple oral statements. CCE
SIE

seen before. the importance doing healthy SCS
things in free time.
MSCT
vocabulary about health. repertoire of frequently used SCS
oral vocabulary about health.
UNIT 6 A DAY IN THE COUNTRY
1 Contents

 Listen to and understand a dialogue between different members of a family in the
country.
 Listen to simple sentences describing how some characters are.
 Listen to a series of questions and then practise the use and meaning of adjectives.
 Listen to how to spell adjectives which have already been learned.
 Write words with sounds /i:/ and /e/.
 Listen to and differentiate the sounds /i:/ and /e/.
 Listen to simple dialogues and then colour in.
 Listen to a story.
 Listen to various conversations illustrating fair play in sports.
sounds.
 Oral text about places in the country.

 Oral text about free time activities.
 Questions and answers to make suggestions using Shall.
 Oral text about a plant being grown using notes taken every day.
 Reading about what the characters like to do in their free time to distinguish true
and false statements.
 Read a series of sentences which must be completed taking the previous text and
drawing into account.
 Read words to link letters with the sounds /i:/ and /e/
 Read and understand the questions in the questionnaire.
 Read some sentences using adjectives to describe how various characters feel.
 Read and understand a story.
 Read a text about plants to choose the right answer.
 Read questions about plants and trees.
 Read sentences about whether to respect fair play in sports.
 Writing words connected with the country.

 Write a short paragraph about your free time.
 Write adjectives in the right section depending on whether they are used to
describe people or people and places.
 Write some sentences with adjectives while looking at the appropriate drawings.
 Write words about a drawing of nature.
 Write the names of different plant parts.
 Make questions putting the words in order.
 Oral text about places in the country.
 Oral text about what people enjoy doing in their free time.
 Questions and answers about how somebody feels.
 Suggestions using Shall as a way to solve a given problem.
 Appropriate interaction with other pupils.
Vocabulary:
 Countryside things: field, forest, grass, lake, leaf, picnic, plant, river, country,
countryside
 Picnic things: blanket, towel, map, lunch, plate, bowl, packet, bottle
 Adverbs: at the moment, because, so, everywhere
 Adjectives: bad, cold, fat, hot, hungry, loud, quiet, strong, thirsty, tired, thin, weak
 Plants: sunflowers, to breathe, seeds, air, root, leaves, oxygen, carbon dioxide,
mango, lentil, bean, pea, shoot
 Materials: paper, wood, cotton, wool
 Other words: on the ground, other, baby cow, sunlight, don’t be silly
 Revision: adjectives, prepositions, activities and actions, characters, clothes,
illnesses, have got, let’s … , want to, like, love, enjoy, would like to, a good idea,
must, sometimes, animals
 Pronunciation and spelling: (/i:/ and /e/) green, red, eat, please, cheese, sea,
sleep, head, leaf, bread, see, team, healthy, dream, weak, sheep, she, we, help,
three, ready, need, tree, people, meat, teeth, clean, friend.
 like + -ing
 love + -ing
 enjoy + -ing
 Shall I … ?
 Shall we … ?
 What colour … ?
 Can you see … ?
 Let’s …

 Recognising and pronouncing the sounds /i:/ and /e/.
 Identifying, repetition and correct pronunciation of words with the sounds /i:/ and
/e/. (CD-ROM, Games: Shooting Stars)
Classroom language:
 Where do we live?
 We live in the country.
 Who can you see?
 What are they looking at?
 Are they going to eat outside?
 What’s this called?
 Find the names of the boy and the girl.
 Who are they with?
 What’s Jane putting on the blanket?
 Complete the story.
 Does Frank enjoy going to the countryside?
 Write about your free time.
 Who likes climbing trees?
 Hands up!
 Shall we listen to the CD again?
 What does she say?
 Find the pairs and number the pictures.
 Point to the picture and say the sound.
 Listen, colour and write.
 What happens?
 What’s the name of the picture?
 Plants give us food.
 That’s why they are called sunflowers.
 Circle the words that are made from plants.
 Grow a plant.
 Its’ got four leaves today.
 There’s a new shoot.

segments.
 Be an active class member but also allow others to contribute.
 Be aware of the learning process.
 Show respect for nature.
 Be aware of how important plants are for us.
 Ability to learn about some places in the country and activities we can carry out
that.
 Showing an interest in finding out about what classmates do in their free time.
 Recognising the importance of fair play in collective activities and sports.
2 Key competences
LISTEN
instructions and recognise familiar words and places in the country and free time
linguistic structures. activities.
Recognise aural items such as accent, Listen to a song about adjectives to
rhythm and correct intonation in familiar and describe people.
varied contexts.
TALK AND CONVERSE
presentations. project you have carried out: growing a
plant.
answers.
spontaneously. places in the country and free time
activities.
READING
details about familiar subjects. places in the country and free time
activities.
illustrated story.
Activity Book.
WRITING
Reproduce simple sentences and texts using Write sentences connected with places in
previously presented models. the country and free time activities.
Write sentences using shall to make
suggestions.
personal information and information about about free time activities.

technology.
Use various techniques and items to build an Prepare to grow a plant.
object after planning the actions required to
do so.
Identify and differentiate objects and Describing the pupil's surroundings using
resources in the immediate surroundings and sentences connected with places in the
what human beings do with them. country, free time activities and growing
plants.
Digital Skills

Understand and value the use of English for Show interest in finding out about activities
communicating with other people and to find which classmates do in their free time.
Give classmates suggestions.
Value the importance of fair play in team

sports.

Show interest in and respect for the culture of Find out about parts of plants.
English-speaking countries.
Learning to Learn
Book.

your tasks individually. project: growing a plant.
classmates.

 Accept responsibility for the plants you are growing.
 Show interest in learning about what plants give us.
 Show respect towards nature.

 This unit is specifically connected with natural and social sciences.
 Pupils work with plants, learn their parts and things which can be made with them.
 They will be in charge of growing the plants and do a project about this.
importance of fair play.
 Pupils find out about trees, flowers and plants from an informative text.
places in a the country and adjectives to describe people or places orally and in
writing.
 Make suggestions using Shall.
 Recognise and pronounce and write the sounds /i:/ and /e/ in conjunction with the letters
ea.
 Identify basic socio-cultural and socio-linguistic aspects such as activities which can
be done in the country and the importance of fair play.
plants.
 Make and present growing a plant.
Key
competences
places in the country and repertoire of frequently used
LC
adjectives. oral vocabulary about places in
a the country and adjectives
Practise expressions with shall. Recognise and use functions
Practise adjectives. basic syntactic structures.
LC
the usual Communicative
functions: making
suggestions and describing
people and places.
Practice pronouncing the sounds Recognise and pronounce and
write the sounds /i:/ and /e/. LC
/i/ and /e/ associated with the
letters ea
adjectives to describe people. intonation. CCE
SIE
Grow a plant and show it to Make yourself understood in LC
classmates. short, simple oral statements. CCE
SIE

illustrated story which you have and socio-linguistic aspects LC
seen before. such as activities which can be SCS
done in the country.
vocabulary about plants. repertoire of frequently used MSCT
oral vocabulary about plants.
Talk about the importance of fair Identify basic sociocultural and

play and reflect about what has sociolinguistic aspects such as LC
been learned. the importance of fair play. SCS
1 Contents
 Listen to the English teacher's instructions about how to follow the class correctly.
 Take part in a game to revise the vocabulary learned in units 5 and 6.

 Oral text about an adventure.
 Describe two drawings and point out the differences between them.
 Read the instructions to take part in a game in groups of four.

 Read some sentences which describe words from the vocabulary from units 5 and
6.
 Read a text, choose between two alternatives to create a personal adventure.
 Read words to identify the odd ones out.
 Read some questions about the contents of units 5 and 6.
 Write an adventure following a pattern.

 Complete a crossword with words from a previous activity.
 Write the secret message from the crossword.
 Taking part in a game the revise the vocabulary, following the instructions.
 Oral text about an adventure.
 Work in groups of four the revise the vocabulary from units 5 and 6.
Vocabulary:
 Country, city, illnesses, adjectives, actions and activities.
 Procedural language, games language, instructions.
 Other words: choose, remember to, adventure, explore, umbrella, odd one out
 Can you remember … ?
 It’s my turn.
 Pass the dice.
 What does … mean?
 Go forward.
 Go back.
 Throw again.
 Start.
 Finish.
 There are …
 There is …
 I can see …
 Go to …
Classroom language:
 Play the game.
 I’ve won.
 Choose an adventure.
 Now write your adventure.
 These bags are heavy.
 Shall I help you?
 I can see something in the classroom.
 It’s …
 Is it a …?
 They are not the same.
 There are some differences.
 Find eight more differences.
 Choose the right words.
 Let’s read and remember.
 Now complete the crossword.

 Taking part in a game as a way to revise vocabulary and check knowledge.
 Be aware of the importance following rules and respecting turns as agreed in
games and in other social situations outside the classroom.

 Ability to learn to interact with other and take part in games in English.
 Valuing the importance of respecting rules and turns in games.
2 Key competences
LISTEN
Understand simple oral messages and Listen to the teacher's instructions.

instructions and recognise familiar words and
spontaneously. two drawings and point out the differences
between them.
WRITING

technology.
resources in the immediate surroundings and sentences connected with places in the
what human beings do with them. country.
Digital Skills


Learning to Learn
Book.

correctly.

rules.
Education for Peace

 Show respect towards others without interrupting them when they are interacting
with classmates.
two units.
Key
competences
 Illnesses writing. SIE
 En the country LL
 Adjectives Learn and use basic learning
strategies.
structures from the previous two and meanings associated with SIE
units: basic syntactic structures LL
 Must (obligation) units.
 Can (permission and
ability) Distinguish and comply with
 Suggestions and offers: usual communicative functions
Shall I ... ? learned in the previous two
units.

strategies.
UNIT 7 WORLD OF ANIMALS
1 Contents

 Listen to simple dialogues to check that pupils have understood the new vocabulary
about wild animals.
 Listen to a recording to check the answers given to some questions.
 Listen to a song.
 Listen to various familiar words to pronounce the sound /f/ in conjunction with the
letter ph.
 Listen to short questions and answers describing things in the various drawings
connected with wild life.
 Listen to questions and answers which describe one of three drawings.
sounds.
 Describe wild animals and draw up a concept map.

 Taking part in a game to practice the description of animals.
 Oral text about your favourite wild animal.
 Practice pronouncing the sound /f/ in conjunction with the letters ph.
 Answer comprehension questions about animal habitats.
 Describe your project about a wild animal.
 Read words connected with wild animals.

 Read definitions of different wild animals and then identify them.
 Read questions and look for the answers.
 Read some sentences comparing animals and then decide whether they are
correct or not.
 Read a song lyric to act it out.
 Read words with the sound /f/ in conjunction with the letters ph
 Reading about a habitat and its main characteristics.
 Read and link definitions of different types of habitats.
 Read sentences about animals which live in different habitats to find the right
information.
 Read a text about animals' habitats.
 Read definitions of words connected with different habitats and link them.
 Reading sentences which compare two animals.
 Read a text about insects to complete with words chosen from two options.
 Write words connected with animals in order.

 Correct mistakes in the descriptions of wild animals.
 Write a description of wild animals following a pattern.
 Write comparative adjectives to compare animals.
 Do a project about a wild animal.
 Write words about different types of habitats.
 Oral text about animals and their habitats.
 Questions and answers about animals, their customs and habitat.
 Describe animals as clues for classmates to guess them.
 Read and correct mistakes in information about animals.
 Make sentences comparing animals.
Vocabulary:
 Animals: dolphin, kangaroo, lion, panda, shark, whale, parrot, bear, bat, insect,
mammal, reptile, tomato frog, ring-tailed lemur, Nile crocodile
 Habitats: habitat, jungle, island, cave, , waterfall, mountain
 Comparative adjectives: bad/worse, good/better, -y, -ier, -er, endings in which
consonants double.
 Other words: pouch, quick, letter, centre, only, definition, quickly
 Revision: characters, animals, adjectives, food, colours, daily actions, parts of the
body, countries, jobs, have got, can
 Pronunciation and spelling: (/f/) dolphin, frog, photo, farmer, elephant, field, fruit,
phone.
 Simple present talking about daily actions
 Comparatives
 Have got
 Can
 What does it look like?
 Let’s …
 Be good/bad at …
 Save ...
 It’s (not) good to ...
 I’m scared.
 They don’t usually hurt ...
 What about ... ?
 What are you doing to ... ?
 That’s very cruel.

 Recognising and pronouncing the sound /f/ in connection with the letters ph.
 Identifying, repetition and correct pronunciation of words with the sound /f/ in
conjunction with the letters ph. (CD-ROM, Games: Shooting Stars)
Classroom language:
 I’m thinking about an animal.
 It’s ... and it’s got a …
 Which animal sleeps a lot?
 Which animals live in the sea?
 What do bears eat?
 Put these animals in alphabetical order.
 Sort and write the words.
 Follow the animals.
 What’s picture ‘a’?
 Write descriptions about the other animals.
 Play the game.
 Read and correct.
 How many different animals can you write about?
 This pencil’s short.
 This pencil’s short too.
 This pencil’s shorter than that pencil.
 Write the words on a chart.
 Make sentences.
 Use the words in the boxes.
 What can I see?
 Can you make two groups of words?
 Think about the sounds.
 Where do Lock and Key go?
 Who do they think they see?
 What happens at the end of the episode?
 Where are they?
 You’re in the jungle.
 It’s dark and very hot.
 What can you hear?
 Can you hear animals?
 What animals can you hear?
 Read and choose the best name for the text.
 Look at the animals from Madagascar.
 What is the animal called?
 What is it like?
 Where does it live?
 What does it eat?
 What do you think?
 Whales eat fish.
 Say the word with the silent letter.
 Read and order.
 What’s the answer?
 Read and cross out the silent letters.

segments.
 Show interest in dividing class time between study and games.
 Ability to learn to respect animals and their habitat.

 Ability to learn about animal rights
 Ability to learn about wild animals in different parts of the world.
2 Key competences
LISTEN
Understand simple oral messages and Listen to simple oral messages about wild
instructions and recognise familiar words and animals and their habitats.
Recognise aural items such as accent, Listen to a song about comparisons of
rhythm and correct intonation in familiar and animals.
varied contexts.
TALK AND CONVERSE
presentations. done to classmates: a poster about a wild
animal.
answers.
spontaneously. your favourite wild animals.

READING
Understand the general idea and specific Recognise sentences connected with wild
details about familiar subjects. animals and their habitats.

illustrated story.
Activity Book.
WRITING
Reproduce simple sentences and texts using Write sentences connected with wild
previously presented models. animals and their habitats.
Write sentences using comparatives.

personal information and information about about your favourite wild animal.

technology.
Order and classify data using appropriate Classify adjectives depending on their
criteria. comparative form.
resources in the immediate surroundings and sentences connected with wild animals and
what human beings do with them. their habitats.
Digital Skills

Understand and value the use of English for Show interest in finding out about wild
communicating with other people and to find animals and their habitats.
Ask classmates about their tastes and
preferences about animals.

Use artistic techniques and items in your
presentations and projects. Make a poster about a wild animal in the
end of unit project.
Learning to Learn
Book.

your tasks individually. project: a poster about a wild animal.
classmates.

 Take responsibility for animals at home.
 Show interest in looking after animals properly.
 Show respect for animals who share their habitats with us.
Education for Peace

 Learn to respect animal rights and treat animals with consideration to live
peacefully with them.

 This unit is specifically connected with natural sciences. Pupils study some wild
animals, their habits and the habitats in which they live.
 Pupils do a project in which they choose an animal to talk about.
 Pupils find out about a wild animal to do their project.
wild animals and their habitats.
 Make comparisons using adjectives.
 Recognise and correctly produce orally and in writing the sound /f/ in conjunction
with the letters ph.
 Identify basic sociocultural and sociolinguistic aspects such as respecting animals.
animals' habitats.
 Make and present a poster about a wild animal.
Key
competences
Recognition and presentation Recognise and use a limited
LC
about wild animals and their repertoire of frequently used
MSCT
habitats. oral vocabulary about wild
animals and their habitats.
Practise comparative adjective Recognise and use functions
forms. and meanings associated with
basic syntactic structures. LC
habitual communication :
functions: making
comparisons.
Practice pronouncing the sound /f/ Recognise and pronounce and LC
in conjunction with the letters ph. write the sound /f/.
comparisons of animals. intonation. CCE
SIE
MSCT
Make a a poster about a wild Make yourself understood in LC
animal and show it to classmates. short, simple oral statements. CCE
MSCT
SIE
LC
illustrated story which you have sociolinguistic aspects such as
SCS
seen before. respecting animals. MSCT

vocabulary about animals' repertoire of frequently used
MSCT
habitats. oral vocabulary about animals'
habitats.
UNIT 8 WEATHER REPORT
1 Contents

 Listen to simple reports about the weather.
 Listen to various situations to connect them with the present or the past.
 Listen to a dialogue to check your predictions about the illustration.
 Listen to a dialogue to check that pupils have interpreted the pictograms correctly.
 Write words with sound /w/.
 Listen to a song.
 Listen to the names of different instruments.
 Listen to and differentiate the sound /w/ in conjunction with different letters.
 Listen to various conversations about daily actions which contribute to taking care
of the environment.
sounds.
 Oral text about the weather.

