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CONTENT
Stage aims and competences
The Vaughan method
Competences and learning objectives
Teaching values
Multiple intelligences
Cooperative learning
Information and Communication Technology
Unit outline
- Assessment criteria and learning objectives
- Competences. Content and activities specifically designed for development
Values related to content and activities.
Marks
3. Motivation
The third important element of the Vaughan Method is motivation. Our
"Mission" is to ensure that students get the most out of every second of the
class, in addition to their time outside the classroom. One of the main ways
we keep students motivated is by showing them the progress they have
made. We do not overlook mistakes but rather pinpoint and work on them
until they become strong points. With the Vaughan Method, students are
aware that they are actually making progress and this motivates them to
want to keep improving.
HOW TO APPLY THE METHOD
The Teaching Handbook contains a detailed plan for every lesson, following the
Vaughan style, for all of the Missions in each one of the units for the year. We
have dedicated two complete pages to each Mission, which explain exactly how
to apply the Method in sixty minute classes throughout the year. Below is a step
by step guide on how to get the most out of the Teaching Handbook and, in
turn, the Mission Accomplished classes.
CLASS AIMS
The first thing you will notice in the class plans is an image taken directly from
the corresponding mission in the student's book. This is what students will be
working with throughout the class and the drills we carry out will be based
around it. A numbered list of lesson aims and the materials needed may be
found below the image.
Below the Aims and Materials, we have also included a section on teaching tips,
which highlight the most important grammar points to be remembered, possible
"false friends" and pronunciation mistakes that may be made during the day's
lesson, as well as student motivation techniques, following the Vaughan style.
Finally, we have a special section for those who "finish fast", where additional
material for top students who finish exercises more quickly than expected can
be found.
The aims of each lesson should be looked over before delivering the class and
should prepare teachers to put their drills into practice. It is important to
remember that students always come first. Knowing the direction in which a
class is heading and potential difficulties that may be encountered helps to put
more energy into it and plan it more carefully.
EACH LESSON PLAN
Alongside the image from the student book there is a complete plan for each
lesson, which provides a minute by minute description of how the class should
play out, according to the Vaughan Method. In line with the Vaughan class style,
the lesson should be delivered with high energy and dynamism and should be
made up of exercises that vary rhythm, content and length, combining new
topics with revision, short drills with long ones and placing particular emphasis
on repeating and internalising structures that are both relevant and useful.
RECAP/REFRESH
The first exercise in all of our lessons is a revision/refresh exercise, in which
an essential element of the previous lesson is recapped. The aim of a refresh
type exercise should be to take student's enthusiasm at the start of a lesson
and turn it into a high energy drill that makes them feel positive. During a
refresh exercise, it is important to ensure that the students are producing the
majority of the oral activity, be it repeating a phrase pronounced by the teacher
beforehand or making a phrase using a flashcard or key word. Refresh
exercises should never be difficult, as this will slow down the rhythm and
discourage students. The aim sought here is to make students aware of their
progress and ensure they have understood the essential point from the previous
class. This will motivate them and stimulate them for what is to follow.
SECTION: OBJECTIVE IN FOCUS
In the Objective in Focus section, we introduce new grammar, vocabulary and
pronunciation. This part of the class is always based on an exercise in the
student book and establishes the topics covered in it through a Vaughan style
drill. Each lesson plan includes two Objective in Focus drills, which, although
very different in style, cover the same point. Working on the same structure
using different drills helps students to become confident and flexible using the
same from the outset, which is essential for their future progress.
BACK TO BASICS
One of the pillars upon which the Vaughan method is based is that it focuses on
the essential. Essential elements of the language, such as numbers, dates and
the time must be mastered, although even the most advanced students
continue to experience problems with these elements if they do not practise
consistently. The Back to Basics exercises must be used and a few minutes of
each lesson must be spent on a topic guaranteed to help students with their day
to day English experiences.
SONG TIME
Song time is a good way of breaking more difficult drill activities up and usually
occurs about half way through the class. Through Song time, students
consolidate unit vocabulary and participate in an exercise that differs greatly
from the others. Song time should be a high energy exercise, since this will
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They should include a wide range of knowledge and/or skills that students
must attain.
It must be possible to assess them. In other words, it must be possible to
measure the knowledge and skills established using approved tools and
avoiding value judgments.
They should be written clearly and concisely. The language used to describe
requirements at each and every achievement level should be unambiguous.
They should incorporate learning levels that make it possible to classify
students' progress in accordance with how the curriculum is designed.
The level they require should be appropriate and suited to the potential of the
students at which they are aimed.
They should be inclusive. They must respect different teaching and learning
styles, without specifying how goals should be met or restricting the way in
which achievement thereof is shown.
In view of what is established within the current organic standards framework,
the key to the entire didactic proposal is that it must reconcile these two
curricular elements, in such a way that the standards serve as a basic
"roadmap", to combine content and competences and ensure equality, by
designing intrinsic tasks that model such proposals.
TEACHING VALUES
Rafael Valbuena and Ricardo Gmez
As is the case with all polysemic words, discussing their meaning enables us to
focus on the context or contexts in which they might be used. In a conversation,
we are able to distinguish between expressions such as, "I really value
(appreciate) your opinion", "the value (financial worth) of the company's shares
has dropped in the last two years", or "Jack was the team's most valued (highlyregarded) player last season".
Moreover, when "value" is used in the plural, i.e. when someone talks about
"values", we are able to work out that they are using a specific meaning from
the dictionary, which refers to the whole set of values respected by a certain
group or entity. We therefore use phrases such as "we should teach values" or
"it seems our society is suffering from a crisis in values".
Indeed, there is a branch of philosophy concerned with the study of values. This
branch is known as axiology, defined for the first time in 1902, although people
began to reflect on values a few centuries before that, when some thinkers tried
to define the qualities of an individual or social group, which they added to
other, more tangible characteristics. Furthermore, they established certain value
categories, namely social values, values necessary for peaceful cohabitation
within society (cultural identity, tolerance, justice, equality and solidarity, etc.,)
and personal values (honesty, loyalty, austerity, humility and modesty, etc). They
also distinguished different types of ethics, such as those mentioned above and
aesthetics (balance, beauty and harmony, etc).
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possible.
Each student should be given their own role within the micro-society formed in
the classroom so that the intelligences they have serve the group. As a result,
we must help each student to find their place within this society, in order to
enable them to achieve emotional balance and a personal self-image with which
they are able to collaborate in all class activities, so as to contribute to the best
of each individual's skills.
