My Syllabus

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Table of contents
1. Introduction
1.1. General principles
2. Justification
2.1. Legal framework
2.2. Context
2.3. Key competences
3. General objectives for Primary Education
4. Contents
5. Didactic planning (15 units)
6. Methodology
6.1. Activities
6.2. Resources
6.3. Space and time management
6.4. Plans and projects
6.5. Extracurricular activities
6.6. Cross curricular contents
7. Education in values
8. Attention to diversity and students with specific educational needs
9. Assessment
9.1. Evaluation criteria

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9.2. Learning standards
9.3. Evaluation tools
10. References
10.1. Legal documents
10.2. Reference books
10.3. Websites
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1. INTRODUCTION
It is a fact that nowadays we are living in a world where globalisation is a growing process, due to
the gradual disappearance of borders all around the world and specially in Europe. The European
Union governments through the Common European Framework of Reference for Languages
highlighted the need of providing citizens with tools in order to develop competences which enable
them to adapt to this globalized society. Following their guidelines every citizen should have
knowledge of two foreign languages apart from their mother tongue.
This didactic syllabus will be based on those principles and also in the guidelines reflected on The
Organic Law for the Improvement of Educational Quality (LOMCE), at this point it is important to
mention the bilingual and plurilingual plans, the plan of integration of ICTs, the plan of coexistence,
reading plan, early language learning, activities focused on promoting entrepreneurship, or a healthy
life style, etc.
1.1 GENERAL PRINCIPLES
Communication is the main aim when teaching a foreign language in Primary Education. Following
this principle, our approach must be based on the acquisition of communicative competence,
receptive and productive skills. It is very important to provide our pupils with different sources of
input in order to develop their skills (receptive and productive). In the 6th level of Primary education
varied reading comprehension activities are included and the oral and written communicative
situations will gradually increase. Following Canale and Swain in order to achieve this
communicative competence a set of sub-competences must be developed:
. Grammar competence which is the ability to use the rules of the language, it is developed through
different types of activities within communicative situations.
. Discourse competence which is the capacity to use different types of discourse. This ability is
developed through the presentation of different types of oral or written communicative situations and
different interlocutors such as the teacher, a partner or a tape-recorder.

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. Strategic competence which is the ability to define, correct, or make any kind of adjustment
throughout a communicative situation. The teacher must provide the students with the necessary
strategies.
. Socio-linguistic competence which is the ability to adapt one’s utterance to a specific context,
keeping in mind the usages in a linguistic community.
. Socio-cultural competence which refers to the degree of familiarity in the social and cultural context
in which the target language is used.
We must always take into consideration the four basic linguistic skills: listening, speaking, reading
and writing, these skills must be included in our lessons through different real situations of
communication. We should treat those skills not in an isolated way, but in constant interrelation.
Although in real life situations we need to use different skills, our classroom exercises will be
sometimes focused on just one skill as a first step in order to introduce and practice new skills. This
integration of skills in our lessons is vital in order to promote communicative situations and it is also
motivating and gives a realistic component to the lessons. It is very important to follow a sequence
where reception is prior to production, thus we should give priority to listening over speaking and
reading over writing.
We must remember that we are dealing with a foreign language and in order to acquire a complete
knowledge of this language we should be aware of the cultural component that the language imply.
Regarding English as a foreign language we should introduce our students to the culture and life
styles from the different English Speaking countries, this way our pupils will be aware of different
ways of behaviour in different cultures and develop intercultural awareness, as well as reducing the
risk of intolerance
Through all the teaching – learning process we should take into consideration our students’ interests
and needs and provide them with different types of activities and materials including games, songs,
ICTs, etc. We also should know that children:

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. Learn through activities
. Get bored when they see no progress
. Are interested in their personal experiences
. May learn about different cultures through English
2. JUSTIFICATION
2.1 LEGAL FRAMEWORK
We are in a process of changing from LOE to LOMCE, in this process is important to mention the
establishment schedule which, according to Organic Law 8/2013, 9 th of December (LOMCE),
conclude that the curricular modifications in Primary Education will have effect on the 1 st,2nd and 3rd
levels for the academic year 2014-2015 and on the 2nd,4th and 6th levels for the academic year 2015-
2016.
The following laws have been taken into account in order to develop this syllabus:
. Organic Law for the Improvement of Educational Quality 8/2013, of 9 December, (LOMCE)
. Royal Decree 126/2014 of 28 February, by which the curriculum of Primary Education nationwide
is established
. Decree 105/2014 of 4 September, by which the curriculum of Primary Education in Galicia is
established
Following this current legal framework we will programme following three levels of concretion:
1st. The official curriculum: which integrates objectives, competencies, contents, didactic
methodology, learning standards and the evaluation criteria. This curriculum has been developed
for Galicia following the above mentioned Decree 105/2014, 4th of September.
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2nd. Educational project: we must consider the foreign languages area as a part, integrating the
Primary Education educational process. From our area we should contribute to the achievement of
a set of skills and attitudes at the end of Primary Education.
3rd. Syllabus: It is integrated for several didactic units, designed by the teacher for a specific course,
taking into account the pupils characteristics. The syllabus constitutes the most specific level of
concretion.
The above mentioned legislation constitutes the basis to develop this programming, but we should
be aware of the existence of extended and specific legislation for different aspects throughout the
educational process, which will be mentioned in different sections of this didactic programming.
2.2. CONTEXT
This didactic syllabus has been designed for 20 students in the 6th level of Primary Education, aged
between 11 – 12 years old. The students have different learning rhythms and styles, taking this into
account this programming will be open and flexible so it can be adaptable to every particular student.
The school is placed in a small urban area about 12.000 inhabitants. The school is equipped with
18 classrooms, 5 of them for Infant Education and 13 for Primary Education. In the school there are
also different rooms for specific purposes: a library, a computer lab equipped with 25 computers and
internet connection, a gym with different sports materials, a sports complex in order to practice
different team sports, one music classroom, the staffroom a playground, and one garden with
different species of flowers bushes and trees.
The English teacher has his/her own classroom which is organised as follows: desks in groups of
four in the centre of the room, provided with blackboard, white board and a smart board as well.
Different corners in order to develop different activities, a reading corner, a playing corner provided
with games and a multimedia corner provided with two personal computers, multimedia players, etc.
The walls of the room are decorated with posters related to English language and culture, and there
is also a special spot in order to display the student´s projects and activities.
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2.3. KEY COMPETENCES
This Key Competences refer to a combination of practical skills, knowledge, motivation, values,
attitudes… that following the European Union guidelines any European citizen should develop in
order to be able to acquire, relate and apply the necessary knowledge in different contexts. In other
terms we can talk about key competences as the capacity to apply in an integrated way the contents
of each area and stage in order to achieve an appropriate realization of activities and an effective
resolution of complex problems.
The key Competences of the curriculum are the following:
. Competence in linguistic communication (CLC) which refers to the use language as an instrument
of oral and written communication where the individual interacts with other interlocutors through
texts in different modalities and formats and in different contexts and situations. In order to develop
this competence we should take into account its five components: the linguistic, the discourse
pragmatic, the sociocultural, the strategic and the personal component. In this project this aspect is
worked out from the very beginning of the course creating a communicative atmosphere in every
lesson between pupils and between pupils and teacher.
. Mathematical competence and basic competences in science and technology (MSTC)
a) The mathematical competence involves the ability to apply mathematical thinking and
mathematical tools in order to interpret, describe and predict different phenomena, this
competence implies knowledge related to numbers, algebra, geometry or statistics. The unit
“Money and shopping” is a good example to demonstrate how to work out this competence.
b) The competence in science and technology provides an approach to the physical world with the
final objective of preserving and improving our natural environment. This fact contributes to the
development of scientific thinking and the application of scientific methodologies and
technological skills. We should take into account Physics, Chemistry, Biology, Technology… In
the unit “Wild nature” concepts related to our natural environment and biology are worked out.
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- Digital Competence (DC) which involves a creative and critical use of information and
communication technologies in order to participate actively and be included in society. This
competence is worked out in every unit, since the new technologies are an essential part of our life
nowadays and also of our school and foreign language area.
- Learning how to learn (LLC) which consists in having abilities to learn and be able to continue
learning in an effective and autonomous way according to the own objectives and needs. The
activities proposed in this project are based on significant learning and learning through induction,
this fact implies the acquisition of certain learning to learn techniques.
- Social and Civic Competences (SCC) which involve the abilities in order to interpret different social
phenomena and problems in increasingly diverse contexts and societies as well as the interaction
with other persons or groups of people according to norms based on mutual respect and democratic
convictions. This competences are develop in every lesson, since the classroom itself and the school
are micro-societies where students should learn to respect each other
- Initiative and entrepreneurial competence (IEC) It is referred to the ability of transforming ideas
into actions, it involves choosing a plan, management of the own knowledge and the necessary
skills and attitudes in order to achieve an objective. Creativity, critical spirit or responsibility help in
the development of this Key Competence. Some of the units of this project include a project, this is,
pupils have to create and develop an idea by themselves.
- Cultural awareness and expression competence (CAEC) Involves knowing, understanding,
appreciating and valuing different cultural and artistic demonstrations with a respectful and critical
attitude considering them as part of people´s wealth and heritage. Fostering initiative, imagination,
creativity as well as studying and understanding different artistic genres and styles is essential for
the development of this Key Competence. In the unit. This competence is clearly worked on the unit
“Back in time”
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The development of Competence in Linguistic Communication and Competence in Mathematics,
Science and Technology will be fostered as well as activities which promote the integration of more
than one Key Competence in the learning process.
3. GENERAL OBJECTIVES FOR PRIMARY EDUCATION
At the end of Primary Education, according to the in force legal framework, a set of objectives must
be achieved by every student, in this project, following a set of methodological principles, evaluation
criteria, assessment... we are contributing to the development by children of a set of skills that will
enable them to:
a) Understand and appreciate the values and standards of living, learn to act in accordance with
them, prepare for active citizenship and respect for human rights and pluralism inherent in a
democratic society.
b) Develop individual and team work, effort and responsibility in the study as well as attitudes of
self-confidence, critical sense, personal initiative, curiosity, creativity and interest in learning and
entrepreneurship.
c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to function
independently in the family and household, as well as in social groups with which they are
associated.
d) Know, understand and respect different cultures and differences between people, equal rights
and opportunities for men and women and non-discrimination of people with disabilities.
e) Know and use appropriately the Galician language, as well as the Spanish language and also
develop reading habits.
f) Acquire, in at least one foreign language, skills to enable them to express and understand simple
messages and function in everyday situations.
g) Develop basic Maths skills and initiative in solving problems that require elementary operations
of calculation, geometry and estimates, as well as being able to apply to situations in everyday
life.
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h) Know the main features of Natural Science, Social Science, Geography, History and Culture.
i) Start using, for learning, the information technology and communication to develop a critical mind
to the messages they receive and produce.
j) Use representation and artistic expression and start to build visual and audio-visual proposals.
k) Rate hygiene and health, accept their own body and that of others, respecting differences and
using physical education and sport to encourage both personal and social development.
l) Know and appreciate those animals closest to us and adopt forms of behaviour that contribute
to their preservation and care.
m) Develop emotional skills in all areas of personality and in their relationships with others and an
attitude opposed to violence, prejudice of any kind and sexist stereotypes.
n) Promote road safety education and respectful attitudes that affect the prevention of accidents.
o) Know appreciate and value the cultural, linguistic, physical and social singularities in Galicia,
making special mention to the men and women who achieved important contributions to the
Galician culture and society.
4. CONTENTS
The contents for the 6th level of Primary Education are divided into five main blocks:
B1. Comprehension of Oral Texts
B2. Production of Oral Texts: Expressions and Interactions
B3. Comprehension of Written Texts
B4. Production of Written Texts: Expressions and Interactions
B5. Knowledge of the Language and Intercultural Awareness
This contents are organized taking into account the nowadays legal framework:
. Royal Decree 126/2014 of 28 February, by which the core curriculum of Primary Education is
established
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. Decree 105/2014 of 4 September, by which the curriculum of Primary Education in Galicia is
established
B1. COMPREHENSION OF ORAL TEXTS
B1.1. Learning Strategies in Oral texts:
. Revision of previous knowledge about the task type and topic.
. Identification and adaptation of text type.
. Distinction of different types of comprehension (general sense, essential information, main points).
. Formation of hypothesis about content and context.
. Inference and formulation of hypotheses about meaning based on different linguistic and
paralinguistic elements.
. Reformulation of hypotheses upon understanding new elements.
B1.2. Patterns of Sound Stress, Rhythm and Intonation: Interest in a good pronunciation, in rhythm,
in intonation and in adequate stress, in oral participation and also in imitations, recitations and
dramatizations.
B2. PRODUCTION OF ORAL TEXTS: EXPRESSIONS AND INTERACTIONS
B2.1. Production Strategies for oral texts:
- Planning
. Design the message clearly, distinguishing the main ideas and the basic structure.
. Adaption of the text to the recipient, context and channel, applying the correct register and
discourse structure in each case.
- Execution
. Expression of clear and coherent messages, structuring it appropriately and adapting it, in each
case, to models and forms of each text type.