 Oral text about events which happen in the present or the past.
 Questions and answers using the simple past of the verb ‘be’: was / were.
 Debate about what happened at the weekend.
 Answer comprehension questions after listening to the story.
 Oral text about music and musical instruments.
 Read some postcards to find the answers to some questions.

 Read some sentences about the weather to decide which is the right word to
complete each sentence.
 Read a text to fill in the gaps with was/wasn’t/were/weren’t.
 Read a hidden message having deciphered it and given a number to each letter.
 Read a song lyric to fill in the gaps.
 Read words to link letters with the sound /w/.
 Read the definition of an orchestra and types of musical instruments.
 Read sentences with daily actions which help to look after the environment.
 Write words about the weather to link them with their definitions.
 Completing sentences about the weather using drawings and weather symbols.
 Completing sentences with was/wasn’t/were/weren’t.
 Write a short text about your weekend.
 Oral text about the weather.
 Questions and answers about different weather conditions.
 Oral text about a situation in the past, such as last weekend.
 Carry out a survey to find out where classmates have been in recent days.
Vocabulary:
 The weather: weather, weather report, weatherman, cloud, cloudy, hot, sun, sunny,
rain, rainbow, snow, wet, wind, windy, no (sun)
 Simple past: was, wasn’t, were, weren’t
 Time expression about the past: yesterday, last weekend
 Other words: very, really, at home, all morning, much better, learn, dear, letter,
snowman
 Music: biggest orchestra, instrument, drums, keyboard, brass, percussion, strings,
woodwind, composer
 Materials: rice, beans, bottle with a lid
 Revision: characters, comparative adjectives, prepositions, can, mountains, picnic,
country, city, forest, beach, lake, fields, clothes, today, have fun, cool, code, secret
message, home
 Pronunciation and spelling: (/w/) whale, What’s, windy, wearing, waterfall
 Questions and statements with the past de be
 What shall we do?
 It’s snowing/cold/wet/windy.
 It was/wasn’t … yesterday.
 They were/weren’t … yesterday.
 I/He/She/It was/wasn’t ...
 We/You/They were/weren’t ...
 Where were you last … ?
 At what time … ?

 Recognising and pronouncing the sound /w/.
 Identifying, repetition and correct pronunciation of words with the sound /w/. (CD-
ROM: Games, Shooting stars).
Classroom language:
 What’s the date today?
 It’s Friday, 14th May.
 Is it hot today?
 What’s the weather like?
 It’s snowing/raining/wet.
 What’s the weather like at the beach?
 Today’s …
 We’re in school.
 Yesterday was …
 We were in school.
 What was the weather like yesterday morning?
 What new clothes has Alex got?
 Who were they from?
 Look at the code.
 Write the secret message.
 Was it a nice day?
 Were they happy in the park?
 Do you like weather like this?
 Where were you on … ?
 Write about your weekend.
 Choose your letter and draw a picture.
 Where’s Robin Motors?
 Where was Robin Motors last Thursday morning?
 Are they hot or cold?
 What does Lock ask Robin Motors?
 Listen to the music. What pictures does it make in your mind?
 Are there lots of people in the orchestra?
 Make a musical instrument.

segments.
 Show interest working actively with others in class.
 Show interest in sharing materials with classmates and in working in pairs and
groups efficiently.
 Show interest and do not interrupt during the class.
 Develop an interest in the music.
 Be aware of the importance of respecting previously agreed rules and turns in a
game and in other social situations outside the classroom.
 Ability to learn a respect people's tastes.

 Ability to talk about types of musical instruments.
 Valuing the importance of music and some works of music.
 Recognising daily actions which help taking care of the environment.
2 Key competences
LISTEN
Understand simple oral messages and Listen to oral messages about the weather.
instructions and recognise familiar words and
Recognise aural items such as accent, Listen to a song about the weather and
rhythm and correct intonation in familiar and winter clothing.
varied contexts.
TALK AND CONVERSE
presentations. project you have carried out: a musical
instrument.
answers.
spontaneously. the weather.

READING
Understand the general idea and specific Recognise sentences about the weather.
details about familiar subjects.
illustrated story.
Activity Book.
WRITING
Reproduce simple sentences and texts using Write sentences connected with the
previously presented models. weather.
Write sentences using the simple past of
the verb to be.
personal information and information about about where they were last weekend.
technology.
Solve simple problems connected with Decipher a message in secret code by
familiar subjects. interpreting a series of symbols and letters.
Order and classify data using appropriate Classify and count the instruments in the
criteria. illustration depending on what type they
are.
Use various techniques and items to build an Make a musical instrument following the
object after planning the actions required to instructions given.
do so.
resources in the immediate surroundings and sentences connected with the weather.
Digital Skills

Understand and value the use of English for Show interest in finding out about types of
communicating with other people and to find musical instruments.
Ask classmates about their tastes and
preferences about musical instruments.
Recognise daily actions which help to take

care of the environment.

Show interest in and respect for the culture of Become familiar with some musical
English-speaking countries. instruments and how and orchestra is
organised.
Use artistic techniques and items in your Make a musical instrument in the end of
presentations and projects. unit project.
Learning to Learn
Book.
your tasks individually. project: a musical instrument.
classmates.

 Show respect for the differences of opinion and tastes about the climate and the
music.

rules.
Education for Peace

with other people.
 This unit is connected with music. Pupils learn about classical music and
instruments.
 They link pieces of music with different types of weather.
importance of contributing to taking care of the environment.
 Pupils find out about types of instruments with an informative text.
weather orally and in writing.
 Talking about the past using was and were.
 Recognise and pronounce and write the sound /w/.
music and taking care of the environment.
musical instruments orally and in writing.
 Make and present a musical instrument.
Key
competences
Recognition and presentation Recognise and use a limited
LC
about the weather. repertoire of frequently used
MSCT
oral vocabulary about the
weather orally and in writing.
Practise the simple past of the Recognise and use functions
verb to be (was and were) and meanings associated with
basic syntactic structures. LC
habitual Communicative
functions: talking about plans
for the future.
Practise pronouncing the sound Recognise and pronounce and LC
/w/. write the sound /w/.
the weather and winter clothing. intonation. CCE
SIE
MSCT
Make a musical instrument and Make yourself understood in LC
show it to classmates. short, simple oral statements. CCE
SIE

Think about the meaning of the Identify basic sociocultural and LC
illustrated story which you have sociolinguistic aspects such as SCS
seen before. the importance of music. CCE

about orchestras and types of repertoire of frequently used
musical instruments. oral vocabulary about musical CCE
instruments orally and in
writing.
Talking about the importance Identify basic sociocultural and

taking care of the environment and sociolinguistic aspects such as
LC
reflecting about what has been the importance of music and SCS
learned. taking care of the environment.
1 Contents
 Listen to the description of what some of the characters are doing to identify each
one of them.
 Taking part in a game to revise the vocabulary learned in the previous two units.
 Practise how to spell.
 Taking part in a game in groups of three to revise vocabulary.
 Read instructions to take part in a game in groups.

 Read questions about animals' habits, places in the country and the weather.
 Read a text and colour in the drawing as instructed.
 Read words to identify the odd ones out.
 Complete a crossword with words from a previous activity.

 Taking part in a game following the rules.
 Questions and answers about subjects studied in 7 and 8.
 Work in groups to revise the vocabulary from units 7 and 8.
Vocabulary:
 The weather, wild animals, city, country, adjectives.
 Revision: vocabulary de Kid’s Box 3
 It’s my turn.
 Pass the dice.
 Go forward.
 Go back.
 Throw again.
 Start.
 Finish.
Classroom language:
 Play the game.
 I’ve won.
 That’s not fair.
 Can you spell … ?
 I can see …
 Listen and match.

 Be aware that it is good to respect previously agreed rules and turns in a game.
 Ability to learn to interact with other and participate in games in English.

2 Key competences
LISTEN
Understand simple oral messages and Listen to simple oral messages about what
instructions and recognise familiar words and some of the characters are doing.
Take part in spoken interaction which arises Take part in a revision game.
spontaneously.
WRITING

technology.
resources in the immediate surroundings and sentences about animals and the weather.
Digital Skills


Learning to Learn
Book.

correctly.

 Be able to work in groups keeping turns and following rules.
Education for Peace

with other people.
two units.
Key
competences
 Animals writing. SIE
 The weather LL
strategies.
 Comparatives units. LC
 Simple past SIE
Distinguish and comply with LL
usual communicative functions
learned in the previous two
units.

strategies.
EXTRA UNIT: COURTESY DAY
1 Contents

 Listen to and understand dialogues from different situations in which polite forms
and expressions must be used.
 Oral text practising polite forms learned in different contexts.

 Questions and answers about the celebration of Courtesy Day in England and its
purpose.
 Read a text explaining the tradition of Courtesy Day and its purpose.
 Read different situations in which pupils use specific polite forms.
 Read various polite forms to complete with the missing words.
 Read questions in a quiz to find out whether pupils are being polite or not.
 Complete polite forms with specific words.

 Write sentences for a dialogue which the pupils will write between them without
knowing what their classmates have written previously.
 Reproducing dialogues taking place in different situations and following the codes
of conduct and polite forms accepted in English-speaking societies.
 Participation in class using good manners and demonstrating that there is no need
to limit respecting other people to Courtesy Day: it should be part of daily life.
Vocabulary:
 General manners: Courtesy Day, polite, It’s nice to be nice.
 Polite forms: Thank you, Excuse me, is this yours?, Please sit here, Can I help?,
After you, Can I borrow your…, please?, Here you are, What time is it, please?
 Actions: carry books, sitting on the bus, smile, chew, walk past
 Other words: empty seats, your mouth is full, older person, Give me that!, I want
that, It’s mine, You never share with me!, Keep up the good work!, Watch out!, You
need to work on your manners.
 Revision: family, class and class objects, dance, talk, help, sit down, stand up,
open the door, never, sometimes, always.
 Polite forms.
 Correct pronunciation of the most used polite forms.
Classroom language:
 Listen, point and repeat.
 Read and answer.
 Read and think.
 What do you say?
 Act out the situations.
 Complete the sentences.
 Do the quiz.
 Let’s do a quiz to see if you are right!
 Are you polite?
 Ask and circle.
 I met … at school.
 He/she said …

 Understanding and making sentences using typical polite forms used in English-
speaking countries.
 Show respect and tolerance during the class
segments.
 Become aware of respect and politeness to others.
 Valuing the importance of being polite with others in everyday life.

 Consider the habits of politeness to be developed and used by pupils.
2 Key competences
LISTEN
instructions and recognise familiar words and Courtesy Day.
TALK Answer the teacher's questions with correct
spontaneously. Courtesy Day.
Use polite forms learned in the unit.

READING
Understand the general idea and specific Recognise sentences connected with polite
details about familiar subjects. forms.
Recognise the sentences in the text about

Courtesy Day.
Activity Book.
WRITING
Reproduce simple sentences and texts using Write sentences connected with polite
previously presented models. forms.

technology.
Solve simple problems connected with Do a quiz to find out if pupils behave
familiar subjects. politely on certain occasions.

Understand and value the use of English for Show interest in finding out about polite
communicating with other people and to find forms to interact with other people.

Show interest in and respect for the culture of Find out about Courtesy Day, which is held
English-speaking countries. in England.
Learning to Learn
Book.

correctly.
 Become aware of respect, with manners and politeness being used in all situations.

 Respect other people, whatever their gender.
 This unit is connected with tutorial work, with pupils become the people they will be
in society, making life easier for those around them.
 Use different polite forms effectively and correctly.

 Identify basic sociocultural and sociolinguistic aspects such as polite forms.
Key
competences
Practise de polite forms: Distinguish and comply with
 Can I borrow your ... , please? usual Communicative LC
 Here you are. functions: talk politely.
 Please, sit here.
 After you
Talk about the importance of polite Identify basic sociocultural and
forms and reflecting about what sociolinguistic aspects such as LC
has been learned. speaking politely. SCS
EXTRA UNIT: WORLD HELLO DAY
1 Contents

 Listen to and understand the names of different countries around the world.
 Listen to and understand a text about World Hello Day, whose objective is to show
the importance of interpersonal communication.
 Listen to and understand short messages in which people are greeted in different
languages and their countries' flags are described.
 Oral text greeting people in different ways, formally and informally, and classmates.
 Oral text in which pupils link different foods and cities with countries.
 Questions and answers about World Hello Day.
 Taking part in a game to guess the country thanks to the description of it flag.
 Listen to various dialogues to guess which country is being talked about.
 Oral description of the flags of different countries.
 Read a text explaining World Hello Day and its purpose. In this text, pupils replace
drawings with words for them.
 Read greetings from different countries.
 Read halves of various sentences used as greetings and link them together.
 Complete de a text about World Hello Day with the right words and show them in a
drawing.
 Write short hello notes.
 Interactions in which pupils talk about different countries around the world and their
flags.
 Listen to greetings and other polite ways to congratulate people on things.
 Take part in class with respect and kindness towards others.
Vocabulary:
 Day: World Hello Day.
 Greetings: Good morning, Good afternoon, How are things?, Have a happy day,
It’s a great day!, Love, Hello, Hi, How are you?
 Other words: peace, friend, friendly, happy, smile, flag, vertical, horizontal, stripes,
a coat of arms, a star, crosses,
 Revision: countries and colours.
 Greetings.

 Correct pronunciation of frequently used forms of greeting.
Classroom language:
 Where can you find this food?
 Where is this city?
 Listen and say.
 This is a letter about World Hello Day.
 Greet your friends.
 Let’s guess the country.
 Now write a World Hello Day note.
 What can you write to your friends?
 How do you say hello in…?

 Comprehension and making sentences using typical forms of greeting used in
different countries around the world and, in particular, in English-speaking
countries.
 Show respect and tolerance during the class
segments.
 Valuing the importance of being kind to others in everyday life and always greet
people so that they see we wish them well.
 Consider the habits of politeness to be developed and used by pupils.
2 Key competences
LISTEN
instructions and recognise familiar words and World Hello Day.
spontaneously. World Hello Day.
Use ways of greeting in different languages

learned in the unit.

READING
Understand the general idea and specific Recognise sentences connected with ways
details about familiar subjects. of greeting.
Recognise the sentences in the text about

World Hello Day.
Activity Book.
WRITING
Reproduce simple sentences and texts using Write sentences connected with ways of
previously presented models. greeting.

Understand and value the use of English for Show interest in finding out about ways of
communicating with other people and to find greeting in various languages to interact
out about other cultures. with people from other countries.

Show interest in and respect for the culture of Find out about World Hello Day.
Learning to Learn
Book.

correctly.

 This unit is specifically connected with tutorial work in which pupils develop as
people living in society, making life easier for those around them.
 There is also a close connection between this unit and geography, studying the
names of countries around the world in English as well as their flags.
 Use forms of greeting in different languages effectively and correctly.

 Identify basic sociocultural and sociolinguistic aspects such as forms of greeting.
Key
competences
Practise ways of greeting in Distinguish and carry out LC
various languages. habitual Communicative
functions: greetings.
greetings and reflecting about sociolinguistic aspects such as LC
what has been learned. the importance of greetings to SCS
start a conversation.
EXTRA UNIT: APRIL FOOL’S DAY
1 Contents

 Listen to and understand a text, while pupils read it, which explains April Fool’s
Day.
 Listen to and understand jokes to decide whether the statements are true or false.
 Oral text in which pupils tell jokes to each other.

 Questions and answers about April Fool’s Day.
 Discussion about the type of jokes to tell and not to tell.
 Compare how April Fool’s Day is celebrated with how it is celebrated in the pupils'
countries.
 Read a text explaining April Fool’s Day.

 Read different short dialogues from situations in which jokes are told.
 Read different sentences and decide whether they are jokes or not.
 Write yes or no after deciding whether various sentences are jokes or not.
 Write practical jokes based on the illustrations given.
 Listen to dialogues about situations in which practical jokes are done.
 Discussion about different practical jokes pupils think of.
 Listen to jokes and practical jokes which pupils write for classmates to enjoy.
Vocabulary:
 April Fool’s Day: April Fool’s Day, April Fool!
 Jokes and practical jokes: play funny jokes/tricks, laughing, salt, sugar, sweet,
chips, sit down, noise, spider, a plant, grow on trees, breathe, a hole, ant, weight,
brain, cry, space, snail, starfish, hummingbirds, backwards
 Other words: Very funny!
 Revision: family, animals, parts of the body, can, can’t
 Can I … ?
 Yes, of course you can/can’t.
 Don’t you like … ?
 No, I don’t.
 Yes, I do.
 Please …
 Thank you.
 What’s that … ?
 Not/Very funny!
 Play a joke on one another.

 Correct pronunciation of the most frequently used structures do do practical jokes
or tell jokes.
 Correct intonation to tell jokes without being disrespectful.
Classroom language:
 Before you start, read all the questions in the test.
 Thank you for reading to the bottom of this page.
 This is an April Fool.
 You’re an April Fool!
 Here are some practical jokes that people play on one another on April Fool’s Day.
 Read and choose.
 Act them out.
 Ask and write ‘yes’ or ‘no’.
 Now listen and check.
 Look and write.
 Think of another April Fool’s joke.