About the curriculum:
The curriculum should ensure that situations in which all types of intelligences
are worked on are created, that learning models are varied, that the type of
activities carried out develop all kinds of intelligence, that assessment systems
also take into account the fact that learning models are not the same for
everybody and that they are therefore more in-depth, flexible and broad in
scope.
Multiple intelligences
Linguistic intelligence
Mathematical/logical
intelligence
Skills developed
Thinking in words
Listening and understanding oral texts
Expressing needs, feelings and
experiences, etc.
Discussing and debating
Interpreting visual information
Beginning to read and write
Beginning to understand and express
ideas in a foreign language
Making comparisons and coming to
conclusions
Identifying causes and eliciting
consequences
Linking concepts together
Making basic quantifications and
beginning to count
Solving problems
Putting sequences in order
Using mathematical skills
Carrying out experiments
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Interpersonal Intelligence
Intra-personal Intelligence
Spatial intelligence
Bodily/Kinesthetic intelligence
Thinking in 3D
Finding ones way around everyday
spaces
Using drawings as a means of
representation
Interpreting drawings and arts and crafts
works
Imagining and visualising settings and
situations
Using the body as a means of selfexpression
Controlling the body in order to achieve
coordination, skill, balance, flexibility,
strength and speed
Acquiring motor skills to carry out
precise tasks using the hands
Recognising measurements and
volumes
Coordinating the body and mind to
achieve a certain goal
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Musical intelligence
Naturalistic intelligence
Identifying sounds
Picking up the rhythm, tone and timbre
of sounds
To mimic rhythms, sounds and melodies
Listening to, humming, singing and
interpreting songs and musical works
Differentiating sound properties
Enjoying handling musical instruments
Recognising plants, animals, people or
elements from our natural environment
Showing curiosity in discovering
different organisms, elements and
phenomenon within nature
Collecting, categorising and using
information relative to the environment
Observing, interpreting, caring for and
questioning the environment
COOPERATIVE LEARNING
Yolanda G. Huerta
Cooperative learning is based on two basic assumptions, namely students'
active participation in their learning process and working together, sharing
responsibility and helping one another. It is defined as follows: "Didactic use of
small groups in which students work together to optimise their own learning and
that of others" (Johnson, Johnson and Holubec, 1999).
So why should we put cooperative learning into practice? What advantages
does it have over other learning structures?
If done properly, structuring learning on a cooperative model creates a
classroom environment that fosters learning and makes it possible to achieve
better results in terms of academic performance.
It makes it easier to pay attention to diversity, providing strategies and
resources to manage heterogeneity in the classroom. Teachers have more
time to assist students with greater needs individually. Furthermore, these
students may also benefit from the help of their classmates. Likewise, it
fosters the learning of more gifted students. Ultimately, it enables the creation
of inclusive classrooms.
It is a good way to teach values such as solidarity, cooperation, coexistence,
conversation and respect for differences.
Individual learning and teacher-student interaction are not eliminated but
rather added to student-student interaction and teamwork.
It improves the quality of group interactions and interactions with the teacher,
thus encouraging a more positive classroom environment.
Cooperative learning teams provide an ideal natural setting in which to teach
social and other skills, such as communication and methodological
competences and put them into practice. It entails simultaneously
internalising annual content and learning to work as a team.
It may be applied to all levels of education and in all areas of the curriculum.
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order to repeat the process, improving those elements necessary. One by one,
cooperative work structures will thereby be incorporated gradually and
sequentially into normal classroom practice.
Below is a list of specific steps to be followed and the fundamental elements to
be worked on in order to successfully implement cooperative learning in the
classroom.
1. Reinforce group cohesion and the positive classroom environment, through
group dynamics, games and activities.
2. Create cooperative work groups. Various pairs and "random teams" of four
students should be created in the first classroom cooperative learning
experiences, in order to see how they work together.
Towards the end of the first term, teams of four, referred to as "base teams"
should be created, in which students are able to work consistently for at
least one month. Throughout the second term, teams will be altered if
necessary to ensure that in the third term, the base teams are able to work
consistently. One key aspect of cooperative learning is that base teams are
mixed.
Moreover, each group may choose a name, picture and/or colour with
which to identify themselves. They would also have their own designated
space within the classroom.
3. Learn to cooperate and work as a team by learning about and practicing
social skills, resolving conflicts and employing group organisation skills.
Teamwork is a strategy we employ to facilitate learning, although it also
constitutes content that must be taught. When put into practice during
cooperative learning, certain skills, such as helping one another,
participating, encouraging teamwork, communicating with others
appropriately and resolving conflicts, etc., enable students to learn and
improve as the school year progresses.
Strategies for ensuring effective "Teamwork" include:
Assigning roles to base team members on a rotary basis, once every two
weeks.
Agreeing on rules and bearing them in mind during teamwork and
coexistence in the classroom.
Making a "quiet sign".
Assessing group work.
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educators are faced with is often the time requited to sort out the documentation
found in the most objective and impartial way possible, since not everything
available on the Internet is trustworthy.
The second key term is communication; we know that the fact of ICT having
been developed also has an influence on the rise of new uses of language and
new ways of communicating. The ability to share information with other
educators from anywhere in the world opens up a space for communication and
exchange that would have been unthinkable just two decades ago: cyberspace
or the third environment, this new social space that, by extension, is also an
educational space.
ICT in education
We are convinced that schools should contribute to educating people in a
comprehensive manner; this contribution pushes for students to be trained to
understand information, and conditions educators to bear in mind that today's
students learn differently compared to students twenty years ago. Therefore,
when faced with the question, "Are we witnessing the emergence of new ways
of learning?", the answer is clear: "Yes, we are aware of the fact that our
students may generate Personal Learning Environments, because educators do
not have all the information and, although educators are in and of themselves a
source of knowledge, students have access to much broader information
through the Internet".
We at ANAYA aim to work together with educators, offering them a variety of
educational resources that complement their direct teaching and channel
students who are faced with a new way of learning. The basic idea is to create
teaching resources that are suited to students' new learning reality. For
students, we encourage resources that enable different uses of and approaches
to information.
It is important for schools to grow in harmony with the society of their day and
age, so that we can achieve a balance between students' informal learning
outside the education system and their formal learning acquired at school.
These are some of the reasons why ICT should be used in the classroom:
Because they foster a two-way type of learning: on the one hand, more
personalised, with a mind to diversity, and, on the other, learning that is also
collective and collaborative.
Because they transform the methodology of educators, who cease to be just a
transmitter of contents in order to become students' companion and trainer in
learning.
Because ICT tools transform classroom dynamics: interactiveness, as one of
the distinctive elements with respect to the old school, makes it possible to
further motivate students to learn.