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. Edition of the task (undertaking a more modest version of the task) or message (making
compromises on what you really like to express), after considering the difficulties and resources
available.
. Revision of previous knowledge (using “prefabricated” language, etc.).
. Compensation of for language gaps by using linguistic, paralinguistic or paratextual procedures.
Linguistic:
. Modification of words with a similar meaning.
. Definition or paraphrasing of a term or expression.
Paralinguistic and Paratextual:
. Questions about support.
. Indication of objects, use deictics or actions to clarify the meaning.
. Use culturally appropriate body language (gestures, facial expressions, posture, visual or physical
contact, proxemics).
. Use conventional extra-linguistic sounds and prosodic qualities.
B2.2. Patterns of Sound Stress, Rhythm and Intonation: Interest in a good pronunciation, in rhythm,
in intonation and in adequate stress.
B3. COMPREHENSION OF WRITTEN TEXTS
B3.1. Comprehension Strategies with Written Texts:
. Revision of previous Knowledge about the task type and topic.
. Identification and adaptation of text type.
. Distinction of different types of comprehension (general sense, essential information and main
points).

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B3.2. Sociocultural and Sociolinguistic Aspects: Social conventions, norms of courtesy and register;
customs, values, beliefs and attitudes; nonverbal language.
B3.3. Communicative Functions:
. Greetings and introductions, apologising, thanking, invitations.
. Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans.
. Descriptions of people, activities, places, objects, habits, plans.
. Narration of past and recent events.
. Questions about offering help, information, instructions, objects, opinions, permission.
. Formation and maintenance of communication.
B3.2. Graphic Patterns and Spelling Standards: Interest in reading own and other written texts taking
into account its aesthetical meaning and correct graphics and spelling.
B4. PRODUCTION OF WRITTEN TEXTS: EXPRESSIONS AND INTERACTIONS
B4.1. Production Strategies for Written Texts:
- Planning
. Coordination of their general communication competences to effectively accomplish the task
(review what they know about the topic, what they can or want to say, etc.).
. Use properly linguistic or thematic resources (using a dictionary or a grammar book, getting help,
etc.).
- Execution
. Expression of clear messages, adjusting it to models and rules for each text type.
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. Edition of the task (undertaking a more modest version of the task) or message (making
available.
. Revision of and make the most of previous knowledge (using “prefabricated” language, etc.).
B4.2. Graphic Patterns and Spelling Standards: Interest in presenting own and other written text
taking into account its aesthetical meaning and using the correct graphics and spelling.
B5. KNOWLEDGE OF THE LANGUAGE AND INTERCULTURAL AWARENESS
B5.1 Sociocultural and Sociolinguistic Aspects: Social conventions, norms of courtesy and register;
customs, values, beliefs and attitudes; nonverbal language, as well as the multilingual and
multicultural reality of the community.
B5.2. Communicative Functions:
. Expressing ability, likes, preferences, opinions, agreement or disagreement, feelings, plans.
. Narration of past and recent events.
. Questions about offering help, information, instructions, objects, opinions, permission.
. Formation and maintenance of communication.
B5.3. Syntactic-Discursive structures:
. Expression of logical relationships: conjunction (and); disjunction (or); opposition (but); cause
(because); finality (to-infinitive, e.g. I did it to help her); comparative (as Adj. as; smaller (than); the
biggest).
. Temporal relationships (when; before; after).
. Affirmation (affirmative sentences; Yes (+ tag))
.Exclamation (What + noun, e.g. what fun! How + Adj., e.g. How nice!; exclamatory sentences, e.g.
I love salad!).
. Negation (negative sentences with not, never, no), no (Adj.), nobody, nothing No (+ negative tag)).
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. Question words (How are you? How many…?, Wh- questions, Aux questions)
. Expression of time: present (present simple); past (past simple, present perfect); Future (going to;
will).
.Expression of aspect: punctual (simple tenses); duration (present and past continuous); habitual
(simple tenses (+ Adv., e.g. always, everyday)); inchoative (start –ing); terminative (finish –ing).).
. Expression of modality: factuality (declarative sentences); ability (can); possibility (may); necessity
(must; need); obligation (have (got) to; imperative); permission (can; may); intention (going to; will).
. Expression of existence (there is / are); entity (nouns and pronouns, articles, demonstratives);
quality ((vey +) Adj.).
. Expressing quantity (singular / plural; cardinal numerals up to four digits; ordinal numerals up to
two digits. Quantity: all, many, a lot, some, (a) few, (a) little, more, much, half, a
bottle/cup/glass/piece of. Degree: very, too, enough).
. Expression of space (prepositions and adverbs of location, position, distance, motion, direction,
origin, and arrangement).
. Expression of time (points (e.g. quarter past five); divisions (e.g. half an hour, summer), and
indications (e.g. now, tomorrow (morning)) of time; duration (e.g. for two days); anteriority (before);
posteriority (after); sequence (first…then); simultaneousness (at the same time); frequency (e.g.
sometimes, on Sundays).
. Expression of manner (Adv. Of manner, e.g. slowly, well).
B5.4. High Frequency Oral Lexicon (Reception and Production) Related to: personal identification;
house and home; daily routines; family and friends; work and jobs; free time, leisure and sport; travel
and holidays; health and fitness; education and studies; shopping and commercial activities; food
and restaurants; transport; language and communication; environment, weather and nature;
information technology and communication (ITC).