 Comprehension and production of jokes and practical jokes.
segments.
 Show as much interest in listening to the texts as in information which classmates
provide.
 Develop a sense of humour to know the right moment to laugh.
 Valuing the importance of knowing how to relate with others at moment of

 Developing a sense of humour in order to accept jokes, learning to laugh at oneself
if necessary.
2 Key competences
LISTEN
Understand simple oral messages and Listen to simple oral messages about April
instructions and recognise familiar words and Fool’s Day.
spontaneously. April Fool’s Day.
Use the formulas for practical jokes learned

in the unit.

READING
Understand the general idea and specific Recognise sentences connected with ways
details about familiar subjects. of doing practical jokes.
Recognise the sentences in the text to

explain April Fool’s Day.
Activity Book.
WRITING
Reproduce simple sentences and texts using Write sentences connected with April Fool’s
previously presented models. Day.

technology.
Solve simple problems connected with Do a quiz to find out if pupils behave
familiar subjects. politely on certain occasions.

Understand and value the use of English for Show interest in finding out about ways to
communicating with other people and to find do practical jokes in English.

Show interest in and respect for the culture of Find out about April Fool’s Day.
Learning to Learn
Book.

correctly.
 Develop a good sense of humour with the ability to do tasteful practical jokes and
accept ones done to us in good grace.

 Respect other people, regardless of their gender.
 As members of society, pupils learn to do practical jokes and have them done to
them. Pupils also learn to differentiate between practical jokes which can be done
and those which cannot.
 Use grammatical structures effectively and correctly to do practical jokes.

doing practical jokes.
Key
competences
Practise various grammatical Distinguish and carry out
LC
structures. habitual Communicative
functions: doing practical
jokes.
Talking about practical jokes and Identify basic sociocultural and
reflecting about what has been sociolinguistic aspects such as LC
learned. the importance of doing SCS
practical jokes.
EXTRA UNIT: MOTHER’S DAY
1 Contents

 Listen to a chant in order to learn it and recite it.
 Oral text in which pupils describe their mothers and what they like and do not like.
They also say why they love them.
 Questions and answers about a text in which one of the characters talks about
his/her mother.
 Repeat a chant about pupils' mothers.
 Questions and answers about what mothers do for their children.
 Read and recite a poem which each pupil writes about his/her mother.
 Read a text in which one of the characters in the book talks about his/her mother.
 Read about different actions to decide whether mothers like them or not.
 Read questions about what mothers do for their children.
 Read the instructions for making a paper flower.
 Completing sentences in which pupils explain why they love their mothers.
 Write a poem for pupils to recite to their mothers on Mother’s Day.
 Questions and answers about the characteristics which describe pupils' mothers.
 Questions and answers about what mothers do for their children.
Vocabulary:
 Mother's Day: Mother’s Day.
 Initiatives: She makes my breakfast, takes me to school, buys me clothes that I
like, buys presents for my friends, takes me to parties, tidies the house, helps me
with my homework, reads me a story
 Other words: She’s always got time for me, busy, give her flowers, go for a walk
together, say you love her, make the bed, I love you, wonderful, fabulous, pretty,
funny, fun, special, kind, You’re the best mum in the world, always there, You look
after me
 Revision: because, household objects
 Present simple
 Imperative
 Her name is …
 She is a …
 She is … years old.
 She loves … but she doesn’t like …
 I love my mum because …

 Pronunciation and correct intonation of the chant learned in the lesson and the
poem written by the pupils.
Classroom language:
 Ask me a question about my mother.
 If your question is correct, I’ll answer it.
 Write and answer the questions.
 Look and say ‘yes’ or ‘no’.
 Is this nice for Mum?
 Listen to this chant.
 Can you remember the chant?
 Then ask your friend.
 Write about your mum.
 Do you remember the Mother’s Day poem?
 Let’s make one of these lovely flowers for your mum.

 Comprehension and writing sentences describing pupils' mothers.
 Comprehension and writing sentences about what mothers do for their children.
 Write a poem to express gratitude on Mother’s Day.
segments.
 Show interest in writing a poem and listening to and understanding poems written
by classmates.
 Become aware of the need to help mothers with their chores and thank them for
their work.
 Valuing the importance of saying thank you and helping mothers as much as
possible.
 Appreciating what mothers do for their children.

2 Key competences
LISTEN
instructions and recognise familiar words and Mother's Day.
TALK AND CONVERSE
Recite poems and sing a song with the right Recite in a group the unit chant.
Give simple, previously prepared oral Present and describe to classmates
presentations. the project you have carried out: a
survey.
answers.
spontaneously. Mother's Day..
READING
details about familiar subjects. Mother's Day.
Activity Book.
WRITING Write a poem dedicated to your mother.
Write short letters, e-mails or postcards with
personal information and information about

technology.
Use various techniques and items to build an Make a paper flower for your mother.
do so.

Take part in group activities with respect and In groups, recite or sing the unit chant.
Understand and value the use of English for Show interest in finding out about Mother's
communicating with other people and to find Day in other countries.
Use artistic techniques and items in your Write a poem and make a paper flower in
presentations and projects. the end of unit project.
Learning to Learn
Book.

your tasks individually. project: a paper flower.
classmates.

correctly.
 Develop awareness for pupils to concentrate on helping their mothers and thank
them for their work.

 Learn to work together in domestic chores, regardless of gender.
 This unit is specifically connected with tutorial work in which pupils learn to spend a
day with their mothers, thanking them for their work.
 Describing pupils' mothers and saying what they do for them.

 Identify basic socio-cultural and socio-linguistic aspects such as dedicating a day to
mothers.
Key
competences
Practise various grammatical Distinguish and comply with la
LC
structures and vocabulary learned usual Communicative
during the course. functions: describing a
person.
Talk about the importance of Identify basic socio-cultural and
Mothers' Day and reflect about socio-linguistic aspects such as LC
what has been learned. the importance of dedicating a SCS
day to mothers.
KID’S BOX 4
INTRODUCTORY UNIT HELLO THERE!
1 Contents

o Listening to and understanding simple messages about some of the main
characters in the book's characteristics.
 Listening to a series of questions about various characters to reply with the correct
character.
 Listen to a song's intonation.
 Listen to and repeat de various sentences which include the vowel sounds: /ae/, /ei/
and /ɑ:/ to repeat them.
 Listen to and repeat de various words which include the vowel sounds: /ae/, /ei/ and
/ɑ:/ para learn to differentiate between them and pronounce them correctly.
 Listening to and understanding a story using visual aids.
sounds.
 Pronouncing the names of the main characters.

 Giving personal data or that of the familiar characters in the book.
 Responding to different questions about the main characteristics of the characters
from the book while practising Who and have got.
 Taking part in a game using descriptions of the characters from the book.
 Oral interaction in pairs in which pupils ask each other about the frequency with
which certain tasks are carried out.
 Mention words with the vowel sounds: /ae/, /ei/ and /ɑ:/.
 Repetition of words with the vowel sounds: /ae/, /ei/ and /ɑ:/.
 Asking questions using various grammatical forms (have got, can and the Simple
present).
 Responding to different questions about the story.
 Reading a series of questions to identify the character referred to.

 Reading various words to choose the correct on to complete a sentence describing
one of the characters.
 Reading various descriptions to identify the characters referred to.
 Reading two short texts about the two characters' work and hobbies.
 Reading some sentences to correct them as per the text.
 Reading a questionnaire about the frequency with which the pupil carries out
certain tasks.
 Reading expressions for introducing people.
 Reading a series of words for choosing the odd one out.
 Read the lyrics of a song to put the drawings with it in the right order.
 Reading sentences to complete with after or before.
 Reading the lyrics of a chant to practise the correct pronunciation of the vowel
sounds: /ae/, /ei/ and /ɑ:/.
 Read various comprehension questions about a previously read text.
 Read words with the vowel sounds: /ae/, /ei/ and /ɑ:/ and classify them by
pronunciation.
 Reading and understanding a story using visual aids.
 Fill in a personal card with information about yourself, your hobbies and families.
 Writing sentences about the frequency with which a friend does certain tasks.
 Writing a short description of a friend.
 Writing a short text about daily routines.
 Completing sentences with before or after connected with daily routines.
 Writing words from the definitions given.
 Reply to various questions about a previously read text.
Communication functions:
 Relating with others, giving and asking for personal data.

 Questions using different grammar structures studied: can, have got or the Simple
present for giving correct answers.
Vocabulary:
 Revision: greetings, jobs, family, comparative adjectives, numbers, personal data,
names of the characters, hobbies, daily routines, Simple present, imperative,
families of words, functional language, can/can’t, have got, wear, like / love + -ing,
must, was/were.
 Adverbs of frequency: sometimes, always, never.
 Pronunciation and spelling: cat, snake, farmer
 Other words: during the day, at night, in the morning/afternoon/evening, at work,
white coat, hospital, days of the week, weekend, work,
Syntactic-discursive contents:
 Hello, I’m … (+ age / job / family member)
 Stella wants to be a + job.
 See you.
 Goodbye. / Bye.
 He/She’s got …
 Has he/ she got...?
 She’s younger than …
 Is she younger than … ?
 Who smiles a lot?
 What does he/she like doing?
 He/She likes + -ing
 Do you know how to…?
 Show what you know.

 Recognising, differentiating between and the correct pronunciation of vowel
sounds: /ae/, /ei/ and /ɑ:/.
 Identifying, repetition and correct pronunciation of words with vowel sounds: /ae/,
/ei/ and /ɑ:/ (CD-ROM, Games: Shooting Stars).
Classroom language:
 Open your books at page … , please.
 What’s your name?
 How old are you?
 Where do you live?
 How many people are there in your family?
 Have you got a pet?
 Who’s … ?
 Listen and say the name.
 Find the words.
 Use the words to complete sentences.
 What are the other words?
 Tell me about Suzy.
 Where does she work?
 Does she always work at night?
 When does he get up?
 Change one letter to make new words.
 He works in an office.
 He sometimes works at night.
 It’s number …
 Run to the kitchen.
 Sit on a chair.
 What do we/you do before/after we/you eat breakfast?
 Read and write words with the same sound.
 Make an O with your mouth.
 It’s the sound you make when you hurt yourself.
 Listen, point and say.
 Listen and say the chant.
 Which words rhyme with ‘town’?
 Which words rhyme with ‘goes’?
 Can you think of other words?
 What’s today’s problem for Lock and Key?
 Do they find the answer?
 What’s the little boy’s name?
 Are Lock and Key in their car?
 What’s Key holding?
 Enjoying work in pairs or groups.
 Show interest actively participating in class, giving personal data and talking about
your family.
 Talk with classmates in English.
Socio-cultural and socio-linguistic features:
 Practise how to introduce yourselves and others.

 Communicating with classmates in English during the class.
 Recognising and following instructions about normal classroom activities.
2 Competences
LISTEN
Understand simple oral messages and Listen to simple oral messages about the
instructions and recognise familiar words and characters in the book.
Recognise aural items such as accent, Listen to a song about daily routines.
varied contexts.
TALK AND CONVERSE
Recite poems and sing a song with the right Recite the unit song in a group.
answers.
Introduce yourself and write about yourself

and other people such as family members.
spontaneously. family members, their tastes, hobbies and
daily tasks.

READING
details about familiar subjects. descriptions of people.
illustrated story.
Activity Book.
WRITING
Reproduce simple sentences and texts using Write sentences connected with
previously presented models. descriptions of people.
Write sentences using comparatives,

imperatives, adverbs of frequency and
simple present.
Write short letters, e-mails or postcards with Write a short text introducing yourself.
your immediate surroundings. Write a text with personal information about
your daily routines.
technology.
Order and classify data using appropriate Put a song in order.
criteria.
Digital competences
Social and Civic competences.

Understand and value the use of English for Show interest in finding out about how to
communicating with other people and to find introduce yourself to other people.
Ask classmates about their tastes, hobbies
and daily tasks.
Cultural awareness and expressions.

Take an active part in the games, dances, chant and repeat the unit song.
Learning to Learn
Book.

correctly.

 Be able to work with everybody, respecting others' turns to speak.
6 Evaluation criteria
descriptions of people.
 Making comparisons.
 Describe a people close to the pupils using have got, want to and can..
 Talk about daily routines using Simple present and adverbs of frequency.
 Expressing sequences of actions and daily routines using before and after.
 Recognise and produce orally and in writing the vowel sounds: /ae/, /ei/ and /ɑ:/ in
conjunction with various written letters.
 Identify basic sociocultural and sociolinguistic features such as the importance of
introducing yourself correctly.
 Learn about and use basic learning strategies.
7 Contents - Evaluation criteria - Competences
Contents Evaluation criteria Competences

Recognising and presenting Recognise and use a limited
LC
descriptions of people. repertoire of frequently used
SCS
oral vocabulary about
descriptions of people.
Revising have got, want to and Understand and use functions
can. and meanings associated with
Revising comparative adjective Distinguish between and use
forms. habitual communication
LC
functions: make comparisons,
Practise simple present and describe people, speak about
adverbs of frequency sometimes, daily routines and how often
always and never. they are done, express
sequences of actions and daily
Learning and practising before and routines.
after.
Practise pronouncing vowel Recognise and produce orally
sounds: /ae/, /ei/ and /ɑ:/ in and in writing the vowel LC
conjunction with various written sounds: /ae/, /ei/ and /ɑ:/
letters.
daily routines. intonation. CCE
SIE
illustrated story which you have sociolinguistic features such as LC
seen before. the importance of introducing SCS
yourself correctly.
Revise the vocabulary learned Learn about and use basic
during the unit. learning strategies. SIE
UNIT 1 BACK TO SCHOOL
1 Contents

 Listening to and understanding a conversation about what is happening in an art
class.
 Listening to and understanding a recorded dialogue to answer comprehension
questions.
 Listen to various words to identify the sounds /i/, /i:/ and /ai/.
 Listen to and understand a story using audiovisual prompts.
 Listening to large numbers and measurements to write them.
sounds.
 Description of a teacher they like.

 Make sentences for a classmate to guess whether they are true or not.
 Asking questions on a questionnaire to find out what other classmates think about
the school subjects.
 Oral interaction in pairs describing the characters for an illustration they are
drawing.
 Choose a character to describe.
 Oral survey with classmates about what they think about the school subjects.
 Questions and answers about different measurements.
 Oral presentation of the graph with the results of the survey with classmates.
 Reading a text and correcting the spelling mistakes in various words.

 Reading sentences which describe different characters in various images.
 Reading questions about what is happening in an image to answer them.
 Reading sentences which describe people in a picture.
 Reading sentences to choose the correct answer in each case.
 Reading sentences to correct the information as per various drawings.
 Reading the lyrics of a song to link the lines with the pictures.
 Read a story with visual aids to help understanding.
 Reading some sentences with the sounds /i/, /i:/ and /ai/.
 Reading about maths and how we use numbers to measure length.
 Reading and solving some maths problems.
 Reading questions from a questionnaire to do a survey in the class.
 Read a story to complete with the missing words.
 Reading titles to choose one for the story.
 Completing some sentences using the adjectives taken from a letter soup
previously.
 Find and write words in a letter soup.
 Writing some answers about what their classmate thinks about different things.
 Filling in a table with names, descriptions, age, subjects and hobbies.
 Writing the names of different people as per the descriptions.
 Writing the numbers for different measurements.
 Writing answers to some sums.
 Writing the missing words to complete a story.
 Oral production about their personal opinion about subjects and school matters.
 Description of people using adjectives.
 Oral production about what is happening, using the present continuous.
 Doing a questionnaire about maths.
 Oral production about how to measure things.
 Do a class survey and record the results on a table or graph.
 Present the results on a graph.
Vocabulary:
 Adjectives: boring, quick, exciting, busy, careful, difficult, easy, slow, terrible
 Relative pronouns: who
 Units of measurement: millimetre, centimetre, metre
 Maths: quantity, space, tape measure, length
 Other words: pottery, bowl, Do you want to sit next to me?, That’s better!
 Revision: colours, school subjects, prepositions, present continuous, numbers, like,
I’m so hungry!, a stomach-ache, nurse, toilets, library, I forgot my pencil today
 Comparatives
 Simple present
 Descriptions
 Question structures
 What does ‘x’ mean?
 He/She’s called …
 He/She’s the one …
 Sentences with who: They’re … who …
 How long is/are … ?

 Recognising and pronouncing the sounds /i/, /i:/ and /ai/.
 Identifying, repetition and correct pronunciation of words with the sounds /i/, /i:/
and /ai/ (CD- ROM, Games: Shooting Stars).
Classroom language:
 What’s boring?
 I have a lot to do.
 I’m very …
 Be quick!
 Where is the school?
 Are his lessons boring?
 Why do the children like his lessons?
 Write about one of your teachers.
 Make sentences for your friend.
 Read and say ‘true’ or ‘false’.
 Complete the questions.
 Who’s got long, dark hair?
 Who’s’ wearing a black jacket?
 Who’s carrying a newspaper?
 Mr Burke is the man who’s singing.
 Paul’s the one who’s reading a book.
 What’s he wearing?
 Read and find.
 They’re … who are …
 Tell me something about …
 I’m looking at a boy in the picture.
 Can you guess?
 Can you hear the sounds /i/, /i:/ /ai/?
 Paula thinks maths is exciting, but she thinks it’s …
 Name three school subjects.
 Look at and write the numbers.
 Measure the things in your classroom.
 Do a class survey.
 Draw a graph.

segments.
 Show interest by participating actively in oral activities.
 Show interest in and tolerance towards the different characteristics of subjects

studied at school.
 Valuing the importance of having good study habits and making use of them on a
regular basis.
 Encouraging knowledge of mathematics, especially measuring things.
 Recognising and following instructions about normal classroom activities.
2 Competences
LISTEN
instructions and recognise familiar words and school subjects.
Recognise aural items such as accent, Listen to a song about subjects and
rhythm and correct intonation in familiar and teachers at a school.
varied contexts.
TALK AND CONVERSE
Give simple, previously prepared oral Present and describe to your classmates
presentations. the project you have done: a graph with
the results of a class survey.
answers.
Take part in spoken interaction which arises Ask and give answers to your classmate
spontaneously. about what they think about subjects and
teachers at a school.