In this new model, it is the educator who must take on this ambitious
commitment to the progress that educational technology makes available to
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them. So what is teachers' new role? To help students acquire the necessary
resources in order to know how to seek out and find the information they need
and integrate it into the knowledge they have already acquired, thus turning it
into their own personal knowledge. Part of this help comes from the publishing
house, which makes digital teaching materials available to educators.
Educator profiles
In terms of teachers' profiles, if we follow UNESCO guidelines (2008), we find
that there are three different types of educators in our classrooms, as far as
integrating ICT into the curriculum is concerned:
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UNIT PLANNING
The present plan constitutes a model temporal learning sequence for the third year of
Primary School.
This plan may be expanded through the optional resources proposed in the Teacher's
Guide, mostly by means of the drills and the Teacher's Resource Book. The Teacher's
Guide presents a sequence to be followed in each lesson and details of how and when
to introduce the different kinds of drills. The drills are oral activities based on repetition
and correction, the basic goal of which is for the children to consolidate grammar
structures so that they can then reproduce them fluently and naturally.
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UNIT 0
The introductory unit consists of two pages, two Missions. The Teachers Resource
Book (TRB) contains photocopiable activities to reinforce and consolidate the
knowledge acquired in each unit, as well as tests at the end of each unit, of each term,
and at the end of the year. Unit 0 provides a Diagnostic Test for the teacher to assess
the students level of English after the holidays.
Mission 1.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Revising the vocabulary related to places in town studied in previous years
Revising the grammar structures studied in previous years: present simple and
past simple, the time adverbs "yesterday/today" and the interrogatives
"Where/Who". Wheres Fusy today? Where was Asky yesterday? Who was at the
bank yesterday?
To look at two images of Asky, Jessy, Fussy and Noella in town, one image refers
to "Yesterday" and the other image refers to "Today". To answer some questions
related to the images
To listen to and sing a "Rap and clap" song
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in previous courses
and internalise and consolidate them using the TG drills
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To look at two images and identify the names of the places in town and the time
adverbs. To read some questions related to the images and answer orally
To carry out an Arts and Crafts activity (TRB Class Material Worksheet)
To carry out Writing activities in the AB
Mission 2.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Revising the vocabulary related to personal belongings studied in previous years
Revising the grammar structures studied in previous years: the interrogative
"Whose" and the possessive pronouns. Whose tent is this? Its
mine/yours/his/hers/ours/yours/theirs.
Introducing new grammar structures: Can you repeat that, please? Keep quiet.
Stop talking.
To look at some images of different characters and personal belongings related
through a maze. Follow the maze and say whose each object is
To participate in a "Game Time!" activity practising the possessive pronouns and
the Saxon genitive: Its Bobs flashlight. Its his.
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in previous courses
and internalise and consolidate them using the TG drills
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read some sentences related to some images and repeat them
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CONTENT
Main vocabulary:
Places, personal belongings.
Structures
Wheres Fusy today? Where was Asky yesterday?
Whose tent is this?
Its mine/yours/his/hers/ours/yours/theirs.
Can you repeat, please?
Keep quiet.
Stop talking.
ASSESSMENT CRITERIA
(Listening)
To understand the main vocabulary and
grammar structures in very short oral
texts
LEARNING OBJECTIVES
Understands the teacher's instructions
regarding common classroom activities
Understands basic words and
structures studied orally
Identifies the vocabulary related to
places in town and personal
belongings: bakery, bank, butchers,
chemists, church, football stadium,
grocer s, newsagents, petrol station,
police station, post office, town hall,
traffic lights, train station, camera,
flashlight, mp3 player, sharpener,
stickers
Understands the essence of oral
narratives:
Wheres Fusy today? Where was
Asky yesterday?
Whose tent is this?
Its mine/yours/his/hers/ours/
yours/theirs.
Can you repeat, please?
Keep quiet.
Stop talking.
Knows how to greet people and how to
provide basic information on his/her
name, age and mood
Listens actively
Uses the non-verbal language and
pictures that accompany the oral text in
order to figure out the meaning
Understands the syntactical structures
the teacher uses in the drills
Shows interest when participating in
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(Speaking)
To know and use the basic vocabulary
and structures for producing short and
simple oral texts
To internalise the structures and acquire
verbal fluency through repetitions
(Reading)
To understand the essential information
in a text using their prior knowledge of
vocabulary and syntactical structures
(Writing)
To produce very simple written texts
copying the words and structures that
have been studied
(Pronunciation)
To mimic the pronunciation, intonation,
rhythm and stress for reproducing texts
language games
- Understands songs
- Expresses the ideas conveyed in the
songs using gestures
- Carries out activities based on the
Cooperative Learning approach
- Produces very simple oral monologues
or dialogues
- Knows the English alphabet and is
able to spell out simple words
- Understands, imitates and repeats
fluently the structures used by the
teacher in the drills
- Reproduces and remembers structures
or vocabulary studied in previous units
or years
- Carries out activities based on the
Cooperative Learning approach and
works as part of a team (games,
dialogues, etc.)