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5. DIDACTIC PLANNING (6th Level of Primary Education)
. This didactic planning is based on the academic year 2015 – 2016
FIRST TERM
UNIT 1 Jump! 10 – 28 September
UNIT 2 Money & Shopping 2 – 18 October
UNIT 3 English the language of sport 23 October – 13 November
UNIT 4 I am happy a healthy lifestyle 14 November – 4 December
UNIT 5 Oops, big mistake 5 – 20 December
SECOND TERM
UNIT 6 Back in time 8 – 24 January
UNIT 7 Wild nature 29 January - 14 February
UNIT 8 Heroes & Superheroes 19 – 28 February
UNIT 9 SOS 4 – 18 March
THIRD TERM
UNIT 10 Where? 29 March – 8 April
UNIT 11 What is going on? 11 – 22 April
UNIT 12 The pioneers 25 April – 6 May
UNIT 13 Shattered paradise 7 – 15 May
UNIT 14 Family matters 20 May – 3 June
UNIT 15 We are the champions 4 – 17 June

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UNIT 1: “JUMP”
CONTENTS:
COMPREHENSION OF ORAL TEXTS: comprehension strategies: activating previous knowledge
about the task type and topic.
. Identification of text type adapting comprehension to it.
. Distinguishing different types of comprehension (general sense, essential information, main
points).
PRODUCTION OF ORAL TEXTS, EXPRESSIONS AND INTERACTIONS: production strategies:
(execution) revision and make the most of previous knowledge (using “prefabricated” language,
etc.).
. Compensate for language gaps by use of linguistic, paralinguistic or paratextual procedures
COMPREHENSION OF WRITTEN TEXTS: comprehension strategies: activate previous
knowledge about the task type and topic.
. Identification and adaptation of text type, adapting comprehension to it.
. Distinguish different types of comprehension (general sense, essential information and main
points).
PRODUCTION OF WRITTEN TEXTS, EXPRESSIONS AND INTERACTIONS: production
Strategies: revision and coordination of their general communication competences to effectively
accomplish the task (review what they know about the topic, what they can or want to say, etc.).
. Find and properly use linguistic or thematic resources (using a dictionary or a grammar book,
getting help, etc.).
KNOWLEDGE OF THE LANGUAGE AND INTERCULTURAL AWARENESS: communicative
functions: greetings and introductions, apologising, thanking, invitations.

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.High Frequency Oral Lexicon (Reception and Production) Related to: personal identification; house
and home; daily routines; family and friends; work and jobs; free time, leisure and sport; travel and
holidays; health and fitness; education and studies; shopping and commercial activities; food and
restaurants; transport; language and communication; environment, weather and nature; information
technology and communication (ITC).
PRIMARY EDUCATION GENERAL OBJECTIVES: m, j, b
KEY COMPETENCES: CLC, DC, SCC, LLC
EVALUATION CRITERIA: Identify the general meaning, the essential information and the main
points in short, simple oral text using standard language, with simple structures and high frequency
vocabulary, which is clearly and slowly expressed and transmitted either orally or through the use
of technical resources. The oral texts are about everyday and specific topics related to their own
experiences, needs and interests, both public and educational, in which the acoustic conditions are
good and there is no distortion of the message, repeated listening available and being able to ask
for confirmation, and having visual support or with clear contextual information.
.Write, either on paper or in digital form, very short and simple texts, made of simple isolated
sentences, in a neutral or informal register, using orthographical conventions and the main
punctuation marks frequently correctly, to talk about themselves or their immediate environment, in
familiar and predictable situations.
LEARNING STANDARDS: Understands the main ideas of simple, well-structured presentations
about familiar topics in which they are interested (e.g. music, sports, etc.) as long as they are
supported by images and pictures and are spoken clearly and slowly.
.Completes a short form or document with their personal information (e.g. to register in social
network sites, to open an email account, etc.)
EVALUATION TOOL: RUBRIC (see annex)

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UNIT 2: “MONEY & SHOPPING”
CONTENTS:
COMPREHENSION OF ORAL TEXTS: comprehension strategies: Identification of text type
adapting comprehension to it.
. Activate previous knowledge about the task type and topic.
points).
PRODUCTION OF ORAL TEXTS, EXPRESSIONS AND INTERACTIONS: compensate for
language gaps by use of linguistic, paralinguistic or paratextual procedures.
. Define or paraphrase a term or expression.
. Use culturally appropriate body language (gestures, facial expressions, posture, visual or physical
COMPREHENSION OF WRITTEN TEXTS: identification and adaptation of text type adapting
comprehension to it.
points).
PRODUCTION OF WRITTEN TEXTS, EXPRESSIONS AND INTERACTIONS: graphic patterns and
spelling conventions: interest in their own written texts and other texts appreciating its aesthetic stile
as well as graphic and spelling patterns.
. Find and properly use linguistic or thematic resources (using a dictionary or a grammar book,
getting help, etc.).

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KNOWLEDGE OF THE LANGUAGE AND INTERCULTURAL AWARENESS: sociocultural and
sociolinguistic aspects: Social conventions, norms of courtesy and register; customs, values, beliefs
and attitudes; nonverbal language, as well as the multilingual and multicultural reality of the
community.
.Expressing quantity (singular / plural; cardinal numerals up to four digits; ordinal numerals up to two
digits. Quantity: all, many, a lot, some, (a) few, (a) little, more, much, half, a bottle/cup/glass/piece
of. Degree: very, too, enough).
PRIMARY EDUCATION GENERAL OBJECTIVES: b, g, i
EVALUATION CRITERIA: recognise basic punctuation marks (e.g. full stop, comma) as well as
communicative meanings and
intentions related to them.
.Recognize a limited selection of high frequency oral or written lexis related to everyday situations
and familiar and specific topics to do with their own interests experiences and needs.
LEARNING STANDARDS: uses correctly basic punctuation marks (e.g. full stop, comma), as well
.Manages to participate well in everyday situations (e.g. order and ask the price of a product in a
shop).

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UNIT 3: “ENGLISH THE LANGUAGE OF SPORT”
CONTENTS:
COMPREHENSION OF ORAL TEXTS: comprehension strategies: Distinguishing different types of
comprehension (general sense, essential information, main points).
.Formation of hypoghesis about content and context.
. Patterns of Sound Stress, Rhythm and Intonation: Interest in a good pronunciation, in rhythm, in
intonation and in adequate stress, in oral participation and also in imitations, recitations and
dramatizations.
edition of the task (undertaking a more modest version of the task) or message (making
available.
.Use culturally appropriate body language (gestures, facial expressions, posture, visual or physical
COMPREHENSION OF WRITTEN TEXTS: comprehension strategies: distinguish different types of
comprehension (general sense, essential information and main points).
.Inference and formulation of hypotheses about meaning based on different linguistic and
strategies: edition of the task (undertaking a more modest version of the task) or message (making
available.
. Interest in their own written texts and other texts appreciating its aesthetic stile as well as graphic
and spelling patterns.