READING
details about familiar subjects. school subjects.

illustrated story.
Activity Book.
WRITING
Reproduce simple sentences and texts using Write sentences connected with school
previously presented models. subjects.
Write sentences using relative clauses with
who.
Write short letters, e-mails or postcards with Fill in a questionnaire with your personal
personal information and information about opinion about various matters in your
your immediate surroundings. immediate circle.
Write a text about one of the teachers at
school.
technology.
Use mathematical concepts connected with

length measurements.
Order and classify data using appropriate Draw a graph with the results of a class
criteria. survey.
Identify and differentiate objects and Describe the pupil's circle using
resources in the immediate surroundings and expressions stating lengths.
Digital competences

Understand and value the use of English for Ask classmates about personal opinion
communicating with other people and to find about life at school.

Show interest in and respect for the culture of Familiarize yourself with school subjects in
English-speaking countries. other countries.
Use artistic techniques and items in your Draw a graph with the results of a class
presentations and projects. survey in the project at the end of the unit.
Learning to Learn
Book.

your tasks individually. project: a graph with the results of a
class survey.
classmates.

correctly.
 Respect teachers when describing them or talking about them.
Education for Peace

 Show respect when giving personal opinions about different matters.

 This unit is connected with maths. The pupils work with numbers for measurements
of length.
 Pupils practice measuring things in the classroom and and do a survey in class, the
results of which they will show on a graph.
 Recognise and use a limited repertoire of frequently used oral vocabulary orally
and in writing about school subjects.
 Expressing feelings and personal opinions using adjectives.
 Describe people in connection with what they are doing using relative clauses with
who.
 Recognise and pronounce words with the sounds /i/, /i:/ and /ai/ connected with
various written letters.
good studying habits.
measurements of length orally and in writing.
 Draw and present a graph with the results of a class survey.
Understand and present school Recognise and use a limited
LC
subjects. repertoire of frequently used
SCS
oral vocabulary orally and in
writing about school subjects.
Practise the use of adjectives. Understand and use functions
Practise relative clauses with who. basic syntactic structures.
Distinguish between and use LC
habitual communication
functions: expressing opinions
and feelings, describing people
in connection with what they
are doing.
Practice pronouncing the sounds Recognise and pronounce and
LC
/i/, /i:/ and /ai/ in conjunction with write the sounds /i/, /i:/ and /ai/.
various letters.
school subjects. intonation. CCE
SIE
Draw a graph with the results of a Make yourself understood in LC
class survey and present it to short, simple oral statements MSCT
classmates. SCS
SIE

seen before. the importance of good SCS
studying habits.
vocabulary about measures of repertoire of frequently used
length. oral vocabulary about the MSCT
measurements of length orally
and in writing.
UNIT 2 GOOD SPORTS
1 Contents

 Listening to a recorded conversation to extract the main information.
 Listening to various sentences using the relatives who and where.
 Listening to a conversation in which they talk about activities or sports which the
other characters are doing.
 Listening to various adverbs in context to understand their meaning.
 Listening to sentences with words with mute consonants.
 Listening to a song about a sports centre.
 Intone simple sentences which describe different sports to recognise the correct
ones.
 Listening to the description of an illustration to colour it in and draw as per what is
heard.
 Listening to various situations in which thanks is given or expressions of respect
and valuing others.
sounds.
 Oral production about sports and activities which the pupils want to learn.
 Oral production about different people and places, using the relative pronoun
where.
 Oral production about some images, saying who and what they see.
 Recognise words with mute consonants.
 Questions and answers to a classmate about the activities he/she wants to do.
 Oral communication to the class about what they can do and how to do it.
 Oral production about familiar sports such as football, baseball and basketball.
 Oral interaction in pairs completing sentences in which respect is shown to others.
 Reading questions about the sports which the characters are playing or want to
learn.
 Reading sentences which define places or people, using relative pronouns where
and who.
 Reading a series of sentences to choose the correct adverbs as per some
drawings.
 Reading the lyrics of a song about the activities and sports that we can do at an
activities centre.
 Reading some sentences to complete a table about what different people can do
and how well they can do each activity.
 Reading some words to pronounce words with mute consonants
 Reading definitions from a crossword about sports to fill it in.
 Reading about baseball and basketball.
 Reading various questions about baseball and basketball.
 Reading instructions for making a ball with a balloon and sand or salt.
 Read a text to choose the right words.
 Reading some sentences about baseball to put them in order and make up a text.
 Reading the instructions for making a ball with salt or sand and balloons.
 Reading sentences giving thanks or expressions showing respect and valuing
others.
 Organize words correctly to write sentences.

 Filling in a table with the information given in some sentences.
 Responding to some questions about people using the pronoun who.
 Writing modal adverbs.
 Organizing and writing words about sports and activities.
 Writing the names of different objects which appear in the lesson.
 Do a crossword with the name of some sports.
 Writing words with mute consonants.
 Writing a text about baseball following a model.
 Oral production about sports and activities which the pupils do or want to learn to
do.
 Questions and answers about the characteristics of different people and sports.
 Practise the use and structures of relative pronouns who and where.
 Oral production about how well or badly pupils do different activities.
 Responding to questions about a text about sports.
Vocabulary:
 Action verbs: learn to, swim, climb, sail, skate, dance, drop
 Sports and activities: rock climbing, wall climbing, water sports, activity centre,
good swimmer, roller skating
 Baseball: pitcher, bat, batter, run, first/second/third/fourth base, arrive, baseball
field
 Modal adverbs: well, quickly, slowly, carefully, badly, quietly, easily, happily
 Revision: weather, prepositions, adjectives, inside, outside, good at, jobs, sports
equipment, want to, sports
 Other words: fall, verse, chorus, round and round, over the ground, lots of fun, up
the wall, balloon
 Values: say thank you / sorry / goodbye, enjoy, give, smile (v)
 Simple present
 Can…
 Have got
 Need
 The girl who …
 The boy who …
 Want to learn to do …
 What do we call people who … ?
 The place where…
 Be good/bad at something

 Recognising and the correct pronunciation of words with mute consonants.
 Identifying, repeating and correctly pronouncing lists of words with mute
consonants (CD-ROM, Games: Shooting Stars).
Classroom language:
 It’s a place where …

 Jim’s learning to sail.
 Today is a special day.
 You can learn to do any of these sports.
 Which do you want to learn to do?
 Do you want to learn to … ?
 … wants to learn to …
 Which one is the job?
 Francesca plays tennis badly.
 Juan plays tennis well.
 How is Simon climbing?
 Is Simon climbing slowly?
 Is Suzy good at roller skating?
 Is she skating quickly?
 Read and choose the right words.
 Complete the sentences about you.
 Please get your books out quickly and quietly.
 Now write the date slowly at the top of the page.
 Write another verse.
 Tell me about Lenny.
 Ask and find your partner.
 What does the note say?
 Why does the coach shout?
 What’s Mr Sweep doing?
 What’s this one?
 How do you spell … ?
 Which programme do you think is better?
 What’s the matter with Peter?
 How does Jim help? Who’s Mr Brown?
 Who is the woman in number 3? How did she help the children?
 What did the man think of the party?
 What does Mary say?

segments.
 Value the importance of talking in a language other than your mother tongue to be
able to communicate with people all around the world.
 Be able to talk about the most common hobbies and sports.
 Learn to respect what other people like and do not, as well as different opinions.
 Learn about the importance of playing sports as a way of leading a healthy life.
 Show interest by listening to classmates.
 Understand a joke and repeat it for fun while learning it.
 Using declarations can do in order to follow your own linguistic ability.
 Ability to learn to speak about sports respecting other classmates' opinions.

 Ability to learn about the rules of the three main sports: football, baseball and
basketball.
 Showing an interest in learning to do new things.
 Valuing de the importance of valuing others.
2 Competences
LISTEN
instructions and recognise familiar words and sports and other activities.
Recognise aural items such as accent, Listen to a song about sports centres.
varied contexts.
TALK AND CONVERSE
presentations. done to classmates: a ball with a balloon
and sand or salt.
answers.
Take part in spoken interaction which arises Ask and give answers to classmate about
spontaneously. their sports activities and how good they
are at them.

READING Recognise sentences connected with
sports activities.
Understand the general idea and specific Recognise the sentences in the unit's
details about familiar subjects. illustrated story.
Activity Book.
WRITING
Reproduce simple sentences and texts using Write sentences connected with sports
previously presented models. activities.
Write sentences using relative clauses with
where.
Write short letters, e-mails or postcards with Write a short text with your personal opinion
personal information and information about about some sports activities.

technology.
Order and classify data using appropriate Fill in a table with the modal adverb which
criteria. describes how some characters carry out
some sports activities.
resources in the immediate surroundings and sentences connected with the way they
what human beings do with them. carry out certain activities.
Digital competences

Understand and value the use of English for Show an interest in and respect the rules
communicating with other people and to find from the sports they play.
Ask classmates about the sports they play.
Value the importance of valuing others.

Show interest in and respect for the culture of Familiarize yourself with the sports played
English-speaking countries. in English-speaking countries, such as
baseball.
Use artistic techniques and items in your Make a ball using a balloon and sand or
presentations and projects. salt in the end of unit project.
Learning to Learn
Book.

your tasks individually. project: a ball with a balloon and salt or
sand.
classmates.

 Show respect for differences of opinion and taste in sports and hobbies.
 Show interest taking part in different sports activities organized by the centre.
 Value the importance of valuing others.

 Be able to work in groups or pairs, respecting classmates' turns to speak when
taking part in group games.
Education for Peace

 Use the dialogue to solve problems in the classroom.

 Connect sport directly with leading a healthier lifestyle.
 Encourage sport as another form of enjoyment.
 This unit is connected with physical education. The pupils work with with three very
well-known sports: football, baseball and basketball, learning them main rules in
each sport.
 Pupils link playing sports with a healthier lifestyle and see sport and a way of
having fun.
 The pupils obtain information and learn about different sports such as baseball and
basketball.
sports activities orally and in writing.
 Describe sports and other activities using modal adverbs.
 Talk about the sports which pupils can learn to play (learn to do) and want to do
(want to do).
 Recognise and produce orally and in writing words with mute consonants.
valuing others.
baseball, basketball and football.
 Make and presenta ball with a balloon and sand or salt.

Recognising and presenting sports Recognise and use a limited LC
activities. repertoire of frequently used CCE
oral vocabulary about sports SCS
activities orally and in writing.
Practise modal adverbs. Understand and use functions
Practise relative clauses with Distinguish between and use
LC
where. habitual communication
functions: write sports and
Practise sentences with learn to other activities, write places,
do and want to do. speak about the sports which
pupils can learn to play and
want to play.
Practise the pronunciation of Recognise and produce orally LC
words with mute consonants. and in writing words with mute
consonants.
sports activities. intonation. CCE
SIE
Make a ball with a balloon and salt Make yourself understood in LC
or salt and present it to short, simple oral statements CCE
classmates. SIE

seen before. the importance of valuing SCS
others.
vocabulary about baseball, repertoire of frequently used CCE
basketball and football. oral vocabulary about baseball, SCS
basketball and football.
1 Contents
 Use English for giving instructions and social relationships while playing a game.
 Take part in a game to revise the vocabulary and structures in units 1 and 2.
 Reading a text which describes what is happening at the moment of speaking to

choose the best result.
 Reading some revision questions to answer them.
 Reading groups of words to find the odd ones out in each group.
 Writing sentences to say what is not right in some pictures.

 Write words to complete a crossword and decode a hidden message.
 Writing words to revise the contents studied.

 Communication with classmates in English.
 Work in groups of four to remember things that need to be revised.
Vocabulary:
 Jobs, family, adjectives, daily routines, school, school subjects, sports, adverbs
 Revision: word families, functional language, offers, suggestions, forms for starting
and answers.
 Language for games
 You should move five squares.
 It’s …
 You’re …
 He’s …
 She’s …
 I’ve/you’ve/he’s/she’s finished.
 I’ve/you’ve/he’s/she’s won.
 Roll again.
Classroom language:
 Play the game.

 Go up.
 Go down.
 Move … squares.
 Spell the words.
 What’s wrong with these pictures?
 Write carefully.
 Are you writing slowly?
 Read the text and choose the best answer.
 Now let’s read and remember

 Ability to learn to connect with others in English.

2 Competences
LISTEN
Understand simple oral messages and Listen to simple oral messages about the
instructions and recognise familiar words and rules of the revision game.
spontaneously. about the questions in the questionnaire.
WRITING

technology.
Order and classify data using appropriate Pupils revise ordinal numbers identifying
criteria. the order of the letters of various words
from the vocabulary learned in the last two
units.
Digital competences


Learning to Learn
Book.

correctly.

 Be able to work in small groups, respecting others' turns to speak.
two units.

 Adjectives writing from the two previous LC
units. SIE
 School subjects LL
 Sports activities
 Ordinal numbers from 1 to Learn and use basic learning
10. strategies.

 Relative sentences with units. LC
who and where SIE
 Learn to do Distinguish and comply with LL
 Want to do usual communicative functions
 Short answers learned in the previous two
 Adverbs of manner units.

strategies.
UNIT 3 HEALTH MATTERS
1 Contents

 Listening to and understanding simple oral messages about what happened to
Simon last week: one characters from the book.
 Listening to simple sentences in the past for each day of the week.
 Listening to a simple dialogue in which two characters talk about what one of them
dreamed about last night.
 Listening to a song for learning correct pronunciation.
 Write words with sounds /b/, /f/ and /v/.
 Listening to a dialogue in which two characters talk about what happened
yesterday.
 Listening to sentences to learn to differentiate and the correct pronunciation of the
sounds /b/, /f/ and /v/.
 Listening to musical notes to identify their lengths and compare them.
 Listening to and understanding a dialogue in a doctor's surgery.
sounds.
 Oral practice of the days of the week.

 Taking part in a a mnemonic game in which the pupils have to say the events in the
past, as they happened in a story.
 Responding to questions, after reading the story, about what happened to one of
the characters.
 Questions about a song already learned.
 Recognising and pronouncing the sounds /b/, /f/ and /v/.
 Questions and answers about the past.
 Responding to some questions about a recorded dialogue in a doctor's surgery.
 Reading Stella's diary entries to practise using the past.

 Reading simple sentences in which some events from the past are told so that they
can be linked with the pictures.
 Reading a text to choose the right option about what happened at the weekend.
 Reading about what happened to Tom and Sue to link each sentence with a
picture.
 Reading and completing a wheel (for the round table where the children are sitting)
with things which some characters have done or not.
 Reading some words and classifying them in semantic groups: places, people, food
and drinks.
 Reading sentences to complete with words with the sounds /b/, /f/ and /v/.
 Reading and selecting different parts of sentences to make up complete sentences.
 Reading about different forms of playing percussion and being able to make music.
 Reading and correcting texts about musical language.
 Reading instructions for making a musical instrument with a glass.
 Reading questions to draw up a questionnaire about health.
 Filling in a character's diary by including some verbs in the past.

 Writing a short text, following a model, to say what they did at the weekend.
 Writing sentences about what happened to some children based on a text already
read.
 Classifying words in four groups: places, people, food and drinks.
 Filling in Meera's diary with the words which have been classified in semantic
groups.
 Writing various words with the sounds /b/, /f/ and /v/.
 Complete a text about using the missing words.
 Writing questions to ask their classmate about what they did last week.
 Writing vocabulary from the unit, including some verbs in infinitive and in the past
and some expressions of time.
 Writing various sentences which describe some images as heard.
 Questions and oral production about things which happened in the past.
 Taking part in a mnemonic game in which pupils try to memorize what a character
did in a story.
 Questions and answers about the lyrics of a song.
 Doing a questionnaire about health.
 Questions and answers about the past.
 Explaining the painting from the unit project to classmates.
Vocabulary:
 Verbs: be, have, give, see, drink, eat, go, take (and their forms in the past)
 Body percussion: percussion, the human body, click his / her fingers, tap his / her
face, rhythm, note (music), musician, whole, half, quarter, eighth
 Project: elastic band, edge, pop your mouth
 Other words: the first to finish, fish and chips, diary, health matters, awake, eye
test, dream, bowl, time to stop, Take it off, really tires, all night, be wrong with.
 Revision: school subjects, adjectives, illnesses, food, the weather, city, family,
diary, prepositions, countable and uncountable nouns, items of clothing, physical
descriptions, days of the week, was/were, temperature, bad headache, terrible
cough, medicine, doctor, hospital, worse, better, before/after, mine, library, milk, fly,
pie, sheep, eat, it, cheap, sleep, quickly.
 Simple past positive of irregular verbs
 Simple past negative
 Simple past interrogative
 Simple present
 Short answers to questions in the Simple past
 Be wrong with …
 Have got
 Was/were
 I prefer…
 Do you want to play…?