- Is able to read fluently the simple
words and sentences learnt
- Understands simple written texts
containing the language studied in
class
- Understands simple written instructions
connected to school tasks (look,
answer, say, read)
- Understands translated sentences and
carries out activities with them
- Writes the vocabulary and grammar
structures that have been studied
orally
- Prepares simple texts based on the
content learnt
- Memorises songs
- Mimics the expressions and sounds
presented in the vocabulary, grammar,
and pronunciation videos as well as in
the video featuring the auxiliary
teacher
- Shows interest in writing and repeating
familiar expressions in English
- Shows interest in using English as an
instrument for communicating with
people from other cultures and
countries
- Feels confident in his/her ability to
express him/herself in English
COMPETENCES
CONTENTS AND ACTIVITIES SPECIALLY DESIGNED TO DEVELOP THEM
VALUES RELATED TO THE CONTENTS AND ACTIVITIES
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Linguistic communication
DESCRIPTORS
Identifies words
about personal
belongings and
places in town
Identifies simple
sentences related to
the unit topic
IMPLEMENTING
ACTIVITIES
To listen to
- Listening to and identifying
unit vocabulary and
expressions (Missions 1-2)
- Listening to drills (Missions
1-2)
- Listening to and identifying
simple sentences (Missions
1-2)
- Listening to and
understanding the unit or
previous years topic-related
drills (Missions 1-2)
- Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
- Listening to a text and
identifying the corresponding
pictures
(Mission 1 Act. 1)
RELATED VALUES
Responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
Responsibility
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
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Responsibility, respect
Perseverance and
responsibility
Responsibility
Respect, fellowship
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Writes words
Responsibility, respect
Respect, fellowship,
perseverance, patience
Responsibility, respect
Respect, fellowship,
perseverance, patience
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Responsibility, respect
IMPLEMENTING
ACTIVITIES
- Participation in the "Game
Time!" (Mission 2 Act. 3)
- Participation in the games
proposed in the TG
- Reproduction and
consolidation of the drills
(Missions 1-2)
RELATED VALUES
Respect and fellowship
Responsibility, respect,
perseverance
IMPLEMENTING
ACTIVITIES
- Listening to and reproduction
of the numbers (Missions 1-2)
- Reading the numbers
(Missions 1-2)
RELATED VALUES
Responsibility, patience,
self-esteem
IMPLEMENTING
ACTIVITIES
RELATED VALUES
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Plays tunes
Participates in games
Patience, fellowship,
tolerance, self-esteem,
empathy, respect
Patience, fellowship,
tolerance, self-esteem,
empathy, respect,
solidarity
Learning to learn
DESCRIPTORS
Participates in the
drills as an exercise
for naturally
internalising and
consolidating the
different structures
learnt in the unit
Learns and
internalises the unit
vocabulary using
word games
IMPLEMENTING
ACTIVITIES
- Participation in the drills
proposed in the TG (Missions
1-2)
RELATED VALUES
Respect and
responsibility
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, gratitude,
respect, perseverance
Responsibility, respect
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, respect,
perseverance
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IMPLEMENTING
ACTIVITIES
- Carrying out the activities
proposed in the digital book
(Missions 1-2)
RELATED VALUES
Patience, responsibility
IMPLEMENTING
ACTIVITIES
- Recognises a larger number
of objects from their
surroundings than in the
previous year (Missions 1-2)
- Interacting in games and
activities between the pupils
themselves (Mission 2 Act. 3
"Game Time!")
RELATED VALUES
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, respect,
perseverance
UNIT 1
This unit (My subjects!) focuses on learning about school subjects. The unit contains 8
missions. Each mission lasts sixty minutes. The Teachers Resource Book (TRB)
contains photocopiable activities to reinforce and consolidate the knowledge acquired
in each unit, as well as tests at the end of each unit, of each term, and at the end of the
year. Unit 0 provides a Diagnostic Test for the teacher to assess the students level of
English after the holidays.
Mission 1.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing the new vocabulary, 15 subjects, using a listening. To listen, point and
repeat. "Shhhh! Listen, point and repeat"
To talk using one of the "Game Time!" activities using the expressions: "Do you
like English? Yes, I do."
Introducing the verb expression "to learn about"
To listen to and sing a "Sing and clap" song
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To become familiar with the rhythm and sounds of English by listening to a song
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Introducing the unit vocabulary using the Picture Dictionary, p. 96
To carry out Writing activities in the AB
Mission 2.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing the second part of the unit vocabulary, the adjectives "difficult" and
"easy" and the verb "to study", using a listening exercise and oral activities
To look at an image of Fussy, Yessy, Noella and Asky at the library and listen to
Asky practising the new vocabulary. To answer some questions related to the
image and then ask the questions
To listen to some sentences and say whether they are true or false. To correct the
false sentences
To give a presentation on the chart that he/she has previously written about the
subjects he/she likes and what he/she learns in each subject
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read and understand sentences about the structure studied that he/she hears
in an audio and correct them
To carry out an Arts and Crafts activity: "Let's make a subject chart!"
To carry out vocabulary activities to reinforce and consolidate the knowledge
acquired (TRB Vocabulary Worksheets)
To carry out Writing activities in the AB
Mission 3.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing grammar using a listening exercise and other oral activities. Object
pronouns "me/you/him/her/us/you/them". English is easy for
me/you/him/her/us/you/them.
To look at some images and listen to Yessy, Noella, Asky and Fussy practising
the new grammar structure and reproduce the sentences
To look at some images of Yessy, Noella, Asky and Fussy and reproduce
sentences with the new grammar as Asky shows: "History is easy for me!". To
check the answers with an audio. Listen and check
To participate in a "Game Time!" activity using flashcards and practising the
structure: "Arts and crafts is easy for Jack and Jill. Arts and crafts is easy for
them."
To reproduce the unit structures orally and internalise them through the TG drills
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To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Reference to Grammar Appendix, p. 87, to read and internalise the new grammar
learnt in the unit
To carry out Writing activities in the AB
Mission 4.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing the second part of the grammar using listening activities. The past
continuous in the 1st, 2nd and 3rd person singular and plural, affirmative,
negative and interrogative. What were you/we/you/they doing at five oclock
yesterday? I was/wasnt studying English. We/you/they were/werent studying
French. What was I/he/she doing at a quarter past two? You were/werent playing
football. He/she was/wasnt playing tennis.
Revision of the time
To look at an image, listen to Asky and Jessy practising the new grammar
structure and repeat the questions and answers
To say affirmative and negative sentences with the structure studied and write
them. To check the answers of written exercises using an audio: Listen and check
To practise interrogative sentences. To make interrogative sentences from
affirmative sentences. Master the question. To check the answers using an audio.
Then listen and check
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out Listening activities to reinforce and consolidate this skill (TRB
Listening Worksheet)
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To write affirmative and negative sentences with a series of words and the
structure studied in their notebook
Reference to Grammar Appendix, p. 87, to read and internalise the new grammar
learnt in the unit
To carry out Writing activities in the AB
Mission 5.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To listen to a story with a comic-like graphic design, which includes the
vocabulary and grammar that has been learnt previously
Introducing a colloquial expression: How do you say in English?
To become familiar with the rhythm and sounds of English through a reading
exercise
To listen to and read the story and say whether the sentences are true or false.
To correct the false sentences
34
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To act out the story
To carry out a Speaking activity using the vocabulary and grammar studied in the
unit (TRB Speaking Worksheet)
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read the story and some sentences in a comprehensive manner and say
whether the sentences are true or false
To carry out Writing activities in the AB
Mission 6.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To listen to and say the colloquial expression learnt in Mission 5 in the Reading
activity: How do you say in English?
To listen to a text about a cultural topic from the United States, school and sports
To be able to identify some English-speaking countries
To show interest in understanding and talking about the customs of other
countries
To listen and read a text and answer some questions in their notebook
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read a text in a comprehensive manner and answer some questions about
school and sports in the USA in their notebook
To carry out an Arts and Crafts activity: "Let's make a cheerleaders pom pom!"