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functions: expressing ability, likes, preferences, opinions, agreement or disagreement, feelings,
plans.
.Descriptions of people, activities, places, objects, habits, plans.
PRIMARY EDUCATION GENERAL OBJECTIVES: d, i, k
EVALUATION CRITERIA: know and apply the most appropriate basic strategies in order to
understand the general sense, the essential information or the main points of the text.
.Correctly start and close interactions in real or simulated situations in a less controlled context.
LEARNING STANDARDS: understands the general sense and the main points and distinguishes
changes of topic of television programmes or other audio-visual material in which they are interested
(e.g. where young or well-known people are interviewed about everyday topics (e.g. what they like
doing in their free time) or in which they are informed about free time activities (e.g. theatre, cinema,
sports events, etc.).
.Takes part in a role-play interview, e.g. at the doctor’s, naming parts of the body to indicate what
hurts.

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UNIT 4: “I AM HAPPY”, A HEALTHY LIFESTYLE”
CONTENTS:
COMPREHENSION OF ORAL TEXTS: comprehension strategies: activating previous knowledge
about the task type and topic.
.Distinguishing different types of comprehension (general sense, essential information, main points).
design the message clearly, distinguishing the main ideas and the basic structure.
. Compensate for language gaps by use of linguistic, paralinguistic or paratextual procedures
.Formation of hypothesis about content and context.
.Communicative functions: descriptions of people, activities, places, objects, habits, plans.
strategies: find and properly use linguistic or thematic resources (using a dictionary or a grammar
book, getting help, etc.).
.Express the message clearly, adjusting it to models and rules for each text type.
. Interest in their own written texts and other texts appreciating its aesthetic stile as well as graphic
functions: descriptions of people, activities, places, objects, habits, plans.
.Syntactic-Discursive structures: expression of aspect: punctual (simple tenses); duration (present
and past continuous); habitual (simple tenses (+ Adv., e.g. always, everyday)); inchoative (start –
ing); terminative (finish –ing).).

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PRIMARY EDUCATION GENERAL OBJECTIVES: i, j, k, n
KEY COMPETENCES: CLC, MSTC, DC, LLC, SCC
EVALUATION CRITERIA: use basic syntactic structures (e.g. linking words or groups of words with
basic connectors such as “and”, “then”, “but”, “because”) although basic systematic errors may still
occur, for example, with verb tenses or concordance.
. Deduce from the context and the information in the text the probable meaning of unknown words
and expressions.
LEARNING STANDARDS: understands the essential information in short, simple conversations in
which they participate that are about familiar topics such as, themselves, the family, school, free
time, a description of an object or place.
. Understands the essential information and can locate specific information in simple informative
material such as menus, timetables, catalogues, price lists, posters, phone books, advertisements
and tourist leaflets, cultural programs or events.
. Understands the main points of short news and youth magazine articles which are about familiar
topics or subjects that interest them (sports, musical groups, computer games).
MOST RELEVANT ACTIVITIES:
. “School bus safety tips”: reading comprehension using authentic materials.
. “Our healthiest day ever”: project where pupils will talk about a healthy day (food, hygiene, etc..)

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UNIT 5: “OOPS, BIG MISTAKE!”
CONTENTS:
COMPREHENSION OF ORAL TEXTS: comprehension strategies: hypothezing about content and
context.
.Inference and formulation of hypotheses about meaning based on different linguistic and
.Reformulation of hypotheses upon understanding new elements.
edit the task (undertaking a more modest version of the task) or message (making compromises on
what you really like to express), after considering the difficulties and resources available
.Modify words with a similar meaning.
.Communicative functions: narration of past and recent events.
strategies: findIing and properly use linguistic or thematic resources (using a dictionary or a grammar
book, getting help, etc.).
.Edition of the task (undertaking a more modest version of the task) or message (making
available.
KNOWLEDGE OF THE LANGUAGE AND INTERCULTURAL AWARENESS: sociocultural and
Sociolinguistic Aspects: Social conventions, norms of courtesy and register; customs, values, beliefs
26
and attitudes; nonverbal language, as well as the multilingual and multicultural reality of the
community.
.Communicative Functions: narration of past and recent events.
.Syntactic-Discursive structures: expression of time: present (present simple); past (past simple,
present perfect); Future (going to; will).
. Temporal relationships (when; before; after).
PRIMARY EDUCATION GENERAL OBJECTIVES: a, c, d, h, j
KEY COMPETENCES: CLC, DC, LLC, SCC, CAEC
EVALUATION CRITERIA: appreciate the languages as a communicative tool in order to learn and
get closer to another cultures, assume the fact that there are language diversity and show respect
towards that languages and cultures.
. Know and apply basic strategies to produce very short and simple texts, for example, copying
common words and sentences to achieve the aimed communicative functions.
LEARNING STANDARDS: compares linguistic and cultural aspects between the languages he/she
knows in order to improve learning and achieve an integrating competence through audio-visual
productions, multimedia or artistic manifestations.
Manages to participate well in everyday situations (e.g. order and ask the price of a product in a
shop).

27
UNIT 6: “BACK IN TIME”
CONTENTS:
COMPREHENSION OF ORAL TEXTS: hypothezing about content and context.
points).
PRODUCTION OF ORAL TEXTS, EXPRESSIONS AND INTERACTIONS: design the message
clearly, distinguishing the main ideas and the basic structure.
.Compensation of language gaps by use of linguistic, paralinguistic or paratextual procedures
.Point to objects, use deictics or actions to clarify the meaning.
COMPREHENSION OF WRITTEN TEXTS: hypothezing about content and context.
PRODUCTION OF WRITTEN TEXTS, EXPRESSIONS AND INTERACTIONS: revision of and
coordinate their general communication competences to effectively accomplish the task (review
what they know about the topic, what they can or want to say, etc.).
.Use properly the linguistic or thematic resources (using a dictionary, getting help, etc.).
.Interest in their own written texts and other texts appreciating its aesthetic stile as well as graphic
KNOWLEDGE OF THE LANGUAGE AND INTERCULTURAL AWARENESS: descriptions of
people, activities, places, objects, habits, plans.
.Narration of past and recent events.
.Syntactic-Discursive structures: temporal relationships (when; before; after).

28
.Expression of time: present (present simple); past (past simple)
PRIMARY EDUCATION GENERAL OBJECTIVES: a, b, d, j, o
EVALUATION CRITERIA: use the indications of the context and the information in the text in order
to guess the probable meaning of unknown words and expressions.
.Participate in a basic and comprehensible way in short conversations which require a direct
exchange of information in fields related to immediate needs or familiar topics (themselves,
immediate environment, people, places, objects and activities, likes and opinions), in a neutral or
informal register, using simple expressions and sentences commonly used in an isolated way or
linked with basic connectors, even though sometimes the pronunciation would be not very clear,
and pauses and hesitations appear and the repetition, cooperation and paraphrase of the
interlocutor would be required in order to maintain communication.
LEARNING STANDARDS: understands the main ideas of simple, well structured presentations
.Gives short and simple presentations, that have been previously prepared and rehearsed, about
everyday topics or subjects in which they are interested (introduce themselves or other people, give
basic information about themselves, their family and their class, talk about their hobbies and
interests and main daily activities, give a short and simple description of their room, their favourite
meal, a person’s physical appearance, talk about a topic that interests them (their favourite singer
or band) or say what they like and don’t like and give their opinion using simple structures and
understandable pronunciation and intonation patterns.