 Recognising and pronouncing the sounds /b/, /f/ y /v/..
 Identifying, repetition and correct pronunciation of words with the sounds /b/, /f/ y
/v/. (CD-ROM, Games: Shooting Stars).
Classroom language:
 She’s got a cough.
 Tell me about Simon on Monday.
 He had a temperature.
 He was at home.
 He saw the doctor because he had a terrible cough.
 I went to the doctor because I was ill.
 I didn’t have time to stop.
 He didn’t have a temperature.
 Ask and answer questions about the song.
 Use the words from above to …
 Listen and repeat.
 Say the sound.
 Play the game.
 Listen and sing.
 Listen and act it out.
 Read and complete the text.
 Why did Key go to the hospital?
 Who did he see there?
 Did they catch him?
 What did Nick Motors do?
 What did the doctor look like?
 Did he have black hair and a big nose?
 How does it sound?
 Listen to these notes.
 Which is the longest?
 Which is the shortest?
 Make a musical instrument.

segments.
 Show interest in what happened in the past.
 Value the importance of being healthy.
 Develop an interest in what doctors, nurses and other health professionals do.
 Accept the importance of going to the doctor on a regular basis.
 Show an interest in learning more about music and different ways of making it.
 Ability to learn about the most common illnesses and the importance of going to the
 Ability to learn about musical language.
2 Competences
LISTEN
instructions and recognise familiar words and health and common illnesses.
Recognise aural items such as accent, Listen to a song about health and illnesses.
varied contexts.
TALK AND CONVERSE
presentations. project carried out: making a musical
instrument from a glass.
answers.
spontaneously. what they did in the past: yesterday, the
other day or last week.

READING
details about familiar subjects. health common illnesses.
illustrated story.
Activity Book.
WRITING
Reproduce simple sentences and texts using Write sentences connected with health and
previously presented models. illnesses.
irregular verbs.
personal information and information about about what the pupils did last week.

technology.
Solve simple problems connected with Solve a wheel with the vocabulary learned
familiar subjects. in the unit.
Order and classify data using appropriate Complete a table with information from
criteria. Meera's diary.
Digital competences

Understand and value the use of English for Ask classmates about what they did at a
communicating with other people and to find moment in the past.

Show interest in and respect for the culture of Familiarize yourself with musical language.
Use artistic techniques and items in your Make a musical instrument with a glass
presentations and projects. project at the end of the unit.
Learning to Learn
Book.

your tasks individually. project: making a musical instrument with a
glass.
classmates.

correctly.
 Show compassion and interest in people who have a disease.

 Show an attitude of respect towards the human body.
 Assimilate habits necessary to keep fit.
 Learn to solve problems when you have a common illness, carrying out some
activities and avoiding others.
 Show an interest in sports activities which are healthy habits which all pupils should
acquire.

cooperative.
 This unit is connected with musical education. The pupils get information and learn
about different ways of making music with the body.
 As the end of unit project, pupils make a musical instrument with a glass.
health and illnesses orally and in writing.
 Expressing actions which happened in the past with the simple past of irregular
verbs.
 Expressing the cause of an action with because.
 Recognise and pronounce and write the sounds /b/, /f/ and /v/ in conjunction with
various letters.
going to the doctor on a regular basis.
musical language.
 Make and present a musical instrument with a glass.

vocabulary about health and repertoire of frequently used LC
illnesses. oral vocabulary about health SCS
and illnesses orally and in
writing.
Practise the simple past of Understand and use functions
irregular verbs. and meanings associated with
LC
Teach and practise the use of Distinguish and comply with
because. usual communication functions
: expressing actions which
happened in the past and their
causes.
LC
sounds /b/, /f/ and /v/ in write the sounds /b/, /f/ and /v/.
conjunction with various letters.
health and illnesses. intonation. CCE
SIE
Make a musical instrument with a Make yourself understood in LC
glass and present it to classmates. short, simple oral statements CCE
SIE

seen before. the importance of going to the SCS
Recognising and practising Recognise and use a limited CCE
vocabulary about musical repertoire of frequently used
language. oral vocabulary about musical
language.
UNIT 4 AFTER SCHOOL CLUB
1 Contents

 Listening to a conversation about what the characters did in the After school club.
 Listening to some sentences and connect them with a situation.
 Listening to a conversation in which the characters use ordinal numbers.
 Listening to a song to fill in the gaps.
 Listening to sentences with the sounds /d/ /t/ or /id/ the ending –ed in the simple
past.
 Listen to various situations in which you see the importance of being kind.
sounds.
 Oral production about what different characters did yesterday afternoon.

 Questions and answers about things which happened in the past.
 Correct production of sentences with the sounds /d/ /t/ or /id/ in the ending –ed in
the simple past.
 Carrying out a communicative action to find two people who danced to the music
and watched the television in their rooms with their friends.
 Answer some comprehension questions after reading a text.
 Oral production about different types of literature and about what the pupils like
reading.
 Oral production about their favourite book and author.
 Reading texts which describe facts and situations in the past.

 Reading questions about the past and answering them as per already familiar texts.
 Reading sentences about what pupils are doing during the morning.
 Reading sentences with ordinal numbers to find the letter being referred to.
 Reading and finishing sentences about the first person who did/discovered
something.
 Read sentences with the sound /d/ /t/ or /id/ in the ending –ed in the simple past
using correct pronunciation and intonation.
 Read a text with audiovisual support.
 Reading about different types of literature.
 Reading paragraphs in a text to put them in order.
 Reading sentences in which pupils value the importance of being kind.
 Reading sentences expressing kindness to link with the drawings.
 Writing verbs in different columns depending on their spelling in the past.
 Writing a hidden message after associating each number with a word.
 Writing the verbs in the past missing from a text.
 Writing the ordinal numbers from first to twentieth.
 Writing three words which start with the same letter.
 Completing sentences about the first person who did/discovered something.
 Completing an e-mail after choosing the right words.
 Writing a short text about their favourite author.

 Questions and answers using ordinal numbers.
 Oral production about what they did last week.
 Questions and answers about what they like and do not like in literature.
 Making a poster about their favourite book.
 Expressing kindness.
Vocabulary:
 School club: school club, hall, play chess, school show, musical, pirate, kids,
playtime, playground
 Ordinal numbers: from first to twentieth
 The alphabet
 Literature: atlas, literature, poem, novel, play, author, theatre, was written,
adventures, actor
 Other words: start to do something, consonant, vowel, out of order, repairman, out
of breath, out of order, repairman, out of breath, in line, league, Neverland, owl,
pussy cat, pea-green, honey, plenty of money, wrapped up, five pound note
 Revision: clean, carry, help, can/can’t, have to, want, sing, dance, hop, skip, jump,
laugh, hats, scarves, snow, lake, activities and actions, houses and flats, floor, lift,
stairs, colours, adjectives, prepositions, the weather, descriptions
 Kindness: kind (adj.), seat, Would you like to … ? Shall I … ? Can you help me,
please? have a turn / give someone a turn
 Can / can’t
 Have to
 Simple present: affirmative, negative and interrogative forms
 Simple past: short questions and answers
 Simple present
 Was / Were
 Ordinal numbers (1-20)

 Practise spelling words and recognising and pronouncing the sounds /d/ /t/ or /id/
with the ending –ed in the simple past.
 Identification, repetition and pronunciation of the sounds /d/ /t/ or /id/ with the
endings -ed in the simple past (CD-ROM, Games: Shooting Stars).
Classroom language:
 What did Alex and Simon do?
 Did Simon dance?
 What did Stella and Meera do when they saw him?
 Does Mr Burke want to do a musical?
 Write the secret message.
 These are some of the things you did on your last holiday.
 You skated on the lake in the park.
 Now ask questions for David and Pat.
 Complete the text. Use the past of the verbs.
 What did they do on Saturday afternoon?
 Which floor does Alex live on?
 Where does Alex’s uncle live?
 Choose the right answers and complete the text.
 What’s the name of the school show?
 Who does Lock think the pirate is?
 Who is it really?
 Where are Lock and Key sitting?
 What drinks do they have?
 What does Lock try to do?
 Has Peter’s dad got a real beard?
 Choose your poem.
 Read and order the text.
 Where was the big house?
 What was in one of the rooms?
 Make a poster.
 Write about your favourite writer.
 Excuse me. Would you like to sit down?
 Can I help you? I can get it for you.
 No problem.
 Shall I carry your bags for you?
 Do you want to have a turn?
 That’s good of you. Thank you (very much).
 That is kind of you.
 That’s great, thanks.

segments.
 Show interest in what happened in the past.
 Take part in the class with respect and consideration towards other classmates.
 Understand than reading is another way of having fun.
 Ability to understand the existence of different types of literature.

 Value the importance of reading.
 Ability to learn about literature and English authors.
 Value the importance of being kind.
2 Competences
LISTEN
instructions and recognise familiar words and extracurricular activities.
Recognise aural items such as accent, Listen to a song about ordinal numbers 1 to
rhythm and correct intonation in familiar and 20.
varied contexts.
TALK AND CONVERSE
presentations. done to classmates: a poster about your
favourite book.
answers.
Use polite expressions.

spontaneously. about the extracurricular activities which
he/she carries out.

READING
details about familiar subjects. extracurricular activities.
illustrated story.
Activity Book.
WRITING
previously presented models. extracurricular activities.
regular verbs.
technology.
Solve simple problems connected with Solve a secret message with the
familiar subjects. vocabulary learned in the unit.
Order and classify data using appropriate Classify the simple past regular verbs
criteria. depending on how the ending -ed is
pronounced.
resources in the immediate surroundings and sentences connected with extracurricular
what human beings do with them. activities.
Digital competences

Understand and value the use of English for Show an interest in finding out about
communicating with other people and to find extracurricular activities in other cultures.
Ask classmates about what they did at a
moment in the past.
Value the importance of being kind.

Show interest in and respect for the culture of Familiarize yourself with literary genres and
English-speaking countries. some works from English literature.
Use artistic techniques and items in your Make a poster about their favourite book in
presentations and projects. the project at the end of the unit.
Learning to Learn
Book.

your tasks individually. project: a project about your favourite book.
classmates.

correctly.
 Value the importance of being kind.
Education for Peace

 Show respect to others following a series of rules at school and in the classroom.

cooperative.
 This unit is connected with literature. The pupils learn about different types of
literature: poems, plays and novels.
 Pupils do a project to make a poster about their favourite book.
 The pupils obtain information and learn about literature and different genres from
an informative text.
extracurricular activities orally and in writing.
 Talk about activities which happened in the past.
 Asks questions about activities in the past.
 Describe sequences using ordinal numbers.
 Recognise and produce orally and in writing the sounds /d/ /t/ or /id/ with the
endings -ed in the simple past.
being kind.
vocabulary about different literary genres.
 Make and present a poster about their favourite book.

extracurricular activities. repertoire of frequently used LC
oral vocabulary about SCS
extracurricular activities orally
and in writing.
Practise the simple past of regular Understand and use functions
verbs. and meanings associated with
LC
Listen to ordinal numbers 1 to 20. Distinguish and comply with
functions: talking and asking
about actions in the past,
describing sequences.
Practise pronouncing the sound /d/ Recognise and produce orally
/t/ or /id/ with the endings -ed in the and in writing the sound /d/ /t/ LC
simple past. or /id/ with the endings -ed in
the simple past.
ordinal numbers. intonation. CCE
SIE
Make a poster about your favourite Make yourself understood in LC
book and present it to your short, simple oral statements CCE
classmates. SIE

LC
illustrated story which you have sociolinguistic features such as SCS
seen before. the importance of being kind.
Recognising and practising Recognise and use frequently
vocabulary about different literary used orally and in writing
CCE
genres. frequently used oral vocabulary
about different literary genres.
SIE
during the unit. learning strategies.
1 Contents
 Listening to dialogues between characters using the simple past.
 Use English for instructions and for relating with other people while taking part in a
game.
 Reading sentences from the game in the past to decide which actions are good and
which are bad.
 Reading revision questions about the contents of units 3 and 4.
 Read various sentences to complete with the missing verb in the past.
 Reading a series of words to find the odd one out.
 Completing some sentences with the past form of the verbs shown in the pictures.
 Completing a crossword to decipher a message.

 Communication classmates in English.
 Work in groups of four to remember things that need to be revised.
Vocabulary:
 Vocabulary from units 3 and 4
 Procedural language, games language, instructions.
 Revision: days of the week, word families.
 Simple past affirmative
 You should move five squares.
 It’s …
 You’re …
 He’s/She’s …
 I’ve / you’ve / he’s / she’s finished.
 I’ve / you’ve / he’s / she’s won.
 Roll again.
Classroom language:
 Play the game.
 I’ve won.
 Go up.
 Go down.
 Move … squares
 Find the past of the verbs.
 Use the words to complete the sentences.
 Make new words.
 What did Mary do last week?
 Read and remember.
 Write two more questions.

 Enjoy working in pairs.
 Value ability to respond to an instruction given.
 Be aware that it is good to comply with rules and turns previously assigned in
games and in social situations.
 Ability to learn to connect with classmates in English.

2 Competences
LISTEN
Understand simple oral messages and Listen to simple oral messages about what
instructions and recognise familiar words and some characters did the week before.
spontaneously. what the characters did the week before.

WRITING

technology.
Digital competences

Learning to Learn
Book.

correctly.

rules.
Education for Peace

with other people.
two units.

LC
 Health and illnesses writing from the two previous
SIE
 Extracurricular activities units. LL
 Ordinal numbers from 1 to
20 Learn and use basic learning
strategies.
 Simple past of irregular units. LC
verbs SIE
 Simple past of regular Distinguish and comply with LL
verbs. usual communicative functions
 because learned in the previous two
units.

strategies.
UNIT 5 EXPLORING OUR WORLD
1 Contents

 Listening to some questions in the past (con question words) about a story to reply
correctly.
 Listening to a recorded dialogue in which some characters talk about famous
explorers.
 Listening to a recording with some words with the sound /ɜː/ written in different
ways to repeat them correctly.
 Listening to a chant to repeat and the pronounce correctly the sound /ɜː/ written in
different ways.
 Listening to different words with the sound /ɜː/ written in different ways to check
their correct classification based on the sound repeated in them.
 Listen to and follow the recording of a story using visual aids.
sounds.
 Oral production about famous explorers and about what they did in the past.
 Questions and answers about the past using could/couldn’t.
 Construction of sentences comparing two things.
 Giving personal opinions about past experiences.
 Completing a rap using words from a box to practise the possessive pronouns
(mine, ours, etc.)
 Oral production about animals in danger of extinction and about how we should
help the world by looking after the environment.
 Reading a text about a famous explorer, Sir Ernest Shackleton, to answer some
comprehension questions.
 Reading a text and finding the past of some of the verbs.
 Reading sentences which describe past events to link them with the drawings.
 Read and link sentences using the conjunction so.
 Reading some sentences to reply as par a recorded text.
 Reading a text to complete it using the comparative form of the adjectives.
 Reading words and making sentences.
 Read a rap lyric to fill in the gaps.
 Read a chant to practise the pronunciation of the sound /ɜː/ in conjunction with
different written letters.
 Reading various sentences with possessive pronouns to colour in as per the code.
 Reading words with the sound /ɜː/ written in different ways.
 Read about animals in danger of extinction.
 Reading a text about how we can help to protect our universe.
 Writing the verbs in the past in a letter soup.

 Filling in a table about what our friend can/could cannot/could not do (could /
couldn’t) at different ages.
 Writing comparative sentences about different subjects using the correct forms of
the comparative adjectives.
 Writing the form in the past of some verbs and the comparative form of some
adjectives.
 Writing various tongue-twisters having put the words in them in order.
 Writing words with the sound /ɜː/ written in different ways.
 Writing a text about an animal in danger of extinction.
 Oral production about past events.