To carry out Reading activities to consolidate their knowledge and improve this
skill (TRB Reading Worksheets)
To carry out Writing activities in the AB
Mission 7.
UNDERSTANDING AND PRODUCING ORAL TEXTS
A page dedicated to non-linguistic content and language integrated learning.
Social Science: school in the past
To be able to understand and speak in English about other subjects
To listen to and read a text about school in the past and say whether some
sentences related to the text are true or false
To give a presentation about the differences between school in the past and
today
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
35
Mission 8.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Recap video featuring an auxiliary teacher to revise the unit grammar and
vocabulary, with particular focus on the correct pronunciation, rhythm and
intonation of words and word stress and grammar structures (Teachers Book
Video)
To repeat and imitate the structures asked for by the auxiliary teacher
To become familiar with the rhythm and sounds of English using the featured
auxiliary teacher
To interact orally, practising interrogative and affirmative sentences studied in the
unit whilst looking at some pictures. Question-Answer
To listen to and read a text and answer some questions in their notebook. To
check the answers of written exercises using an audio: Listen and check
To participate in a Quiz answering some questions and naming some images
about the unit topic
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read a text in a comprehensive manner that they hear in an audio and answer
some questions in their notebook. To check the answers with an audio
To write the answers of the Quiz in their notebook
To carry out a test in which all these skills are put into practice (Reading, Writing,
Listening and Speaking) (TRB TEST)
To carry out Writing activities in the AB
CONTENT
Vocabulary
Main vocabulary: arts and crafts, biology, chemistry, English, French, geography,
German, history, maths, music, PE, physics, science, Spanish, difficult, easy, to learn
about, to study
- Extra vocabulary: athlete, cheerleader, freshman, middle class, sophomore, track
and field, trade, upper class, mandatory, poor, to sew, to support, to work
Structures
English is easy for me/you/him/her/us/you/them.
36
Culture
The USA. Schools and sports in the USA
Expression: How do you say in English?
Content and Language Integrated Learning (CLIL)
Social Science
School in the Past
Phonetics
Sound /f/
ASSESSMENT CRITERIA
(Listening)
To understand the vocabulary and main
grammar structures in very short oral
texts and use the most suitable
strategies for understanding the main
information from the text
LEARNING OBJECTIVES
Understands the teacher's instructions
regarding common classroom
activities
Understands basic words and
structures studied orally and with a
visual support (Picture Dictionary)
Masters the alphabet and the days of
the week
Identifies vocabulary related to school
subjects: arts and crafts, biology,
chemistry, English, French, geography,
German, history, maths, music, PE,
physics, science, Spanish, difficult,
easy, to learn about, to study
Understands the essence of oral
narratives:
English is easy for
me/you/him/her/us/you/them.
What were you/we/you/they doing at
five oclock yesterday?
I was/wasnt studying English.
We/you/they were/werent studying
French.
What was I/he/she doing at a
quarter past two?
You were/werent playing football.
He/she was/wasnt playing tennis.
Understands the presentations and
narratives of the vocabulary and
grammar videos as well as the
auxiliary teacher's explanations in the
recap video
Understands the syntactical structures
the teacher uses in the drills
Listens actively
Understands personal questions
37
(Speaking)
To know and be capable of using the
basic vocabulary and structures needed
to produce short and simple oral texts
38
(Speaking)
To internalise the structures and acquire
spoken fluency through repetition
(Reading)
To understand the essential information
in a text using their prior knowledge of
vocabulary and syntactical structures
(Writing)
To produce very simple written texts
39
(Pronunciation)
To mimic pronunciation, intonation,
rhythm and word stress to produce oral
texts
(CLIL)
To show interest in English as a learning
tool for the content of other subjects
orally
- Prepares simple texts based on the
content learnt
- Looks at and writes words which are
always written in capital letters
(countries, days of the week,
languages and the subject PE)
- Memorises songs
- Acts out stories
- Mimics the expressions and sounds
presented in the vocabulary, grammar,
and pronunciation videos as well as in
the video featuring the auxiliary
teacher
- Knows the wide range of sounds
existing in English compared to his/her
language. For example the /f/ sound
- Makes an effort to pronounce correctly
- Shows interest in writing and repeating
familiar expressions in English: How
do you say in English?
- Shows interest in using English as a
tool for communicating with people
from other cultures and countries
- Learns about school levels and sports
in the USA
- Feels confident in his/her ability to
express him/herself in English
- Values the English language as a
learning tool for other contents such as
Social Science: school in the past.
COMPETENCES
CONTENTS AND ACTIVITIES SPECIALLY DESIGNED TO DEVELOP THEM
VALUES RELATED TO THE CONTENTS AND ACTIVITIES
Linguistic communication
DESCRIPTORS
Identifies words
about school subject
IMPLEMENTING
ACTIVITIES
To listen to
- Listening to and identifying the
unit vocabulary and
expressions (Missions 1-2)
- Listening to drills (Missions
1-8)
RELATED VALUES
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
40
Identifies simple
sentences related to
the unit topic
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
Patience, responsibility,
respect, punctuality,
perseverance
41
- Reproducing and
consolidating grammar
structures through repetition
and correction based activities
(Missions 1-8)
- Reproducing the structures
learnt in previous years or
units (TG Refresh, Back to
Basics, Rewind)
Responsibility, respect
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
42
Practises
interrogative
sentences
- Reproducing simple
expressions in the "Game
Time!" activities (Missions 1
and 3) and in the TG games
(Missions 1-8)
- Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
- Carrying out an activity to
practice speaking (Mission 5
TRB)
- Carrying out exercises aimed
at understanding translated
sentences or focusing on the
translation of sentences
(Missions 5 and 8 TRB)
- Composition and
internalization of the
interrogative sentence in
Listen. Then answer and ask
(Mission 2) Master the
question (Mission 4) and
Look, ask and answer
(Mission 8)
- Short presentation on a topic
directly related to what has
been studied in class
(Mission 2 Act. 3.