29
UNIT 7: “WILD NATURE”
CONTENTS:
COMPREHENSION OF ORAL TEXTS: revision of previous knowledge about the task type and
topic.
PRODUCTION OF ORAL TEXTS, EXPRESSIONS AND INTERACTIONS: design the message
clearly, distinguishing the main ideas and the basic structure.
.Compensation of language gaps by use of linguistic, paralinguistic or paratextual procedures:
.Use conventional extra-linguistic sounds and prosodic qualities.
COMPREHENSION OF WRITTEN TEXTS: activate previous knowledge about the task type and
topic.
.Distinction of different types of comprehension (general sense, essential information and main
points).
.Expression of ability, likes, preferences, opinions, agreement or disagreement, feelings, plans.
PRODUCTION OF WRITTEN TEXTS, EXPRESSIONS AND INTERACTIONS: revision and
coordination of their general communication competences to effectively accomplish the task (review
what they know about the topic, what they can or want to say, etc.).
.Use and make the most of previous knowledge (using “prefabricated” language, etc.).
functions: descriptions of people, activities, places, objects, habits, plans
.Expression of modality: factuality (declarative sentences); ability (can); possibility (may); necessity
(must; need); obligation (have (got) to; imperative); permission (can; may); intention (going to; will).
PRIMARY EDUCATION GENERAL OBJECTIVES: a, b, h, i, l

30
KEY COMPETENCES: CLC, DC, LLC, SCC
EVALUATION CRITERIA: Make themselves understood in short, simple speeches, although
hesitations, repetitions or pauses to reorganize, correct or reformulate what they want to say may
occur.
.Identify the topic and understand the general sense, the main ideas and specific information in very
short and simple texts, either in printed or digital form, in standard language and with high frequency
vocabulary, in which the text type and the topic are familiar, everyday or of immediate need, as long
as they can reread what they have not understood, use a dictionary and count on visual and
contextual support.
LEARNING STANDARDS: gives short and simple presentations, that have been previously
prepared and rehearsed, about everyday topics or subjects in which they are interested (introduce
themselves or other people, give basic information about themselves, their family and their class,
talk about their hobbies and interests and main daily activities, give a short and simple description
of their room, their favourite meal, a person’s physical appearance, talk about a topic that interests
them (their favourite singer or band) or say what they like and don’t like and give their opinion using
simple structures and understandable pronunciation and intonation patterns.
.Understands the main points of short news and youth magazine articles which are about familiar
topics or subjects that interest them (sports, musical groups, computer games).
. The black bear fact: real comprehension activity using authentic materials ( magazine)
. “Nature’s record breakers”: BBC video about amazing animals.

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UNIT 8: “HEROES & SUPERHEROES”
CONTENTS:
COMPREHENSION OF ORAL TEXTS: activating previous knowledge about the task type and topic.
.Identification of text type adapting comprehension to it.
.Interest in a good pronunciation, in rhythm, in intonation and in adequate stress, in oral participation
and also in imitations, recitations and dramatizations.
PRODUCTION OF ORAL TEXTS, EXPRESSIONS AND INTERACTIONS: adaptation of the text to
the recipient, context and channel, applying the correct register and discourse structure in each
case.
.Expression of the message clearly and coherently, structuring it appropriately and adapting it, in
each case, to models and forms of each text type.
COMPREHENSION OF WRITTEN TEXTS: descriptions of people, activities, places, objects,
habits…
.Production of questions for and offering help, information, instructions, objects, opinions,
permission.
.Interest in reading own written and other texts appreciating its aesthetic stile as well as graphic and
spelling patterns.
PRODUCTION OF WRITTEN TEXTS, EXPRESSIONS AND INTERACTIONS: expression of the
message clearly, adjusting it to models and rules for each text type.
KNOWLEDGE OF THE LANGUAGE AND INTERCULTURAL AWARENESS: expression of ability,
likes, preferences, opinions, agreement or disagreement, feelings, plans.

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.Asking for and offering help, information, instructions, objects, opinions, permission.
PRIMARY EDUCATION GENERAL OBJECTIVES: a, b, c, i, j, m
EVALUATION CRITERIA: identify the topic and understand the general sense, the main ideas and
specific information in very short and simple texts, either in printed or digital form, in standard
language and with high frequency vocabulary, in which the text type and the topic are familiar,
everyday or of immediate need, as long as they can reread what they have not understood, use a
dictionary and count on visual and contextual support.
.Use of ICT’’s tools to complete activities previously designed by teachers.
LEARNING STANDARDS: writes short and simple correspondence (messages, notes, postcards,
emails, charts, or SMS) in which they thank someone, congratulate someone, invite someone, give
instructions, or talk about themselves and their immediate environment (family, friends, hobbies,
daily activities, objects, places) and asks questions related to these topics.
.Understands the main ideas of short, well-structured stories and identifies the main characters,
providing that main plots points are based on images and actions (adapted readers, comics, etc.).
.Reading comprehension: using real comics about superheroes in English in order to motivate
pupils.
. Project: related to their favourite superhero.
. Video: superheroes, fictional and also real people ( doctors, firemen….)

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UNIT 9: “SOS”
CONTENTS:
topic.
.Interest in a good pronunciation, in rhythm, in intonation and in adequate stress, in oral participation.
.Formation of hypothesis about content and context.
PRODUCTION OF ORAL TEXTS, EXPRESSIONS AND INTERACTIONS: revision of and make the
most of previous knowledge (using “prefabricated” language, etc.).
.Interest in a good pronunciation, in rhythm, in intonation and in adequate stress.
COMPREHENSION OF WRITTEN TEXTS: distinction of different types of comprehension (general
sense, essential information and main points).
.Social conventions, norms of courtesy and register; customs, values, beliefs and attitudes;
nonverbal language.
.Rely on and make the most of previous knowledge (using “prefabricated” language, etc.).
KNOWLEDGE OF THE LANGUAGE AND INTERCULTURAL AWARENESS: social conventions,
values, beliefs and attitudes; as well as the multilingual and multicultural reality of the community.
permission.
.Question words (How are you? How many…?, Wh- questions, Aux questions).
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PRIMARY EDUCATION GENERAL OBJECTIVES: a, b, c, d, h, k, m, o
EVALUATION CRITERIA: write, either on paper or in digital form, very short and simple texts, made
of simple isolated sentences, in a neutral or informal register, using orthographical conventions and
the main punctuation marks frequently correctly, to talk about themselves or their immediate
environment, in familiar and predictable situations.
.Know basic and specific cultural and social linguistic elements and apply the knowledge acquired
about these to produce an oral or written text adapted to the context respecting the basic norms of
courtesy
.Participates in conversations either in face-to-face or by technical means (telephone, Skype) in
which they establish social contact (saying thank you, hello and goodbye, addressing someone,
apologising, introducing themselves, showing interest in how someone is, congratulating someone),
exchange personal information about everyday topics, express feelings, offer something to
someone, borrow something, meet friends or give instructions (e.g. about how to get somewhere
with the help of a map).

35
UNIT 10: “WHERE?”
CONTENTS:
topic.
. Patterns of Sound Stress, Rhythm and Intonation: Interest in a good pronunciation, in rhythm, in
intonation and in adequate stress, in oral participation and also in imitations, recitations and
dramatizations.
.Compensate for language gaps by use of linguistic, paralinguistic or paratextual procedures.
habits…
points).

36
PRIMARY EDUCATION GENERAL OBJECTIVES: f, h, i, j
KEY COMPETENCES: CLC, MSTC, DC, LLC,
EVALUATION CRITERIA: use of ICT’’s tools to complete activities previously designed by
teachers.
contextual support.
EVALUATION INSTRUMENT: RUBRIC (see annex)

37
UNIT 11: “WHAT IS GOING ON?”
CONTENTS:
topic.
points).
.Comprehension strategies: Identification of text type adapting comprehension to it.
.Compensate for language gaps by use of linguistic, paralinguistic or paratextual procedures
. Ask for support.
COMPREHENSION OF WRITTEN TEXTS: distinction of different types of comprehension (general
sense, essential information and main points).
nonverbal language.
.Rely on and make the most of previous knowledge (using “prefabricated” language, etc.).
KNOWLEDGE OF THE LANGUAGE AND INTERCULTURAL AWARENESS: social conventions,
values, beliefs and attitudes; as well as the multilingual and multicultural reality of the community.
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permission.
PRIMARY EDUCATION GENERAL OBJECTIVES: a, c, d, f, m, o
EVALUATION CRITERIA: Interact in a very simple way, using very basic techniques, both linguistic
and non-verbal (e.g. gestures and physical contact) to start, maintain or close a short conversation.
.Know basic and specific cultural and social linguistic elements and apply the knowledge acquired
about these to produce an oral or written text adapted to the context respecting the basic norms of
courtesy
.Participates in conversations either in face-to-face or by technical means (telephone, Skype) in
which they establish social contact (saying thank you, hello and goodbye, addressing someone,
apologising, introducing themselves, showing interest in how someone is, congratulating someone),
exchange personal information about everyday topics, express feelings, offer something to
someone, borrow something, meet friends or give instructions (e.g. about how to get somewhere
with the help of a map).

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UNIT 12: “THE PIONEERS”
CONTENTS:
topic.
.Interest in a good pronunciation, in rhythm, in intonation and in adequate stress, in oral participation.
.Expression of the message clearly and coherently, structuring it appropriately and adapting it, in
each case, to models and forms of each text type.
. Define or paraphrase a term or expression.
habits…
nonverbal language.
points).