 Questions and answers about activities or past events.
 Oral production about past activities using could / couldn’t.
 Comparison of things giving personal opinions.
 Answer comprehension questions after reading a story.
 Questions and answers about extinct animals.
 Oral production about what we can do to try to protect our
universe.
Vocabulary:
 Irregular verbs in the past: catch, have, find, get, take, go, make, can, lose, come
home
 Expeditions: explorer, expedition, British, cross, ice, open sea, save, continent,
Natural History Museum, exhibitions, adventure holidays
 Ability: could / couldn’t
 Comparative adjectives
 Possessive pronouns and adjective pronouns
 Environment: ocean life, endangered, fewer fish
 Animals: polar bear, sea turtle, whale, mammals, sea creatures, insects, birds,
reptiles, amphibians
 Conjunctions: first, before, after, then, because
 Other words: Sir Earnest Shackleton, Antarctica, diary, so, brochure, tandem,
Arctic, look after our world, that’s true, starving, shot a spy, a trip, a banana skin.
 Revision: actions, time, animals, adjectives, word families, countries, prepositions,
conjunctions, numbers (years), jobs and professions, nationalities, continents,
home appliances, the world, must, need, Let’s …, look after, spiders, spring,
morning, skate, street, shop, slip, tree, train, dangerous, climb, walk, strong, brave,
kitchen, the worst
 What / Why / How / When / Where / Who / What time + did + subject + verb?
 Simple past affirmative
 Simple present
 Was / Were
 Could they … ?
 Yes, he/she could.
 No, he/she couldn’t.
 More interesting/boring/exciting/beautiful/difficult than …
 Easier than …
 Possessive pronouns and adjectives: my/mine, your/yours, his/his, her/hers, its/its,
our/ours, they/theirs

 Recognising and pronouncing the sound /ɜː/ in different written letters.
 Recognising and pronouncing the sound /ɜː/ in different written letters. (CD-ROM,
Games: Shooting Stars)
Classroom language:
 Look at Simon’s homework,
 What did Shackleton want to do?
 Why did they camp on the snow?
 What was the weather like?
 How did they get water to drink?
 What did they find?
 Did everybody come home?
 Find the past of these verbs in the text.
 Now look at your friend’s word search and find the words.
 Make sentences.
 Ask your friends and tick or cross the boxes.
 Match and say.
 Could you swim when you were three?
 This ruler’s longer than that one.
 This book’s thinner than that one.
 Watching TV is more exciting than doing homework.
 What nationality was Cousteau?
 Whose work is more famous?
 Whose life was more exciting?
 Now write sentences about your favourite things.
 Compare Tom’s day.
 Choose words from the boxes.
 I’m hungry.
 I’m hungrier than you.
 Is it yours?
 Is it your pen?
 Yes, it’s mine.
 No, it’s his/hers.
 What’s the problem with the world?
 What must we do?
 Match and colour the squares.
 What does it say in the brochure about places to explore?
 Where do Lock and Key go?
 Why?
 What text message does Lock get on his phone?
 How did Nick Motors get to the adventure holiday camp?
 Choose a title.
 Sort the words to find the endangered animals.

segments.
 Be aware of the existence of animals in danger of extinction.
 Show respect for the environment.
 Be aware of the need to look after our planet.
 Ability to learn about extinct animals.

 Showing an interest in the need to take care of the world.
 Ability to learn to compare things and give your own opinion.
 Respect for other people's opinions.
2 Competences
LISTEN
instructions and recognise familiar words and exploration.
Recognise aural items such as accent, Listen to a song about protecting the
rhythm and correct intonation in familiar and environment.
varied contexts.
TALK AND CONVERSE
presentations. done to classmates: a poster about three
animals in danger of extinction.
answers.
spontaneously. a comparison between two activities or
objects.

READING
details about familiar subjects. exploration.
illustrated story.
Activity Book.
WRITING
previously presented models. exploration.
Write sentences using comparatives and
questions using the simple past.
Write short letters, e-mails or postcards with Write a short text with information personal
personal information and information about about comparisons between activities or
your immediate surroundings. objects

technology.
Order and classify data using appropriate Put the sentences in a text in order
criteria. following a colour code.
resources in the immediate surroundings and sentences connected with animals in
what human beings do with them. danger of extinction.
Recognise the importance of looking after

nature on the planet.
Digital competences
Understand and value the use of English for Show an interest in finding out how to
communicating with other people and to find protect the world and natural exploration in
out about other cultures. the past.
Ask classmates about what they did in the

past.

Show interest in and respect for the culture of Familiarize yourself with famous explorers
English-speaking countries. in history.
Use artistic techniques and items in your Make a poster about three animals in
presentations and projects. danger in the end of unit project.
Learning to Learn
Book.

your tasks individually. project: a project about three animals in
danger of extinction.
classmates.

 Accept responsibility for protecting the environment.
 Show an interest in learning to take care of our universe.
Education for Peace
 Learn to respect nature.

cooperative.
 This unit is specifically connected with sciences and, specifically, animals in danger
of extinction.
 Pupils learn about which the best tactics are for protecting our universe.
 Another part of the unit is connected with history, learning about important
explorers such as Sir Ernest Shackleton.
 The pupils obtain information about animals in danger of extinction from an
informative text.
 Recognise and use a limited repertoire of frequently used oral and written
vocabulary about exploration in the environment.
 Ask and reply about facts and activities in the past.
 Talk about competences from the past using could and couldn’t.
 Make comparisons using comparative forms of adjectives with more than two
syllables.
 State the consequences of an action.
 Recognise and correctly produce orally and in writing the sound /ɜː/ in conjunction
with different written letters.
 Identify basic socio-cultural and socio-linguistic features such as learning to
compare things.
animals in danger of extinction orally and in writing.
 Make and present a poster about three animals in danger.

explorations in the environment. repertoire of frequently used
LC
oral and written vocabulary
about exploration in the
environment.
Practise questions and answers in Understand and use functions LC
the past simple. and meanings associated with
Practise could and couldn’t Distinguish between and make
use of habitual communication
Present and use the conjunction functions: ask and reply about
so. actions in the past, express
abilities in the past, state the
Practise comparatives with consequences of an action,
adjectives with more than two make comparisons.
syllables.
Practice pronouncing the sound /ɜː/ Recognise and pronounce and
connected with different written write the sound /ɜː/. LC
letters.
Recite a song about how to protect Use correct pronunciation and LC

the environment. intonation. CCE
MSCT
SCS
SIE
Make a poster about three animals Make yourself understood in LC
in danger and show it to short, simple oral statements MSCT
classmates. SCS
SIE

illustrated story which you have and socio-linguistic features LC
seen before. such as learning to compare SCS
things.
about animals in danger of repertoire of frequently used
MSCT
extinction. oral vocabulary about animals SCS
in danger of extinction orally
and in writing.
UNIT 6 MODERN LIFE
1 Contents

Listening to the lyrics of a song and link some parts with the pictures.
 Listening to a recorded dialogue in which the characters talk about what they did
the day before.
 Listening to a series of sentences to be able to correct the actions.
 Listen to sentences and words with the sound /ɔː / in conjunction with the letter c.
 Listen and link actions with the characters who did them on different days of the
week.
 Listening to various sentences about robots to identify whether they are true or
false.
 Listening to various sentences about what a character did the week before.
 Listen to various situations which deal with the importance of road safety.
sounds.
 Talk about different electronic devices.

 Answer comprehension questions after listening to a dialogue.
 Questions and answers based on the lyrics of a song.
 Taking part in a game of bingo to revise the past of some verbs.
 Oral interaction in pairs in which pupils ask and answer about what they did the day
before.
 Questions and answers about different activities which some characters
did at a particular moment.
 Oral production about the use of robots, giving opinions and sharing impressions.
 Oral interaction in pairs to complete sentences about road safety.
 Reading various words connected with modern electronic devices.

 Reading some instructions for using electronic devices to choose the correct
answer and complete the sentences.
 Reading the lyrics of a song and linking it with an electronic device.
 Reading a text to fill in the gap with the correct verbs in the past.
 Reading and identifying sentences with the sound /ɔː /connected with various
written letters.
 Reading a story.
 Reading a text about robots and how they are used in different areas.
 Reading the steps to follow to design a robot.
 Organise and write words connected with electronic devices.

 Responding to questions after listening to recorded dialogue.
 Writing sentences in the right order.
 Writing the past of some irregular verbs.
 Solving mathematical problems.
 Making sentences about daily routines or habits using a grid.
 Writing about what the pupil did the day before.
 Say whether some sentences listened to are true or false after reading a text about
robots.
 Writing about the robot they have designed.
 Writing sentences about situations in which road safety is not respected.
 Oral production about modern electronic devices.

 Questions and answers about electronic devices provided.
 Questions and answers about programmed events in the past.
 Finding solutions for mathematical problems.
 Taking part in a game of clapping to revise the verbs.
 Answer questions connected with a story.
 Oral production about robots, giving your opinion and impressions.
Vocabulary:
 Current technology: modern life, button, computer, MP3 player, DVD, email,
mouse, program, screen, video, the Internet, click, text, film, instructions,
music/video clip, radio, turn it on
 Irregular verbs (Simple past): say, know, put, buy, think, read, bring, choose
 Daily routines: get up, get, dressed, take off, put on
 Robots: design (was designed by), machine, gas, underground, factories, again
and again, program (v), human, part, computer program, sensor
 Other words: I don’t need any more, works perfectly well, know how to do
something, problem, really good one, how exciting!, o’clock, pop music, plant,
erase, CCTV, row
 Revision: numbers, questions, have got, comparatives, the time, verbs and
vocabulary for writing about daily routines, prepositions, items of clothing
 Road safety: safe, dangerous, busy road, cross the street / road, ‘stop, look and
listen’, helmet, Be careful, traffic light, driver, zebra crossing, bright (red)
 Have to
 Have got
 Simple present
 Comparative adjectives
 Questions
 Simple past: affirmative and negative
 Simple past: questions and answers

 Recognising and pronouncing the sound /ɔː / in connection with various written
letters
 Identification, repetition and correct pronunciation of the sound /ɔː / in conjunction
with various written letters (CD-ROM: Shooting Stars).
Classroom language:
 What do you have to do first to turn the computer on?
 Who is showing Grandma how to use the computer?
 What kind of DVD is Grandpa looking for?
 Who does Simon say needs an MP3 player?
 Is it true?
 Read and circle the correct answer.
 This has music or film in it.
 This is the part of the computer you …
 You can play it on the computer or on the Hi-Fi.
 This isn’t a …
 It’s something you …
 How does Grandpa feel about all this new technology?
 Does he want a new phone?
 Why/ why not?
 Is your grandpa/grandma like this with new technology?
 Write the sentences in order.
 What did they buy?
 What did Grandpa say about the computer?
 Why did they choose that computer?
 Complete the text.
 Tick six words. Play bingo.
 Listen and correct the actions.
 Write sentences about your day yesterday.
 Match the questions and answers.
 Ask and find your partner.
 What happened to Miss Rich?
 Who wrote the email?
 Can you name two things Nick Motors took?
 Choose a title.
 Make a robot.
 Write about your robot.
 Do you wear a helmet when you ride a bicycle?
 Do you cross the road between cars?
segments.
 Show an interest in technological development.
 Be aware of the importance of being up to date with technology.
 Ability to learn about different facets of life and current technology.

 Read about and become familiar with the use of robots in different surroundings.
 Value the importance of road safety.
2 Competences
LISTEN
instructions and recognise familiar words and electronic devices and current technology.
Recognise aural items such as accent, Listen to a song about electronic devices.
varied contexts.
TALK AND CONVERSE
presentations. project you have carried out: designing a
robot.
answers.
spontaneously. what they did the day before.

READING
Recognise sentences connected with
Understand the general idea and specific electronic devices and current technology.
illustrated story.
Activity Book.
WRITING
Reproduce simple sentences and texts using Write sentences connected with electronic
previously presented models. devices and current technology.
Write sentences using simple past.

personal information and information about about what the pupil did the day before.
technology.
Solve simple problems connected with Solve mathematical problems with the
familiar subjects. vocabulary learned in the unit.
resources in the immediate surroundings and sentences connected with technology and
what human beings do with them. how robots are used in society.
Value and reflect on the decisive role of

technology in society.
Digital competences
Value and reflect on the decisive role of

technology in society.

Understand and value the use of English for Show an interest in finding out about what
communicating with other people and to find other people did in the past.
Ask your classmates about what they did
the day before.
Value the importance of road safety.

Use artistic techniques and items in your Design a robot in the end of unit project.
Learning to Learn
Book.

your tasks individually. project: the design of a robot.
classmates.
Education for Peace

 Learn to respect other people's opinions.

 Be able to work in groups or pairs, respecting classmates' turns to speak when
taking part in group games.
 This unit is connected with technology. The pupils identify the use of robots as
something present in daily life.
 Pupils design their own robot following simple instructions.
 The pupils get information about and learn about the use of robots at present in an
informative text.
current technology.
 Talk and ask about programmed past events using the simple past.
 Recognise and pronounce and write the sound /ɔː / in conjunction with various
letters.
road safety.
robots and technology.
 Make and present the design of a robot.

Recognising and presenting Recognise and use frequently
LC
electronic devices and current used oral vocabulary orally and
MSCT
technology. in writing about current
technology.
Practise the simple past in Understand and use functions
questions and answers. and meanings associated with
LC
functions: talk about
programmed events in the
past.
Practice the pronunciation of the Recognise and pronounce and
sound /ɔː / in conjunction with write the sound /ɔː / in LC
various written letters. conjunction with various written
letters.
electronic devices. intonation. CCE
SIE
Design a robot and present it to Make yourself understood in LC
classmates. short, simple oral statements CCE
MSCT
SIE
LC
illustrated story which you have sociolinguistic features such as SCS
seen before. the importance of road safety.
vocabulary about robots and repertoire of frequently used
MSCT
technology. oral vocabulary about robots
and technology.
SIE
during the unit. learning strategies.
1 Contents
 Taking part in a game to revise the vocabulary learned in the previous two units.
 Recite a chant (and practise spelling) to revise words from units 5 and 6.
 Work in groups of four to revise the vocabulary from units 5 and 6.
 Read the different instructions to take part in a game in groups of four.

 Reading some words from units 5 and 6 which are in the picture.
 Reading a story to complete some sentences.
 Reading some questions about the texts from units 5 and 6 to find the correct
answers.
 Writing words from units 5 and 6 which do not appear in the picture.
 Completing a crossword with the words which did not fit in in another exercise.
 Do a crossword and write a hidden message.
 Taking part in a game the revise the vocabulary, following the instructions.
 Oral production about what they did the day before.
 Work in groups of four to revise the vocabulary from units 5 and 6.
Vocabulary:
 Actions and activities, daily routines, verbs in the past
 Other words: shopping, word families
 What did they do yesterday?
 It’s my turn.
 Pass the dice.
 I’m + colour.
 Go forward.
 Go back.
 Throw again.
 Start.
 Finish.
 There is/are …
 I can see …
 I can’t see …
 Go to …
Classroom language:
 Play the game.
 I’ve won.
 What can you see?
 Tick the boxes.
 What can’t you see?
 Sort the first letters of the words to make a new word.
 Read the story and complete the sentences.
 Write two more questions.

 Ability to learn to interact with other and take part in games in English.
2 Competences
Take part in spoken interaction which arises Ask and reply to partners about the revision
spontaneously. quiz.

WRITING

technology.
resources in the immediate surroundings and sentences about the natural surroundings
what human beings do with them. shown in a picture.
Digital competences


Learning to Learn
Book.

correctly.

rules.
Education for Peace

with other people.
two units.

LC
 Explorations in natural writing from the two previous
SIE
surroundings units. LL
 Electronic devices and
current technology. Learn and use basic learning
strategies.
 Simple past of irregular units.
verbs
 Conjunction so Distinguish and comply with
 Comparative adjectives usual communicative functions
with more than two learned in the previous two
syllables units.
 Comparative adverbs
 Learn and use basic learning
strategies.
UNIT 2 AT THE ZOO
1 Contents

 Listening to simple dialogues about animals in the zoo.
 Listening to a recording to answer questions questions in the past.
 Chant a song and mime the actions.
 Listening to various known words to identify the sounds /υ/ and /u:/ connected with
various written letters and pronounce the correctly.
 Listening to various sentences to reply if they are true or false de as per a text.
sounds.
 Description of animals at the zoo.

 Find adjectives about animals at the zoo and compare them.
 Invite the pupils to say the animals described in guessing games and definitions.
 Oral production about what the characters did on a previous visit to the zoo.
 Carrying out a simple activity of progressive narrative to revise the past and zoo
vocabulary.
 Questions and answers to classmates comparing the animals and drawing up a
table of proposals.
 Oral interaction in pairs to revise the forms of the past simple of irregular verbs.
 Reading sentences to find the sounds /υ/ and /u:/ connected with various written
letters and pronounce them correctly.
 Answer comprehension questions after listening to and reading a story.
 Oral presentation of the drawing an animal they have done.
 Reading some questions about an image connected with a recorded dialogue.

 Reading some words in a box to make sentences using the superlative form of
adjectives.
 Reading the definitions of different animals at the zoo to identify them.
 Reading some adjectives to use them in superlative talking about the animals in a
picture.
 Reading the questions dine a questionnaire to ask friends and family.
 Reading questions in the past to find the answers.
 Reading the lyrics of a song while miming the actions described.
 Reading sentences to write the correct verb in the past.
 Reading sentences to complete with different prepositions: into, out of, round.
 Reading sentences to find the sounds /υ/ and /u:/ connected with various written
letters.
 Reading about the human skeleton and its characteristics.
 Reading a dialogue to choose the correct answer to each question.
 Writing sentences using superlatives and words in a table.