Mission 7 Act. 3)
- Acting out the story of the
Reading activity in Mission 5
Act. 3 Act out
Respect, fellowship
Perseverance, patience
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
43
Reads words
previously introduced
orally
Reads expressions
previously introduced
orally
Responsibility, respect
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
44
Responsibility, respect
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
Patience, self-esteem,
responsibility,
punctuality,
perseverance
45
Answers questions
related to an oral or
written text
Patience, responsibility,
perseverance
Responsibility, respect
IMPLEMENTING
ACTIVITIES
- Listening to, reproducing and
writing the time written in
words (Mission 4)
- Listening to, reproducing and
writing the numbers (Mission
4)
RELATED VALUES
Patience, solidarity,
tolerance, self-esteem,
responsibility,
perseverance
Patience, responsibility,
perseverance
Patience, responsibility,
perseverance
Responsibility, patience,
self-esteem
46
Digital competences
DESCRIPTORS
Uses digital media for
learning
IMPLEMENTING
ACTIVITIES
- Carrying out the activities
proposed in the digital book
(Missions 1-8)
RELATED VALUES
Patience, perseverance
Learning to learn
DESCRIPTORS
Participates in the
drills as an exercise
for naturally
internalising and
consolidating the
different structures
learnt in the unit
Uses basic strategies
for learning to learn
English, resorting to a
visual dictionary and
grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
help of linguistic and
non-linguistic
elements from the
context
Uses vocabulary
videos to internalise
the correct
pronunciation of the
words
Uses the grammar
videos to internalise
the correct use of
grammar structures in
context, paying
attention to the
correct pronunciation
and intonation of the
sentences
IMPLEMENTING
ACTIVITIES
- Participation in the drills
proposed in the TG (Missions
1-8)
RELATED VALUES
Respect and
responsibility
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
47
Uses pronunciation
videos to learn to
pronounce and
reproduce words and
sentences correctly
Uses the featured
auxiliary teacher to
consolidate the unit
vocabulary and
grammar learnt and
learns how to
pronounce it correctly
Values English as a
learning tool
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Responsibility, respect
48
Responsibility, respect
Interest and
concentration in order
to understand the
teacher's drills so as
to provide the correct
answers
IMPLEMENTING
ACTIVITIES
- Participating in the "Game
Time!" activity, games in which
the entire class participates
(Missions 1 and 3) and in the
games proposed in the TG
(Missions 1-8)
- Acting out the story in which
the characters always show a
receptive and helpful attitude
towards other people (Mission
5 Act. 3 Act out)
- Reproduction and
consolidation of the drills
(Missions 1-8)
RELATED VALUES
Respect and fellowship
Responsibility, respect,
perseverance
49
Values English as a
tool for
communicating with
other people
Shows interest in
communicating with
English-speakers
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
Solidarity, tolerance,
self-esteem, empathy,
responsibility, respect,
perseverance
Participates in games
and acting out
activities
IMPLEMENTING
ACTIVITIES
- Reproducing the unit song
(Mission 1 Act. 3 "Sing and
clap")
- Participating in the PB "Game
Time!" (Missions 1 and 3) and
the games proposed in the TG
(Missions 1-8)
- Acting out the unit story
(Mission 5 Act. 3 Act out)
- Making a subject chart "Let's
make a subject chart" (Mission
2 Act. 3)
- Making a cheerleaders
pom pom, "Let's make a
cheerleaders pom pom"
(Mission 6 Act. 3)
RELATED VALUES
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, respect,
gratitude, perseverance
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
50
Learns a colloquial
expression in each
Reading exercise
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, respect,
gratitude, perseverance
IMPLEMENTING
ACTIVITIES
Recognises a larger number
of objects from their
surroundings than in the
previous year, through oral
activities (Missions 1-8)
Interacting in games and
activities between the pupils
themselves
(Mission 1 Act. 2 Game time.
Mission 2 Act. 3. Lets make a
subject chart.
Mission 3 Act. 3 Game time.
Mission 5 Act. 3 Act out.
Mission 6 Act. 3 Lets make a
cheerleaders pom pom.
Mission 8 Act. 1)
"Lets make a subject chart"
(Mission 2 Act. 3).
"Lets make a cheerleaders"
pom pom (Mission 6 Act. 3).
Short presentation on a topic
directly related to what has
been studied in class
(Mission 2 Act. 3.
Mission 7 Act. 3)
Writing a short text about
him/herself, or about someone
else, related to the topics
studied in class
(Mission 2 Act. 3
Mission 7 Act. 3)
RELATED VALUES
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
UNIT 2
51
This unit (Fantastic food!) focuses on learning about food. The unit contains 8
missions. Each mission lasts sixty minutes. The Teachers Resource Book (TRB)
contains photocopiable activities to reinforce and consolidate the knowledge acquired
in each unit, as well as tests at the end of each unit, of each term, and at the end of the
year. Unit 0 provides a Diagnostic Test for the teacher to assess the students level of
English after the holidays.
Mission 1.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing the new vocabulary about food, 10 food items, through a listening
activity. "Shhhh! Listen, point and repeat"
Introducing the verb "to grow"
To talk using one of the "Game Time!" activities using flashcards and the
expressions: "Is it Green? Is it a vegetable?"
To listen to and sing a "Sing and clap" song
To become familiar with the rhythm and sounds of English by listening to a song
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Introducing the unit vocabulary using the Picture Dictionary, p. 97
To carry out Writing activities in the AB
Mission 2.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing the second part of the unit vocabulary, 8 food items using a listening
activity. Look, listen and say it!
To look at some images of Yessy and Noellas food trays, listen to and reproduce
the names of the food items shown
To listen to an audio about Helen and Alexs food likes and habits and answer
some questions in their notebook
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To listen to an audio about Helen and Alexs food likes and habits and answer
some questions in their notebook
To carry out an Arts and Crafts activity: "Let's make a healthy food chart!"
To carry out vocabulary activities to reinforce and consolidate the knowledge
acquired (TRB Vocabulary Worksheets)
To carry out Writing activities in the AB
Mission 3.
52
Mission 4.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing the second part of the grammar using a listening exercise and other
oral activities. Expressing quantity using the adjectives of quantity "a little/a lot
of/all/many/much". He likes to eat a little/a lot of spinach. He likes to eat all the
spinach. Shes got a lot of peaches. She hasnt got many plums. They havent got
much olive oil.
To revise the previous mission grammar and the verb "have got"
To listen to an audio related to some images of various characters who are
saying the quantity of a food item they like to eat or they have, and reproduce the
sentences practising the new grammar structure
To check the answers of written exercises using an audio: Listen and check
To practise interrogative sentences. To make interrogative sentences from
affirmative sentences. Master the question. To check the answers using an audio.
Then listen and check.
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out Listening activities to reinforce and consolidate this skill (TRB
Listening Worksheet)
To carry out a Listening activity in the AB
53
Mission 5.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To listen to a story with a comic-like graphic design, which includes the
vocabulary and grammar that has been learnt previously
Introducing a colloquial expression: Would you like some more?