40
PRIMARY EDUCATION GENERAL OBJECTIVES: f, h, i, j
KEY COMPETENCES: CLC, MSTC, DC, LLC,
EVALUATION CRITERIA: use of ICT’’s tools to complete activities previously designed by
teachers.
contextual support.
EVALUATION INSTRUMENT: RUBRIC (see annex)

41
UNIT 13: “SHATTERED PARADISE”
CONTENTS:
topic.
PRODUCTION OF ORAL TEXTS, EXPRESSIONS AND INTERACTIONS: expression of the
message clearly and coherently, structuring it appropriately and adapting it, in each case, to models
and forms of each text type.
.Revision of and make the most of previous knowledge (using “prefabricated” language, etc.).
COMPREHENSION OF WRITTEN TEXTS: revision of previous knowledge about the task type and
topic.
. Narrations of past and recent events

42
and home; daily routines; family and friends; and other topics worked upon during the year.
. Expression of time: present (present simple), past (past simple).
PRIMARY EDUCATION GENERAL OBJECTIVES: a, f, i, j, o
EVALUATION CRITERIA: articulate a limited selection of basic sound, stress, rhythm and
intonation patterns, adapting them to the relevant communicative function, in a generally
comprehensible manner though with the clear influence of the first, or other, languages.
.Interact in a very simple way, using very basic techniques, both linguistic and non-verbal (e.g.
gestures and physical contact) to start, maintain or close a short conversation.
.Recognize and use a limited selection of high frequency oral or written lexis related to everyday
situations and familiar and specific topics to do with their own interest’s experiences and needs.
LEARNING STANDARD: gives short and simple presentations, that have been previously prepared
and rehearsed, about everyday topics or subjects in which they are interested (introduce themselves
or other people, give basic information about themselves, their family and their class, talk about their
hobbies and interests and main daily activities, give a short and simple description of their room,
their favourite meal, a person’s physical appearance, talk about a topic that interests them (their
favourite singer or band) or say what they like and don’t like and give their opinion using simple
structures and understandable pronunciation and intonation patterns.
.Understands the essential information in short, simple conversations in which they participate that
are about familiar topics such as, themselves, the family, school, free time, a description of an object
or place.

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UNIT 14: “FAMILY MATTERS”
CONTENTS:
topic.
.Formation of hypoghesis about content and context.
message clearly and coherently, structuring it appropriately and adapting it, in each case, to models
and forms of each text type.
. Ask for support.
topic.

44
PRIMARY EDUCATION GENERAL OBJECTIVES: a, b, f, j, o
.Know and apply the most appropriate basic strategies for understanding the general sense, specific
information and the main points of the text.
LEARNING STANDARD: gives short and simple presentations, that have been previously prepared
and rehearsed, about everyday topics or subjects in which they are interested (introduce themselves
or other people, give basic information about themselves, their family and their class, talk about their
hobbies and interests and main daily activities, give a short and simple description of their room,
their favourite meal, a person’s physical appearance, talk about a topic that interests them (their
favourite singer or band) or say what they like and don’t like and give their opinion using simple
structures and understandable pronunciation and intonation patterns.
Understands what is said in simple everyday situations (instructions, directions, requests, warnings,
etc.).
or place.

45
UNIT 15: “WE ARE THE CHAMPIONS”
CONTENTS:
COMPREHENSION OF ORAL TEXTS: revision of previous knowledge about the task and topic.
.Identification of text type adapting comprehension to it.
message clearly and coherently, structuring it appropriately and adapting it, to models and forms of
each text type.
. Ask for support.
topic.
.Narration of past and recent events.
46
PRIMARY EDUCATION GENERAL OBJECTIVES: a, b, f, i, j, o
KEY COMPETENCES: CLC, DC, L2L, SIE, CAE
LEARNING STANDARDS: gives short and simple presentations, that have been previously
prepared and rehearsed, about everyday topics or subjects in which they are interested (introduce
themselves or other people, give basic information about themselves, their family and their class,
talk about their hobbies and interests and main daily activities, give a short and simple description
of their room, their favourite meal, a person’s physical appearance, talk about a topic that interests
them (their favourite singer or band) or say what they like and don’t like and give their opinion using
simple structures and understandable pronunciation and intonation patterns.
or place.
.Project: students will work on a project where they will talk about the most enjoyable and important
topics of the year.
.Flashcards (listening and repeat): contents related to the relation between effort and price will be
promoted, taking into account relevant persons and their achievements in our community.

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6. METHODOLOGY
Every didactic unit has been designed under the principles of a communicative approach. This
methodology will be eclectic, informed and motivating. We have taken into account our students´
needs and experience of the world as well as their previous knowledge, fostering the use of the
language in real communicative situations, this is, and a contextualized use of the language what
promotes significant learning.
The positive relationship between teacher and pupils is essential for significant learning to take
place, this way students will be able to use the acquired knowledge in real situations, it is essential
for English to become a socialization tool.
We must take into account the students´ level and previous knowledge, adapting curricular contents
to their needs and characteristics, as well as the different learning rhythms, providing them with
meaningful learning situations and encouraging classroom interactions, we should mention games
as an efficient resource in order to motivate students towards the learning of English.
If we take into account the main aims reflected on the Curriculum for English as a second language
we can structure our methodology around five main blocks:
B1. COMPREHENSION OF ORAL TEXTS: We should take into account as a starting
point the previous knowledge of the students to go on with the introduction of new topics
and vocabulary. The understanding of oral texts begins with simple listening activities
which should be reinforced with different backup, visual, mimics, body language, etc. It is
also important to provide our students with different communicative contexts in order to
make them aware of the use of the language in relation with the context where it takes
place. In order to achieve these goals the use of ICT´s is essential.
B2. PRODUCTION OF ORAL TEXTS: EXPRESSIONS AND INTERACTIONS: We are
dealing here with basic oral production abilities in order to provide or pupils with the tools
to participate in simulated or real communicative situations. Through easy activities such

48
as role plays or activities which simulate real situations, we can take as starting point easy
production activities such as self-descriptions to go on with more complex activities such
as general explanations, explanation of ideas, predictions, opinions, etc...
B3. COMPREHENSION OF WRITTEN TEXTS: In Primary Education and taking into
account the Reading Plan we should encourage and motivate our pupils towards reading,
this way they will understand reading as a motivating and enjoyable activity. Using simple
texts and/or adapted literature literary works suitable for their age, we should provide them
with the skills they will need for the future in order to understand more complex written
texts.
B4. PRODUCTION OF WRITTEN TEXTS: EXPRESSIONS AND INTERACTIONS:
Taking as a starting point the consolidation of oral skills, which are directly linked to these
production skills, the main objective will be the production of simple texts about different
topics and different contexts using coherence and cohesion.
B5. KNOWLEDGE OF THE LANGUAGE AND INTERCULTURAL AWARENESS: The
fact of learning a foreign language implies learning about its culture. In order to develop
cultural awareness in our students we will introduce them to certain facts from the English
speaking countries such as life style, eating habits, tradition, songs, historical, and
geographical details. This way our pupils will have clear notions in order to use the
language properly in different contexts and situations.
Learning strategies: We will use techniques based on a communicative approach in order to promote
communicative competence in our students. In this stage of Primary Education we will use mainly:
- Comprehension strategies which include observational processes, deducing meaning from
context or predicting what comes next.
- Production strategies which help students to express correct and comprehensible messages.
- Organization strategies which help students to consolidate learning
- Self-evaluation strategies so students can assess their own learning process.