 Completing a text about a family of giraffes.
 Writing the names of the animals which match the definitions.
 Write some friends' answers in a questionnaire.
 DO a letter soup, choosing six verbs and writing them in the past.
 Complete some sentences using the correct verbs in the past.
 Completing some sentences with the prepositions into, out of or round.
 Responding to some questions connected with different types of skeletons.
 Draw a comic about an animal and describe it.
 Oral production about animals at the zoo, using the superlative form of some
adjectives.
 Description of various animals to guess the animals which classmates are
describing.
 A progressive narrative exercise to revise the past and zoo vocabulary.
 Mime some actions to learn the prepositions which go with some verbs.
 Take part in a mnemonic game to revise the vocabulary.
 Ask friends about the animals they have drawn.
 Presenttion of the animal which the other pupils have drawn.
Vocabulary:
 Superlative adjectives: the –est, the most, the best, the most wanted
 Animals: cheetah, puppies, kittens, cubs, bumblebee, cuckoo, hum
 Verbs (past): drew, drove, ran, caught, flew, past, slept, swam
 Prepositions: into, round, out of
 Skeletons: skeleton, bone, per cent, calcium, cartilage
 Other words: now tell us about …, let’s hear it …, five points for each fact, cage,
after, before, run away, the rest of.
 Revision: animals, prepositions, adjectives, size, weight, distance, family, city,
countryside, parts of the body.
 Superlative adjectives: the –est and the most
 Simple present: interrogative
 Simple present (answers): affirmative and negative
 Definitions
 Regular and irregular forms of Simple past (affirmative, negative and interrogative)
 Was / Were
 Have to
 Have got
 Shall we…?
 We can…if you want.
 Could / couldn’t.

 Recognising and pronouncing the sounds /υ/ and /u:/ in conjunction with various
letters.
 Identification, repetition and correct pronunciation of the sounds /υ/ and /u:/ in
conjunction with various letters (CD-ROM, Games: Shooting Stars).
Classroom language:
 Which animal does he/she think is the most … ?
 Make sentences.
 Complete the text about the giraffe family.
 Make more sentences.
 Ask questions and write the answers.
 Where did Suzy draw the picture?
 When did Mr Star drive to the zoo?
 What did the … do?
 Listen and say the letter.
 Make a word search.
 Now look at your friend’s word search and find the words.
 Write three sentences with the words.
 I went to the zoo yesterday.
 First I looked at the …
 They were …
 Listen and do the actions.
 Write another verse for the song.
 What did the animals do?
 Complete the sentences.
 Say the words and the colours.
 Make questions. Ask and answer.
 Match the words with the right colour.
 Play the memory game?
 Which words are … ?
 What did the person from the City Zoo say?
 What did the man take?
 Who was the man?
 What was inside the lorry?
 Did Miss Rich have a cat?
 Whose motorbike was it?
 Was he frightened?
 Think about these animals and answer the questions.
 Listen to the music. Say the animal.
 Think of an animal.
 Make a Super Animal.
 Describe your animal.

segments.
 Ability to learn to respect animals and their habitat.

 Ability to learn about animal rights
 Compare animals depending on their different characteristics.
2 Competences
LISTEN
Understand simple oral messages and Listen to simple oral messages about zoo
instructions and recognise familiar words and animals.
Recognise aural items such as accent, Listen to a song about zoo animals.
varied contexts.
TALK AND CONVERSE
presentations. project you have carried out: a drawing of
an animal.
answers.
spontaneously. comparisons between animals.
READING
Understand the general idea and specific Recognise sentences connected with zoo
details about familiar subjects. animals.
illustrated story.
Activity Book.
WRITING
Reproduce simple sentences and texts using Write sentences connected with zoo
previously presented models. animals.
Write sentences using superlative adjective
forms and the simple past.
personal information and information about about opinions about animals.

technology.
Solve simple problems connected with Solve crosswords with the vocabulary
Order and classify data using appropriate Put data taken from a table into order in a
criteria. survey with classmates about the members
of their families.
resources in the immediate surroundings and sentences about zoo animals.
Show respect and value the importance of
looking after animals.
Digital competences

Understand and value the use of English for Ask classmates what they think about
communicating with other people and to find certain animals.

Use artistic techniques and items in your Draw a comic about and animal in the end
presentations and projects. of the unit project.
Learning to Learn
Book.

your tasks individually. project: a poster about an animal.
classmates.

 Take responsibility for animals at home.
 Show an interest in looking after animals properly.
 Show respect for animals who share their habitats with us.
Education for Peace

 Learn to respect animal rights and treat animals with consideration to live
peacefully with them.

 This unit is connected with natural science, the pupils learn to describe animals,
respect them and identify their characteristics, for instance their skeletons.
 It is also connected with the arts: the pupils draw a comic about an animal.
 Pupils find out about different types of skeletons with an informative text.
 Recognise and use frequently used oral vocabulary orally and in writing about zoo
animals.
 Describe past events using the simple past.
 Make comparisons using superlative adjective forms.
 Expressing where things are using the prepositions into, out of, round
 Recognise and pronounce and write the sounds /υ/ and /u:/ in conjunction with
various letters.
 Identify basic sociocultural and sociolinguistic features such as respecting animals
and their habitat.
types of skeletons orally and in writing.
 Make and present a comic about an animal.

Recognise and explain zoo Recognise and use frequently LC
animals. used oral vocabulary orally and SCS
in writing about zoo animals.
Practise the simple past. Understand and use functions
Practise superlative adjectives. basic syntactic structures.
LC
Distinguish between and use
Explain and practice the habitual communication
prepositions in, on and under. functions: making comparisons
and describe events in the
past, say where things are.
LC
sounds /υ/ and /u:/ in conjunction write the sounds /υ/ and /u:/.
with various letters.
zoo animals. intonation. CCE
SIE
Draw a comic about an animal and Make yourself understood in LC
show it to classmates. short, simple oral statements CCE
MSCT
SIE
LC
illustrated story which you have sociolinguistic features such as
SCS
seen before. respecting animals and their MSCT
habitat.
Recognising and practising de Recognise and use a limited MSCT
vocabulary about different types of repertoire of frequently used SCS
skeletons. oral vocabulary about types of
skeletons orally and in writing.
UNIT 8 LET’S PLAY!
1 Contents

 Listening to simple conversations at a party.
 Listening to simple sentences for making requests.
 Listen to check the answers.
 Listening to sentences to find the number of syllables in a words.
 Listening to words to find the number of syllables and classify accordingly.
 Listen to various situations dealing with the importance of recycling.
sounds.
 Oral production about food and parties.

 Ask some classmates to mime some actions.
 Oral production about the differences between two pictures.
 Answer comprehension questions after listening to the story.
 Taking part in a guessing game to revise vocabulary connected with jobs.
 Oral production about healthy food and eating habits.
sounds.
 Reading a series of words to circle the odd ones out.

 Reading simple sentences which describe what some characters want.
 Reading questions about what is happening in a picture.
 Read a text to choose the right words to describe a party.
 Reading a text to complete a table about what happened at the party yesterday.
 Reading a series of words to find out whether they belong to the same group.
 Reading various sentences to find the number of syllables in a word.
 Reading about the food pyramid.
 Read and the instructions in a recipe.
 Reading sentences about different types of recycling.
 Organise and write words connected with containers for food.

 Writing sentences which explain what some characters want others to do.
 Filling in a table with the relevant information taken from a text.
 Writing vocabulary learned in the unit.
 Writing groups of words associated with food be category: carbohydrates, proteins,
vitamins and minerals, calcium, fat and sugar.
 Completing some sentences with advice for some characters about what they
should eat.
 Writing sentences describing what some characters do to help the environment.
 Oral production about food and parties.

 Using polite ways to ask somebody for something.
 Complete a song using the words in the box.
 Taking part in a game to guess the character using questions.
 Carry out a survey in class to find out if your classmates ate well last week.
 Carry out a project in pupils write the recipe of their favourite food.
 Debate the importance of recycling to help the environment.
Vocabulary:
 Food: salad, pasta, sandwiches, soup, jacket potato, baked beans
 Containers: a bowl of, a bottle of, a cup of, a glass of
 Birthdays: party, present, card, decorations, sack race
 Adverbs and superlative adjectives: the most quickly/carefully, the best, the worst,
the most
 Food stuffs: nutrients, carbohydrates, proteins, vitamins and minerals, calcium, fats
and sugars
 Kitchen: teaspoon, balanced diet, vegetarian, oil, recipe, preparation, mix
 Other words: grown ups, time to fly, the party’s over, take me away, arrest, fuel,
energy
 Revision: food and drinks, prices, adjectives, polite requests, containers, colours,
disguises, clown, pirate, robot, explorer, artist, doctor, suits, jobs, heroes, weights
and measurements, flour, flower, meat, meet, hair, stair, stare, pear, pair, won,
one, board, bored, blue, there, their, which, witch, write, right, know, nose, so
 Recycling and the environment: help the world, turn off, go shopping, catch a bus,
use, It’s better to …, all the time, bring, electricity, later, lights
 Can you pass … ?
 Could you put … ?
 Would you like … ?
 ... wants someone to do something.
 There is a …
 Have got
 Simple present
 Instructions and advice
 Need
 Must
 Should
 How often … ?
 Once
 Two/three/four/five times

 Recognising and the correct pronunciation of the number of syllables in a word.
 Identifying, repeating and correctly pronouncing the number of syllables in a word
(CD-ROM, Games: Shooting Stars).
Classroom language:
 Can you name the foods they are making?
 Who wants a glass of lemonade?
 Does Grandpa want a cheese sandwich?
 Where are the bottles of lemonade?
 What does he want to eat?
 On the table at the party I saw …
 What does she want the children to do?
 Do the actions and say
 Can you clean the board?
 Can you close your books?
 Can you write your homework in your notebooks?
 What can you see?
 Who can you see?
 How’s the clown jumping?
 Why?
 Paula’s putting her books away the most carefully.
 Danny’s packing his bag the most quickly.
 … is the first.
 Look at the pictures. Find the differences.
 Find three words from the same group.
 Write definitions.
 I live on the eighth floor so I have to walk up lots of stairs.
 I’m really tired after running up the stairs.
 She stares out of the window when she’s bored.
 What am I?
 Can you … ?
 Do you…?
 Match the words which sound the same.
 What food/drink does Nick Motor give to the tiger?
 Which does the tiger eat/drink?
 Who are the heroes?
 Do you agree?
 Did Nock Motors like the tiger?
 Who saw the lorry first?
 Write a healthy menu.
 Now write what you should eat. Why?
 Write a recipe for your favourite lunch.
 How can you help the planet?
 Do you recycle?
 What bin do you use to recycle paper?

segments.
 Show interest working actively with others in class.
 Show interest in sharing materials with classmates and in working in pairs and
groups efficiently.
 Show interest and do not interrupt during the class.
 Develop an interest in having a healthy diet.
 Familiarization with basic food and drinks which children eat and drink at typical
English birthday parties.
 Valuing the importance of having a balanced diet.
 Communicate with others offer things and responding to offers using polite forms.
 Valuing de the importance of recycling.
2 Competences
LISTEN
Understand simple oral messages and Listen to simple oral messages about food
instructions and recognise familiar words and and parties.
Recognise aural items such as accent, Listen to a song about food and parties.
varied contexts.
TALK AND CONVERSE
presentations. done to classmates: the recipe of your
favourite food.
answers.
spontaneously. your favourite food.

READING
Recognise sentences connected with food
Understand the general idea and specific and parties.
illustrated story.
Activity Book.
WRITING
Reproduce simple sentences and texts using Write sentences connected with food and
previously presented models. parties.
Write sentences using superlative adverbs.
personal information and information about about your favourite recipe and food.

technology.
resources in the immediate surroundings and sentences about food and cooking.
Value the importance of recycling and
looking after the environment.
Digital competences

Understand and value the use of English for Show an interest in basic food and
communicating with other people and to find drinks which children eat and drink at
out about other cultures. typical English birthday parties.
Value the importance of recycling and

looking after the environment.

Show interest in and respect for the culture of Familiarize yourself with a typical English
English-speaking countries. birthday party.
Use artistic techniques and items in your Do the recipe for your favourite food in the
presentations and projects. end of unit project.
Learning to Learn
Book.

your tasks individually. project: the recipe for your favourite food.
classmates.

 Show respect for differences of opinion and taste in food and drink.
 Value how fortunate we are being able to choose the food and drink they like.
 Be aware of the correct way to interact with others using polite forms learned in the
unit.

 Be able to work in small groups, respecting the turns and following the rules.

 Be aware of the responsibility of having a balanced diet and keeping regular meal
times.
Consumer education
 Be responsible and learn not to waste food.
 Differentiate between food which is necessary for a healthy diet and that which is
not.
 Value the importance of recycling.
 This unit is connected with health. The pupils learn about food stuff from the main
five groups in the food pyramid.
 They learn to have a healthy diet.
 Pupils follow a recipe for pasta salad and write the recipe for their favourite dish.
 Pupils obtain information about food, nutrition and the food pyramid from an
informative text.
food and parties orally and in writing.
 Compare objects and actions using superlative adverbs.
 Expressing indeterminate quantities.
 Recognise and produce the number of syllables in a word orally and in writing.
recycling things.
food pyramid and food orally and in writing.
 Do and present the recipe for your favourite food.

Recognising and presenting food Recognise and use a limited
and parties. repertoire of frequently used LC
oral vocabulary about food and SCS
parties orally and in writing.
Practise superlative adverbs. Understand and use functions
Present and practise using basic syntactic structures.
LC
expressions of quantity: a bag / Distinguish and comply with
bottle / bowl / box / cup / habitual communication
glass of / want someone to do functions: compare objects and
(something) actions and express quantities
indeterminately.
Practise the pronunciation of the Recognise and produce the
LC
number of syllables in a word. number of syllables in a word
food at a party. intonation. CCE
SIE
Doing the recipe for your favourite Make yourself understood in
LC
food and presenting it to your short, simple oral statements CCE
classmates. SIE
LC
illustrated story which you have sociolinguistic features such as
SCS
seen before. the importance of recycling MSCT
things.
vocabulary about food pyramid. repertoire of frequently used
oral vocabulary about the food SCS
pyramid and food orally and in
writing.
1 Contents
 Take part in a game in English to revise the vocabulary learned in units 7 and 8.
 Take part in a guessing game in pairs.
 Telling a story using illustrations.
 Responding to questions about the story.
 Taking part in a mnemonic game in groups of three to revise vocabulary from units
7 and 8.
 Read the instructions to take part in a game in groups of four.

 Reading some questions about the story.
 Completing a crossword with the odd words out from the previous exercise.
 Taking part in a game in English following the rules.

 Questions and answers about subjects studied in 7 and 8.
 Finding your favourite activity and subject in Kid’s Box 4 and tell your friends about
them.
 Work in groups of four to revise the vocabulary from units 7 and 8 by taking part in
games.
Vocabulary:
 Revision: vocabulary de Kid’s Box 4
 It’s my turn.
 Pass the dice.
 Go forward.
 Go back.
 Throw again.
 Start.
 Finish.
Classroom language:
 Play the game.
 I’ve won.
 That’s not fair.
 Find the past of the verbs.
 Read and choose the picture.
 Now describe what’s in one of the other bags to your friend.
 Tell the story.
 Learning strategies:

 Be aware that it is good to respect previously agreed rules and turns in a game.
 Ability to learn to interact with other and participate in games in English.

2 Competences
LISTEN
Understand simple oral messages and Listen to simple oral messages about a
instructions and recognise familiar words and story about a young person.
Take part in spoken interaction which arises Ask and give answers to classmate about a
spontaneously. revision questionnaire.

WRITING

technology.
resources in the immediate surroundings and sentences about food in your breakfast bag.
Digital competences


Learning to Learn
Book.

correctly.

 Be able to work in groups of four, respecting the turns set and following a series of
rules.
Education for Peace

with other people.
two units.

LC
 Animals at the zoo writing from the two previous
SIE
 Containers units. LL
 Food
strategies.
 Superlative forms of units.
adjectives with more than
two syllables. Distinguish and comply with
 Simple past of irregular usual communicative functions
verbs learned in the previous two
 Prepositions into, out of, units.
round
 - Expression of quantity. Learn and use basic learning
 Superlative adverbs strategies.
EXTRA UNIT: THANKSGIVING
1 Contents

 Listening to and understanding a recording in which a character talks about how
he/she celebrates Thanksgiving Day.
 Oral production in pairs in which pupils talk about situations in which they have
thanked each other.
 Oral production in which pupils talk about the things they are grateful for.
 Read a text explaining Thanksgiving.

 Reading different sentences about the history of Thanksgiving Day and link them
with the drawings.
 Reading various sentences about a character's tastes with regards to Thanksgiving
after having listened to his/her opinion and, based on that, decide whether the
sentences are true or false.
 Reading various questions about the story and the origin of Thanksgiving Day.
 Reading various words connected with Thanksgiving Day and find them in a letter
soup.
 Responding various questions about the history and origin of Thanksgiving Day.
 Writing a text in which the pupils name the things they are grateful for.
 Oral intervention in which pupils work in pairs to describe the different situations in
which they thank each other.
 Discussion of each pupil's personal opinion about Thanksgiving Day.
Vocabulary:
 Thanksgiving: Thanksgiving, pilgrims, Native Americans, meal, roast turkey,
pumpkin pie
 Other words: corn on the cob, cranberry sauce, broccoli, sweet potatoes, a harvest
festival, to plant seeds, to build houses, he gives thanks for…
 Revision: ship, celebrate
 I’m thankful for….
 Simple present
 Simple past
Classroom language:
 Thank you!
 When do you say thank you?
 Read and match.
 Were you right?
 Who are the people?
 Listen and say ‘yes’ or ‘no’.
 Do you think Peter likes the food in the pictures?
 Do you think Thanksgiving is a good idea?
 Write the answers.
 Find the Thanksgiving words.
 Write about things you are thankful for.
 Let’s make a poster for Thanksgiving.