To become familiar with the rhythm and sounds of English through a reading
exercise
To listen to and read the story and answer some questions in their notebook
To act out the story
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Speaking activity using the vocabulary and grammar studied in the
unit (TRB Speaking Worksheet)
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read the story in a comprehensive manner and answer some questions in
their notebook
To carry out Writing activities in the AB
Mission 6.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To listen to and say the colloquial expression learnt in Mission 5 in the Reading:
activity: Would you like some more?
To listen to a text about a cultural topic from the United Kingdom and Ireland, the
shepherds pie, a typical dish
To be able to identify some English-speaking countries
To show interest in understanding and talking about the customs of other
countries
To listen to and read a text and answer some questions in their notebook
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
54
Mission 8.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Recap video featuring an auxiliary teacher to revise the unit grammar and
vocabulary, with particular focus on the correct pronunciation, rhythm and
intonation of words and word stress and grammar structures (Teachers Book
Video)
To repeat and imitate the structures asked for by the auxiliary teacher
To become familiar with the rhythm and sounds of English using the featured
auxiliary teacher
To look at and describe some images orally
To listen to an audio about Jessica and complete her fact card in their notebook
with the information that they hear in the audio
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To complete Jessicas fact card in their notebook by writing the food likes and
habits that they hear in an audio
To read some affirmative sentences and make them negative using "much" and
55
"many"
To carry out a test in which all these skills are put into practice (Reading, Writing,
Listening and Speaking) (TRB TEST)
To carry out Writing activities in the AB
CONTENT
Vocabulary
Main vocabulary: beef, broccoli, butter, cucumber, honey, mashed potato, meatballs,
olive oil, peach, pepper, pineapple, plum, rice, salt, scrambled eggs, spinach, tuna, to
grow
- Extra vocabulary: allotment, compost, fertiliser, ham, herbs, lamb, land, leftover,
pie, plot, waste, fresh, minced, to look after, to rent, to taste like
Structures
Do I/you/we/you/they like to grow vegetables? Yes, I/you/we/you/they do. / No,
I/you/we/you/they dont.
Does he/she like to eat fruit? Yes, he/she does. / No, he/she doesnt.
He likes to eat a little/a lot of spinach.
He likes to eat all the spinach.
Shes got a lot of peaches. She hasnt got many plums.
They havent got much olive oil.
Culture
The United Kingdom and Ireland. Delicious Shepherds pie
Expression: Would you like some more?
Content and Language Integrated Learning (CLIL)
Social Science
Urban Gardening
Phonetics
Sound /k/
ASSESSMENT CRITERIA
LEARNING OBJECTIVES
56
(Listening)
To understand the vocabulary and main
grammar structures in very short oral
texts and use the most suitable
strategies for understanding the main
information from the text
57
(Speaking)
To know and be capable of using the
basic vocabulary and structures needed
to produce short and simple oral texts
(Speaking)
To internalise the structures and acquire
spoken fluency through repetition
58
(Reading)
To understand the essential information
in a text using their prior knowledge of
vocabulary and syntactical structures
(Writing)
To produce very simple written texts
copying the words and structures that
have been studied
(Pronunciation)
To mimic pronunciation, intonation,
rhythm and word stress to produce oral
texts
59
(CLIL)
To show interest in English as a learning
tool for the content of other subjects
COMPETENCES
CONTENTS AND ACTIVITIES SPECIALLY DESIGNED TO DEVELOP THEM
VALUES RELATED TO THE CONTENTS AND ACTIVITIES
Linguistic communication
DESCRIPTORS
Identifies words
about food
Identifies simple
sentences related to
the unit topic
IMPLEMENTING
ACTIVITIES
To listen to
- Listening to and identifying the
unit vocabulary and
expressions (Missions 1-2)
- Listening to drills (Missions
1-8)
- Listening to and identifying
simple sentences (Missions
1-8)
- Listening to and
understanding the unit or
previous units topic-related
drills. (Missions 1-8)
- Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
RELATED VALUES
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
60
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
Responsibility, respect
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
Patience, responsibility,
respect, gratitude,
perseverance
Speaking
61
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
Reproduces
grammar structures
through oral activities
proposed by the
Teacher's Guide, the
drills, based on
repetition and
correction
- Reproducing and
consolidating grammar
structures through repetition
and correction based activities
(Missions 1-8)
- Reproducing the structures
learnt in previous years or
units (TG Refresh, Back to
Basics, Rewind)
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
- Reproducing simple
expressions in the "Game
Time!" activities (Missions 1
and 3) and in the TG games
(Missions 1-8)
- Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
- Carrying out an activity to
practice speaking (Mission 5
TRB)
- Carrying out exercises aimed
at understanding translated
sentences or focusing on the
translation of sentences
(Missions 5 and 8 TRB)
- Composition and
internalization of the
interrogative sentence in
Listen and answer (Mission 3)
Ask and answer (Mission 3)
and Master the question
(Mission 4).
- Short presentation on a topic
directly related to what has
been studied in class.
(Mission 8 Act 1)
Respect, fellowship
Practises
interrogative
sentences
Perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
62
Reads words
previously introduced
orally
Reads expressions
previously introduced
orally
Responsibility, respect
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
63
Responsibility, respect
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
64
Reads, understands
and completes texts
or sentences with
blank spaces,
choosing the correct
option or placing
words in the
adequate space
Answers questions
related to a text
Responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, responsibility,
respect, perseverance
Responsibility, respect
IMPLEMENTING
ACTIVITIES
- Listening to and reproduction
of the numbers (Missions 1-8)
- Reading the numbers
(Missions 1-8)
- Learning about growing herbs
in class (Mission 7 Act. 3)
RELATED VALUES
Responsibility, patience,
self-esteem
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
Digital competences
65
DESCRIPTORS
Uses digital media for
learning
IMPLEMENTING
ACTIVITIES
- Carrying out the activities
proposed in the digital book
(Missions 1-8)
RELATED VALUES
Patience, fellowship,
solidarity, punctuality,
gratitude, perseverance
Learning to learn
DESCRIPTORS
Participates in the
drills as an exercise
for naturally
internalising and
consolidating the
different structures
learnt in the unit
Uses basic strategies
for learning to learn
English, resorting to a
visual dictionary and
grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
help of linguistic and
non-linguistic
elements from the
context
Uses vocabulary
videos to internalise
the correct
pronunciation of the
words
Uses the grammar
videos to internalise
the correct use of
grammar structures in
context, paying
attention to the
correct pronunciation
and intonation of the
sentences
Uses pronunciation
videos to learn to
pronounce and
reproduce words and
sentences correctly
IMPLEMENTING
ACTIVITIES
- Participation in the drills
proposed in the TG (Missions
1-8)
RELATED VALUES
Respect and
responsibility
Patience, responsibility,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, responsibility,
respect, gratitude,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
66
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
gratitude, perseverance
Responsibility
Responsibility, respect
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
IMPLEMENTING
ACTIVITIES
RELATED VALUES
67
Interest and
concentration in order
to understand the
teacher's drills so as
to provide the correct
answers
Values English as an
instrument for
communicating with
other people and
talking about current
issues
Shows interest in
communicating with
English-speakers
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
IMPLEMENTING
ACTIVITIES
RELATED VALUES
68
Plays tunes
Participates in games
and acting out
activities
Learns a colloquial
expression in each
Reading exercise
Learns about the
culture in Englishspeaking countries
Patience, fellowship,
tolerance, self-esteem,
empathy, responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
- Learning a cultural expression, Patience, fellowship,
"Would you like some?"