49
- 6.1 ACTIVITIES
In this didactic planning there are a certain amount of activities which demand special attention due
to their contribution to the acquisition of communicative competence, activities such as:
- Songs and video clips: An excellent resource, especially if we use songs and videos taken
from the target language culture, this kind of activities provide us with an excellent source of
listening material which is a perfect way for transporting students to the target culture and
prepare them to communicate naturally.
- Simulations and role-play: when doing role-plays our learners play the part of an imaginary
character in a hypothetical or real situation. It has been proved that there are many
advantages of using simulations and role-plays in class such as they bring real life to the
classroom increasing the student´s motivation for the language.
- Games: Have an important educational value when learning a second language, and it is
also an important socialization element.
- Problem solving activities: students must obtain information and discuss in order to solve a
problem.
- Projects: students work in small groups usually at the end of the unit in order to consolidate
knowledge and also to promote initiative and entrepreneurship.
- WebQuests: They use computers and the Internet in order to promote language learning and
also the use of ICT´s
- Information Gap activities: In this kind of activities a learner possesses information which is
unknown for other student or students.
6.2 RESOURCES
We will use the resources within our classroom during every lesson, we can mention among other
resources, worksheets, reading books, dictionaries, the smartboard… Special attention should be
delivered on the use of the classroom library and also the school library, in order to promote reading,
following the principles reflected on “The Reader Project”. It is also important to mention the use of
50
the computer lab and the computers in the classroom as well as another ICTs, such as the internet,
DVDs, digital multimedia players in order to promote digital competence…. We also consider as a
resource the common areas of the school, such as the gym, sports complex, school garden, which
we will visit in some of our activities
6.3 SPACE AND TIME MANAGEMENT
The physical aspects in our classroom directly affect our pupils behaviour, motivation and attitude
and eventually in the teaching-learning process. The furniture in the classroom can be moved in
order to facilitate different kinds of arrangements depending on the activity to develop, but the most
used arrangement will be sitting in small groups, this way pupils can work in groups/teams, pairs or
individually and the teacher can easily monitor the students’ progress. It is also important to mention
the spots of the classroom in order to display the pupils works and creations, this is a highly
motivation factor for them in order to learn a foreign language.
Regarding time management in the first two levels of Primary Education the foreign languages area
will be implemented for two lessons a week from that level it will increase to three lessons a week.
The lessons are prepared to be developed in 50 minutes this fact implies that the task proposed
should be adequate to be finished by students within the 50 minutes. It is also important to establish
routines from the very beginning in order to save the maximum amount of time.
6.4 PLANS AND PROJECTS
Following the inforce legal framework there is a set of plans and projects to be included in the
educational project.
- The linguistic project: makes reference to the languages to use in different areas,
reinforcement measures, proposals to foster the use of a language, bilingual section, early
foreign language learning…
- The reader project: it is directly related to the previous one, the final goal of this project is the
acquisition by pupils of reading as a basic competence. The use of the school library and the
51
classroom library should be fostered, and in the area of foreign languages pupils should be
encouraged to the reading of materials in the foreign language either digital or printed.
- ICTs plan: in nowadays reality it is essential the acquisition of digital competence, students
should acquire this competence by the end of Primary Education, in order to achieve this
goal, the school should promote the use of ICTs as an educational tool, from the area of
foreign languages it is a highly motivating tool to motivate students towards the learning of
English, the internet, computers… and many other technologies were thought and developed
in English, so they suppose a great language resource.
- Promotion of healthy life styles: In the educational project it is also an important factor to take
into account. In the school, specialized personal, such as physical education teachers in
coordination with the rest of areas should promote the practice of sports and also the
materials, resources and areas of the school should be available for the students in order to
practice healthy activities. From the foreign languages area it is also important to promote
this kind of activities for instance by the comparison between healthy habits in our culture
and in the target language culture.
6.5 EXTRACURRICULAR ACTIVITIES
This kind of activities can be defined as activities organised by the school during the school timetable
that differ from the actual teaching activities, in terms of time, place or the resources used. In the
foreign languages area, as in the rest of areas the teacher’s department should plan and develop
this kind of activities. In English as a foreign language area we can include activities related to the
learning of the target language, such as going to the cinema to see a film in English, going to the
theatre to see a play in English, activities in the gym related typical sports from the target language
countries, festivities such as Halloween, Thanksgiving Day…
6.6 CROSS CURRICULAR CONTENTS:
Through this kind of contents students can interrelate the knowledge acquired in different subjects
or areas, this fact reinforce the knowledge and also promotes significant learning. In general there
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are some skills and topics such as, reading comprehension, reading and writing production,
integration of ICTs, moral and civic education, etc. which must be taken into account in every
subject, of course including the foreign languages area. In this area is important to mention that the
nowadays trends regarding methodology, suggest the learning of a foreign language through
different topics which relate the learning with real communicative situations. Taking this into account
from the area of foreign languages topics related to other areas will be worked upon, such as
mathematics, social sciences, natural sciences… a good example could be a unit where pupils learn
vocabulary related to animals, in this unit pupils may acquire, transfer and reinforce knowledge from
a subject to another.
7. EDUCATION IN VALUES
Education in values must be integrated in to the learning process, in every unit aspects related with
moral and civic education, education for peace… should be included it can be done in different ways,
for instance the topic itself can be related to this kind of aspects, or activities which promote the
development of values may be included in the units. The following values deserve special attention:
- Equal opportunities and non-discrimination for disability: curricular adaptations, should be
developed in order to facilitate the inclusion of every person independently of their possible
disabilities. Pupils should learn that every person is different and should respect and accept
the differences between them.
- Effective equality between men and women and the prevention of gender-based violence:
pupils should be encouraged to adopt habits of respect between the sexes
- Education for peace: the development and the peaceful settlement of conflicts should be
promoted in all areas, familiar and social life, prevention of violence, terrorism, racism or
xenophobia… values of tolerance, solidarity and respect for diversity.
- Moral and civic education: pupils should understand that the everyday reality in our society
requires a set of norms to be adopted in order to facilitate our coexistence, it can be promoted
in every lesson with group activities, debates, and respect for different opinions…
53
- Sustainable development and protection of the environment: pupils should be aware of the
risk implicit in some human activities, such as deforestation, overpopulation and adopt
measures related to prevent their fatal consequences, such as recycling, show respect for
the natural environment, etc.
- Development and consolidation of entrepreneurship: measures in order to consolidate it
should be adopted in the learning process, through activities which foster creativity,
innovation, self-initiative, self-confidence, team work, etc.
- Road and safety education: pupils should be aware of the importance of respect for the
perfect coexistence in our roads, and this way avoid accidents and wrong attitudes when they
are pedestrians, drivers or even in their free time using a bike, they should show respect and
knowledge for the basic sign roads.
8. ATTENTION TO DIVERSITY AND STUDENTS WITH SPECIFIC EDUCATIONAL NEEDS:
we should be aware of the diversity in the classroom since different pupils have different learning
styles and rhythms, different interests or backgrounds…It is also essential to be aware of the
students who require a different educational attention due to their educative special needs, such as
TDAH, intellectual giftedness, personal conditions...
We have to take into account the guidelines established by the Decree 229/2011, 7th of December
which establishes the attention to diversity for Primary Education in Galicia, we have also followed
the criteria established by LOMCE in the Decree 105/2014, 4 th of September which establishes the
curriculum in Galicia, this Decree also redirects us to the Organic law 2/2006, 3rd of May (LOE). The
achievement of the general objectives of Primary Education should be guaranteed for every pupil
as well as the maximum development of their personal capabilities. Our planning must be open and
flexible in order to reach to every pupil within the diversity of the group, we should adapt:
- The planning: Our syllabus is based on the requirements stablished by LOMCE, which should
be acquired by pupils, our mission as teachers is a careful planning of the syllabus, units and
activities, all these aspects should be adaptable to different groups or individuals, it is