 Understanding and producing sentences using the right ways to express gratitude.
segments.
 Valuing the importance of thanking people in daily life.

 Learning about the origins of Thanksgiving Day and think about why this is still an
2 Competences
LISTEN
instructions and recognise familiar words and Thanksgiving.
TALK AND CONVERSE
Give simple, previously prepared oral Present and describe a project carried out
presentations. to classmates: a poster about Thanksgiving
Day.
answers.
spontaneously. Thanksgiving.
READING
details about familiar subjects. Thanksgiving.
Activity Book.
WRITING Write a short text about the things you are
Write short letters, e-mails or postcards with grateful for.

technology.
Use various techniques and items to build an Make a poster about Thanksgiving Day.
do so.

communicating with other people and to find Thanksgiving in other countries.
Use artistic techniques and items in your Make a poster about Thanksgiving Day in
presentations and projects. the project at the end of the unit.
Learning to Learn
Book.

your tasks individually. project: a poster about Thanksgiving Day.
classmates.

correctly.

 The pupils learn about the origin and history of Thanksgiving Day from an
informative text.
 Use forms of giving thanks in different languages effectively and correctly.

 Identify basic sociocultural and sociolinguistic features such as forms of greeting.

Practice ways of saying thank you Distinguish and carry out LC
in different languages. habitual communication
functions: giving thanks.
Talking about the importance of Identify basic socio-cultural and
giving thanks and reflect about socio-linguistic features such LC
what has been learned. as the importance of giving SCS
thanks in social situations.
EXTRA UNIT: PANCAKE DAY
1 Contents

 Listening to and understanding a text about different celebrations different countries
on the day before Lent.
 Listening to the story of a race shown in different drawings.
 Oral production in which pupils talk about their favourite foods and the ones they
could and could not do without.
 Questions and answers about different celebrations prior to Lent.
 Oral production in which pupils talk about different ways of giving things up.
 Reading a text with explanations about different traditions prior to Lent.

 Read comprehension questions about a read text about pre-Lent traditions.
 Reading various questions to which the pupils reply basing themselves on some
drawings and a recording about what is happening during a race.
 Reading instructions for making a Mardi Gras mask.
 Responding to various questions using information in the drawings and a recording

about what is happening in a race.
 Interactions in which the pupils talk about their favourite foods and and those they
could and could not give up.
 Questions and answers what the pupils are going to give up during Lent.
 Taking part in a parade or carnival in class copying those which are held on the day
before Lent.
Vocabulary:
 Lent and celebrations: Lent, Easter Sunday, Ash Wednesday, Carnival, Mardi
Gras, Pancake Day, Shrove Tuesday, parades, dress up, pancakes
 Other words: dairy, fatty goods
 Revision: clothes, colours, meat, eggs, butter, flour, dance, wear masks, chocolate,
biscuits
 What are you giving up for Lent?
 I’m giving up…
 What about you?
Classroom language:
 What’s your favourite food…?
 What food is easy to give up?
 What food is impossible to give up?
 What day is this?
 What do people do?
 Ask and answer.
 Listen and write the number. Then answer.
 Make a Mardi Grass mask.
 People have parades during Mardi Gras.
 They wear costumes and masks.
 Do you like Mardi Gras?
 Do you like my mask?

segments.
 Develop awareness of, respect for and interest in different celebrations held before
Lent.
 Valuing the importance of giving up different things as a sacrifice.

 Interest in different celebrations previous to Lent.
2 Competences
LISTEN
instructions and recognise familiar words and traditions celebrated before Lent.
TALK AND CONVERSE
Give simple, previously prepared oral Present and describe a project carried out
presentations. to classmates: a mask for Mardi Gras.

answers.
Talk about things they give up.

spontaneously. traditions prior to Lent.
READING
details about familiar subjects. traditions celebrated prior to Lent.
Activity Book.
technology.
Use various techniques and items to build an Make a mask for Mardi Gras
do so.

Understand and value the use of English for Show an interest in finding out about pre-
communicating with other people and to find Lent traditions in other countries.
Use artistic techniques and items in your Make a Mardi Gras mask in the end of unit
presentations and projects. project.
Learning to Learn
Book.

your tasks individually. project: a Mardi Gras mask.
classmates.

correctly.
 Show an interest in different celebrations held before Lent.

 This unit is specifically connected with tutorial work in which pupils develop as
people living in society, making life easier for those around them.
 Pupils also learn about the importance of making small sacrifices and taking part in
celebrations interacting with others.
 The pupils learn about different pre-Lent such as Carnival, Mardi Gras and
Pancake Day from an informative text.
 Use forms of greeting in different languages effectively and correctly.

 Identify basic sociocultural and sociolinguistic features such as forms of greeting.

Practise expressions with to be Distinguish and comply with
LC
supposed to... to give up habitual communication
functions: expressing giving
things up.
Talk about popular traditions in Identify basic sociocultural and
other countries and reflect about sociolinguistic features such as LC
what has been learned. the importance of popular SCS
traditions in other countries.
EXTRA UNIT: FATHER'S DAY.
1 Contents

 Listening to and understanding various dialogues in which different characters talk
with their fathers in daily situations.
 Listening to and understanding a poem to complete using the missing expressions
and practise reading it with correct intonation and pronunciation.
 Oral production in which pupils ask and reply about what their fathers do every day.
 Oral interaction in which the pupils describe their fathers in pairs.
 Oral production in which pupils recite coupons which they have created
themselves.
 Oral interaction in which pupils recite the poems they have written on their Father's
Day cards.
 Reading a text with a short story about a father and his children.
 Read comprehension questions about a previously read text.
 Reading short notes which can be of help or inspiration for pupils to describe their
fathers.
 Reading a poem while the pupils listen to complete it using the words or
expressions which are missing.
 Reading various words for pupils to come up with coupons.
 Reading instructions for making a Father's Day card.
 Reading the poems which the pupils have written for their Father's Day cards.
 Writing a poem and completing it with the words or expressions missing.

 Making up and writing various coupons using the words given.
 Writing a poem to include in the card which the pupils will give their fathers on
Father's Day.
 Oral interaction in which pupils talk about what their fathers do every day.
 Oral interaction in which pupils work in pairs to describe their fathers.
 Reciting the poems which the pupils have written for their fathers.
Vocabulary:
 Father's Day: Father’s Day, I love you ‘cause you’re my Dad, You cheer me up
when I’m sad, when I do anything wrong, you seem so especially strong, thank you
for all you do, I’m your son and I’ll always love you
 Other words: Don’t be silly, Dad! Who’s the winner?, a raffle, the most obedient
 Revision: father, mother, children, a beard, a moustache, curly hair, straight hair,
glasses, tall, short, fat, thin, bald, golf, football, likes to fish, plays with me, helps
me with my homework, takes me to school, makes my breakfast
 Simple present
 Simple past
 I love you ‘cause…
 Thank you for…

 Correct pronunciation and intonation of the poem offered in the book about Father's
Day after having read and listened to it.
 Correct pronunciation and intonation of the poem which each pupils has written for
his/her father.
Classroom language:
 Does your dad make your dinner?
 Does your dad do sports with you?
 Listen and match.
 Read and say ‘yes’ or ‘no’.
 Who’s the winner?
 Look and say.
 Now talk about your dad.
 Listen and write.
 Make some coupons.
 Make a Father’s Day card.

 Understanding and producing poems dedicated to the pupils' fathers.
segments.
 Show as much interest in listening to the poems which the pupils have written as in
listening to the information they give to describe their parents.
 Valuing de the importance of knowing how to interact with others sharing

information about each pupil's family members.
 Valuing parents' work in daily life with their children.
2 Competences
LISTEN
instructions and recognise familiar words and Father's Day.
TALK AND CONVERSE
presentations. project you have carried out: a card for your
father.
answers.
spontaneously. Father's Day.
READING
details about familiar subjects. Father's Day.
Activity Book.
WRITING Write a poem dedicated to your father.
Write short letters, e-mails or postcards with

technology.
Use various techniques and items to build an Making a card to give to your father.
do so.

Understand and value the use of English for Show interest in finding out about Father's
communicating with other people and to find Day is celebrated in other countries.
Use artistic techniques and items in your Write a poem and make a card in the end of
presentations and projects. unit project.
Learning to Learn
Book.

your tasks individually. project: a card for your father.
classmates.

correctly.

 Value fathers' roles in children's lives, which is no less that that of their mothers.
 Within that society, pupils learn to relate correctly with close family members, such
as their fathers, thanking them for everything they do for them and with them.
 The pupils learn about different ways of relating between a father and his children
by reading an example in an informative text.
 Describing people.
valuing the father's figure.

Practise describing their fathers. Distinguish and comply with LC
functions: describing people.
fathers and reflecting about what sociolinguistic features such as LC
has been learned. the importance of valuing the SCS
father's figure.
EXTRA UNIT: INTERNATIONAL CHILDREN’S BOOK DAY
1 Contents
 Listening to a poem for the celebration of International Children’s Book Day while
the pupils follow in their books.
 Listening to three summaries of children's stories to link them with their covers.
 Oral production in which pupils talk about children's stories and characters they
know about.
 Questions and answers about Hans Christian Andersen after having read a text
about him.
 Reciting a poem for celebrating International Children’s Book Day.
 Questions and answers about some children's stories.
 Oral interaction in which the pupils share their ideas to promote reading amongst
children.
 Reading a text about Hans Christian Andersen.

 Read comprehension questions about a previously read text.
 Reading a poem to celebrate International Children’s Book Day while the pupils
listen and, later, they recite it.
 Read the story of the Little Mermaid to complete with the missing words.
 Complete the story of the Little Mermaid to complete it using the missing words.
 Writing down different ideas for promoting reading amongst children.
 Reciting a poem to celebrate International Children’s Book Day

 Questions and answers about various children's stories.
 Discussion and debate ideas to promote reading amongst children.
Vocabulary:
 Children's reading: fairy tales, poems, plays, stories, The Little Mermaid, The Ugly
Duckling, The Princess and the Pea, The Emperor’s New Clothes, author, main
characters, a handsome prince
 Other words: poet, ballet
 Revision: films, ocean, grandmother, legs, tail, birthday
 Simple present
 Simple past
 What’s the title of…?
 What are the main characters?
 What’s the name of the author?
 Why did you choose this book?

 Correct pronunciation and intonation of the poem to celebrate International
Children’s Book Day.
Classroom language:
 International Children’s Book Day began in …
 It is celebrated on…
 This poem is for International Children’s Book Day.
 What do you think about the poem?
 Ask and answer.
 Listen to this story.
 Read and complete.
 Let’s design a poster for International Children’s Book Day.

 Understanding and producing sentences describing and telling different children's
stories.
 Reciting a poem to celebrate International Children’s Book Day.
 Discussion and debate about different ideas to promote reading amongst children.
segments.
 Show an interest in encouraging reading as a usual form of entertainment.
 Valuing the importance of encouraging and keeping up the habit of reading as a

 Take into account the different things which reading can give children.
2 Competences
LISTEN
instructions and recognise familiar words and International Children’s Book Day.
TALK AND CONVERSE
presentations. done to classmates: International
answers.
spontaneously. International Children’s Book Day.
READING
details about familiar subjects. International Children’s Book Day.
Activity Book.
technology.
Use various techniques and items to build an Make a poster about International
object after planning the actions required to Children’s Book Day.
do so.

communicating with other people and to find International Children’s Book Day in
out about other cultures. different countries.

Use artistic techniques and items in your Make a poster aboutInternational Children’s
presentations and projects. Book Day in the end of unit project.
Learning to Learn
Book.

your tasks individually. project: a poster about International
classmates.

correctly.
 Develop respect for other people's tastes and interests with regards to reading.

 This unit is connected with Language and Literature, talking about the great Hans
Christian Andersen and well-known children's stories.
 Pupils will also try to encourage encouraging reading and find different ways to do
so.
 The pupils learn about Hans Christian Andersen and the origins of International
Children’s Book Day from an informative text.

reading.

Talk about the importance of the Identify basic sociocultural and
LC
habit of reading and reflect on sociolinguistic features such as
SCS
what has been learned. the importance of the habit of CCE
reading.
ANNEX - COMPETENCES ASSESSMENT RUBRIC
Very good
Good
Average
Not good
Excellent
Listen
Understand simple oral messages and instructions and recognise familiar

words and linguistic structures.
Identify the gist and some specific information from a short situation from
Recognise aural items such as accent, rhythm and correct intonation in

familiar and varied contexts.
Talk and Converse
Recite poems and sing a song with the right pronunciation and intonation.
Make simple oral presentations, previously prepared.
Cope in daily situations.
Take part in spoken interaction which arises spontaneously.

Read
Identify relevant information on written posters and simple maps.
Understand the general idea and specific details about familiar subjects.
Write
Reproduce simple sentences and texts using previously presented

models.
Fill in a form or card with your personal data.
Write short letters, e-mails or postcards with personal information and

information about your surroundings
Very good
Good
Average
Not good
Excellent
Mathematical competence and basic competences in science and technology.
Solve simple problems connected with familiar subjects.
Interpret and show simple statistical data on simple graphs and tables.
Order and classify data using appropriate criteria.
Recognise geometrical similarities and differences in everyday objects.
Take basic measurements using the appropriate instruments.
Solve puzzles and crosswords.

Use various techniques and items to build an object after planning the
actions required to do so.
Identify and differentiate objects and resources in the immediate

surroundings and what human beings do with them.
Respect nature and animals in the environment.
Be familiar with and follow healthy living practices.
Digital Skills
Use ICT to reinforce and support learning English.
Give short presentations and create in English using various formats and
digital tools.
Locate basic information on digital sources and formats.

Take part in group activities with respect and interest and share opinions.
Show respect for your classmates and wait for your turn to speak.
Understand and value the use of English for communicating with other
people and to find out about other cultures.
Use artistic techniques and items in your presentations and projects.
Take an active part in the games, dances, songs and artistic activities in
the classroom.
Show interest in and respect for the culture of English-speaking countries.
Very good
Good
Average
Not good
Excellent
Learning to Learn
Use tools and resources, such as dictionaries and grammar books, to
solve doubts.
Show an interest in carrying out self-evaluation and correcting your own

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

tasks.
Look for information to be able to complete your tasks individually.
Plan and check your work to be able to present it properly.

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Kid’s Box 3 & 4

ENGLISH FOR SPANISH SPEAKERS

8 Development of units of teaching

8.2 Key competences: Descriptors – Activities

Annex - Key Skills Assessment Rubric

CURRICULAR PROJECT FOR ENGLISH DEPARTMENT

Stages Number of Number of groups

Social background (high, medium, low, miscellaneous)

Geographical profile (city areas, outskirts, countryside…)

Number of students with specific needs

 Specific need for each group

 Visits out of the school and activities

Teacher’s name _________________________________________

HOUR Monday Tuesday Wednesday Thursday Friday

Teacher’s name _________________________________________

HOUR Monday Tuesday Wednesday Thursday Friday

Teacher’s name _________________________________________

HOUR Monday Tuesday Wednesday Thursday Friday

Cambridge English: Starters (below A1 level)

1.2 What does Kid’s Box offer?

1.3 Course Skills

At the end of each unit there is a page of cross-curricular contents (CLIL).

Law 8/2013, 9th December, for the Improvement of Educational Quality,

d) Learning about, understanding and respecting cultural differences and

f) Acquiring basic communication skills in at least one foreign language, allowing

g) Developing basic mathematical skills and starting to solve problems which

h) Understanding the basic characteristics of Natural Sciences, Social Sciences,

j) Using different artistic manifestations and expressions and learning to make

In line with the European Parliament and Council's Recommendation 2006/962/EC,

Pupils have to develop Key competences throughout their compulsory education, in

Learning to learn concentrates pupils' attention on what is expected of them in order

Kid’s Box encourages pupils to work autonomously, praising their sense of

Kid’s Box methodological approach is interactive and it is not only communication in

3.3 Key competences in Kid’s Box

The competence descriptors we have set for this subject are:

Talk and Converse

Make simple oral presentations, previously prepared.

Cope in daily situations.

Take part in spoken interaction which arises spontaneously.

Identify relevant information on written posters and simple maps.

Reproduce simple sentences and texts using previously presented models.

Fill in a form or card with your personal data.

Mathematical competence and basic competences in science and technology.

Order and classify data using appropriate criteria.

Recognise geometrical similarities and differences in everyday objects.

Take basic measurements using the appropriate instruments.

Solve puzzles and crossword.

Respect nature and animals in the environment.

Be familiar with and follow healthy living practices.

Locate basic information on digital sources and formats.

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

Look for information to be able to complete your tasks individually.

Plan and check your work to be able to present it properly.

3.4 Multiple Intelligences

In 1983 US psychologist Howard Gardner developed the Theory of Multiple

Interpersonal intelligence- efficient communication with others - is a crucial factor in

Interpersonal intelligence, expressing intimate thoughts and feelings, is an integral

There is a series of activities for developing logical-mathematical intelligence. These

Visual-spatial intelligence, expression and understanding through the visual world, is

4.1 Content blocks

1. Comprehension of oral texts

Block 1. Comprehension of oral texts

2. Socio-cultural and socio-linguistic considerations: social conventions, rules and