54
essential a previous development of adapted activities, reinforcement activities… in order to
fit our pupils needs.
- The methodology: we should bear in mind the individual characteristics of our pupils when
designing activities, when choosing a course-book, or a methodology. The above mentioned
possible differences among pupils should be taken into account, as well as the different kinds
of intelligence and learning abilities proposed by Howard Gardner in his “Theory of Multiple
intelligences” such as, verbal-linguistic intelligence, logical-mathematical intelligence,
intrapersonal intelligence, or musical intelligence among others.
- The material: it is a very important aspect to consider in order to reach to the group and the
individual differences among pupils. Activities and materials for fast finishers, reinforcement
activities, group activities in order to overcome heterogeneity, etc. According to Nunan we
should also use the highest possible amount of authentic materials thus they promote real
communicative situations among other benefits for our pupils.
As a final consideration it is important to mention here the figure of tutors and school counsellors. If
the above mentioned measures are not enough to fit our pupil’s needs or any particular case, in
collaboration with tutors and or school counsellor’s extra-measures should be adopted, by means
of curricular adaptations.
9. ASSESSMENT:
Following the guidelines established by the Decree 105/2014, 4 th of September (LOMCE) which
establishes the curriculum for Primary Education in Galicia, in order to evaluate we should follow
the criteria reflected on the evaluation criteria and its concretion on the learning standards.
We should also take into account the Order of 23rd of November 2007 regarding evaluation in
Primary Education, this document states that evaluation must be global and based on the acquisition
of objectives.
55
Evaluation must be seen as an integral part of the educational process, the evaluation process must
be based on the acquisition of objectives as well as on the evaluation criteria and learning standards
stablished for each area of the curriculum. This process tells us what, how and when to evaluate to
summarise we can say that evaluation is a compulsory tool to use in the teaching-learning process
in order to guide and improve pupil’s learning process as well as our own performance as teachers.
In order to make this evaluation process the most effective we should take into account a set of
aspects always adapted to our pupils needs and interests, specially to those pupils with educational
special needs.
- Initial evaluation: In our first contact with pupils we should take into account a set of measures
in order to be aware of their initial level or starting point. In this phase is very important to
make the adjustments required in order to fit our pupil’s interests, needs, level, background,
special needs, etc. adapting lessons, units, materials… in order to promote significant
learning.
- Continuous evaluation: In this phase day by day observation is essential in order to check
the individual progress of each pupil, if this progress is not the expected, reinforcement
measures should be considered at any moment of the process in order to guarantee the
acquisition of the basic competencies needed to go on with the educational process.
- Final evaluation: will be carried out at the end of each didactic unit, in this process it can be
checked if pupils attain the objectives as well as the requirements reflected on the learning
standards and evaluation criteria. Final evaluation is perhaps the most important phase in
order to improve pupils learning process as well as our performance as teachers, so both
processes must be assessed.
9.1 EVALUATION CRITERIA
The evaluation criteria are the specific referents to evaluate the learning of the students. They
describe what students must attain as far as contents and competencies are concerned, giving
answer to what must be acquired in each area. The criteria used to measure the progress of our
56
students will be developed taking into account the 5 blocks of contents in the Foreign Language
Area. According to the inforce legislation the requirements to be achieved by students at the end of
Primary Education, regarding evaluation criteria, will be developed throughout this project and are
reflected in the didactic units worked upon ( section 5. didactic planning).
9.2 LEARNING STANDARDS
The General Act on Education and our Galician curriculum gives significant relevance to the
presence of the Learning standards to carry out the evaluation in each level. They make the
evaluation criteria concrete and should be observable, measurable and assessable; they define
what students must know, understand and do in each curricular area. They constitute the different
levels of knowledge and skills (contents and competencies) established for students of each subject
and stage or level being assessed. These standards establish what students must learn and, as a
result, what the teacher must teach. They require levels of achievement to be established. They are
reflected in each didactic unit to facilitate the use of rubrics.
9.3 EVALUATION TOOLS
In order to measure the achievement of objectives as well as the criteria reflected on the evaluation
criteria and learning standards, a set of tools have been used in this project. We have taken into
account the specific contents or our area as well as the pupil’s attitude towards the subject, their
interest, their behaviour, etc.
- Individual Evaluation: it must be carried out through different routes to be able to judge
students in their strong points as well as their weak ones and therefore account for the class
diversity. This type of evaluation allows us to positively reinforce the student efforts and hard
work.
- Daily Observation: One of the most important aspects of evaluation is the daily progress and
participation of the students in class.

57
- Projects: At the level of Primary Education, project-based units give the teacher a good
source of evaluation. The project shows the autonomy the students have acquired as well as
their ability to use and apply the information learned throughout the unit. The project can be
used as a main tool for final evaluation.
- Task Analysis: This form of evaluation offers much information about the students’ learning
techniques. Through this type of assessment, the teacher is able to observe how the students
learn and the strategies employed to do so.
- Student Diary: The students must be made aware of how much they are learning. One of the
most effective ways of doing so is having the students maintain a diary throughout the course
in which they can record their own point of view about the teaching-learning process. This
enables the student to become more aware and conscious of the acquisition taking place.
- Self-evaluation: This type of evaluation is very important in a learner-centred approach since
the children will become more aware and responsible for their learning if they are asked to
evaluate themselves. It will give the teacher more insight on their self-esteem, security,
additional educational needs and so forth. Besides, the teacher must also auto-evaluate
his/her own work with the objective of improving the methods, activities, classroom
performance, student success rate and so forth. With this purpose it is also included the
EUROPEAN LANGUAGE PORTFOLIO, mentioned in the presentation of this programming.
- Co-evaluation: This evaluation can be very useful in recognising the effort and the
achievements of other students. It is not advisable for the students to judge or criticise their
peers’ work, but simply highlight their efforts and recognize their hard work. This will help
encourage other students to imitate the positively reinforced behaviour.
- Rubrics (4): scoring instruments to determine grades or the degree to which learning
standards have been demonstrated or attained by students.
Using all these evaluation tools and the different kinds of evaluation we can obtain a fair amount of
information in order to conclude if our teaching strategies are correct to fit our pupil’s needs and also
our pupil’s progress in the learning process. With this information the next step will be adopt the
58
most suitable decisions in order to adapt materials and activities and also extension and
reinforcement activities.
10. REFERENCES
10.1. LEGAL DOCUMENTS
- Organic Law 8/2013, 9th of December, LOMCE
- Royal Decree 126/2014, 28th of February
- Decree 105/2014, 4th of September
- Order of 23rd November 2007
-The Common European Framework of Reference for Languages (2001)
10.2. REFERENCE BOOKS
- Alburquerque, R. 1990. “En el aula de ingles”. Longman, London
- Nunan, David. 1991. “Language teaching methodology: A textbook for teachers.” Prentice Hall
- Hymes, D. 1972. “On communicative competence in sociolinguistics”. Penguin. London
- Chomsky, Noam.1965. “Aspects of the theory of syntax”. Cambridge: M.I.T. Press.
- Harmer,J. 1983. “The practice of English language teaching”. Longman, London
- Canale, M. y M. Swain. 1980. “Theoretical bases of communicative approaches to second
language teaching and testing, Applied Linguistics”
- Gardner, H. 1983. “Frames of mind: the theory of multiple intelligences”. Basic Books. New York
10.3. WEBSITES
- http://www.isabelperez.com/
- http://englishteachinglab.blogspot.com.es/
59
- http://www.coe.int/es/web/portal/home
- http://www.edu.xunta.es/web/

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1.1. General principles

2.1. Legal framework

2.3. Key competences

3. General objectives for Primary Education

5. Didactic planning (15 units)

6.3. Space and time management

6.4. Plans and projects

6.5. Extracurricular activities

6.6. Cross curricular contents

8. Attention to diversity and students with specific educational needs

9.1. Evaluation criteria

9.2. Learning standards

9.3. Evaluation tools

10.1. Legal documents

10.2. Reference books

knowledge of two foreign languages apart from their mother tongue.

life style, etc.

1.1 GENERAL PRINCIPLES

communicative competence a set of sub-competences must be developed:

different types of activities within communicative situations.

different interlocutors such as the teacher, a partner or a tape-recorder.

keeping in mind the usages in a linguistic community.

in which the target language is used.

reading over writing.

ICTs, etc. We also should know that children:

. Learn through activities

. Get bored when they see no progress

. Are interested in their personal experiences

. May learn about different cultures through English

2.1 LEGAL FRAMEWORK

establishment schedule which, according to Organic Law 8/2013, 9 th of December (LOMCE),

. Decree 105/2014 of 4 September, by which the curriculum of Primary Education in Galicia is

a set of skills and attitudes at the end of Primary Education.

different species of flowers bushes and trees.

2.3. KEY COMPETENCES

resolution of complex problems.

The key Competences of the curriculum are the following:

lesson between pupils and between pupils and teacher.

. Mathematical competence and basic competences in science and technology (MSTC)

development of scientific thinking and the application of scientific methodologies and

communication technologies in order to participate actively and be included in society. This

nowadays and also of our school and foreign language area.

this fact implies the acquisition of certain learning to learn techniques.

are micro-societies where students should learn to respect each other

pupils have to create and develop an idea by themselves.

- Cultural awareness and expression competence (CAEC) Involves knowing, understanding,

The development of Competence in Linguistic Communication and Competence in Mathematics,

than one Key Competence in the learning process.

3. GENERAL OBJECTIVES FOR PRIMARY EDUCATION

enable them to:

develop reading habits.

messages and function in everyday situations.

to the messages they receive and produce.

to their preservation and care.

attitude opposed to violence, prejudice of any kind and sexist stereotypes.

Galician culture and society.

B1. Comprehension of Oral Texts

B2. Production of Oral Texts: Expressions and Interactions

B3. Comprehension of Written Texts

B4. Production of Written Texts: Expressions and Interactions

B5. Knowledge of the Language and Intercultural Awareness

. Decree 105/2014 of 4 September, by which the curriculum of Primary Education in Galicia is