solidarity, tolerance,
(Missions 5 and 6)
self-esteem, empathy,
responsibility, respect,
perseverance
- Learning about some English- Patience, fellowship,
speaking countries' customs
solidarity, tolerance,
(Mission 6): the shepherds
self-esteem, empathy,
pie, a typical dish in the United responsibility, respect,
Kingdom and Ireland
perseverance
IMPLEMENTING
ACTIVITIES
Through oral activities
recognises a larger number of
objects than in the previous
year (Missions 1-8)
Carrying out an activity in
which he/she identifies
elements of his/her
autonomous community
(TRB My autonomous
community)
Interacting in games and
activities between the pupils
themselves
(Mission 1 Act. 2 Game time.
Mission 2 Act. 3. Lets make a
healthy food chart.
Mission 3 Act. 3 Game time.
Mission 5 Act. 3 Act out.
Mission 6 Act. 3 Lets grow
herbs in class)
"Lets make a healthy food
chart" (Mission 2 Act. 3)
RELATED VALUES
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, responsibility,
perseverance
69
Writes or prepares a
short text on the
topics that have been
studied in class
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
UNIT 3
This unit (Jobs!) focuses on learning about jobs. The unit contains 8 missions. Each
mission lasts sixty minutes. The Teachers Resource Book (TRB) contains
photocopiable activities to reinforce and consolidate the knowledge acquired in each
unit, as well as tests at the end of each unit, of each term, and at the end of the year.
Unit 0 provides a Diagnostic Test for the teacher to assess the students level of
English after the holidays.
Mission 1.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing the new vocabulary, 11 words related to jobs, using a listening.
"Shhhh! Listen, point and repeat"
To talk using one of the "Game Time!" activities using the expressions: "Im an
actor. Im an actor and a fire fighter. Im an actor, a fire fighter and a vet."
To listen to and sing a "Rap and clap" song
To become familiar with the rhythm and sounds of English by listening to a song
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Introducing the unit vocabulary using the Picture Dictionary, p. 98
To carry out Writing activities in the AB
Mission 2.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing the second section of unit vocabulary, 6 jobs, through an audio "Look,
listen and say it!"
70
Mission 3.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing grammar using a listening exercise and other oral activities.
Superlative adjectives. Shes the tallest. He isnt the shortest. Its the most
beautiful.
To look at some images and listen to Asky, Yessy and Noella practising the new
grammar structure and reproduce the sentences
To look at some images of jobs and reproduce sentences with the new grammar
structure following the example. To check the answers with an audio. Then listen
and check
To participate in a "Game Time!" activity practising the structure: "Im the tallest!"
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Reference to Grammar Appendix, p. 87, to read and internalise the new grammar
learnt in the unit
To carry out Writing activities in the AB
Mission 4.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing the second part of the grammar using oral activities. The interrogative
"Which + one/person". Which person has the best/worst/safest job? Which
person has the most dangerous job? Which one helps animals, the dentist or the
vet?
To interact practising the new grammar structure
To look at an image of different jobs, and to another image of Asky and Yessy
practising the new grammar structure. To answer some questions related to the
image of different jobs following Jessys example
71
To check the answers of written exercises using an audio: Listen and check
To practise interrogative sentences. To make interrogative sentences from
affirmative sentences. Master the question. To check the answers using an audio.
Then listen and check.
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out Listening activities to reinforce and consolidate this skill (TRB
Listening Worksheet)
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Reference to Grammar Appendix, p. 87, to read and internalise the new grammar
learnt in the unit
To look at an image of different jobs and write some questions and answers in
their notebook using the words shown in the activity and the vocabulary about
jobs following Jessys example: "Which one helps, an actor or a police officer?"
Question-Answer. To check the answers with an audio
To carry out Writing activities in the AB
Mission 5.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To listen to a story with a comic-like graphic design, which includes the
vocabulary and grammar that has been learnt previously
Introducing a colloquial expression: May I help you?
To become familiar with the rhythm and sounds of English through a reading
exercise
To listen to and read a story and say whether some sentences are true or false.
To correct the false sentences
To act out the story
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Speaking activity using the vocabulary and grammar studied in the
unit (TRB Speaking Worksheet)
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read the story and some sentences in a comprehensive manner and say
whether the sentences are true or false
To carry out Writing activities in the AB
Mission 6.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To listen to and say the colloquial expression learnt in Mission 5 in the Reading
activity: May I help you?
To listen to a text about a cultural topic in the United States, the Empire State
Building in New York, the most beautiful building to many people
72
Mission 7.
UNDERSTANDING AND PRODUCING ORAL TEXTS
A page dedicated to non-linguistic content and language integrated learning.
Social Science: dentist and teeth worms
To be able to understand and speak in English about other subjects
To listen to and read a text about the dentist and teeth worms, and correct some
sentences in their notebook
To give a presentation about the drawing of their teeth that they have done
previously and say what teeth they have got and how they take care of them
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To be able to read and write in English about the contents of other subjects
To read a text about the dentist and teeth worms in a comprehensive manner and
correct some sentences in their notebook
To carry out an Arts and Crafts activity, make a drawing of their teeth
To carry out Writing activities to improve this skill (TRB Writing Worksheets)
To carry out Writing activities in the AB
Mission 8.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Recap video featuring an auxiliary teacher for revising the unit grammar and
vocabulary, with particular focus on the correct pronunciation, rhythm and
intonation of words and word stress and grammar structures (Teachers Book
Video)
To repeat and imitate the structures asked for by the auxiliary teacher
To become familiar with the rhythm and sounds of English using the featured
auxiliary teacher
73
To look at a box or table with peoples names, their jobs and understand the
meaning of the () symbol displayed in the three columns Best / Worst /
Famous. With that information, interact orally practising the interrogative and
affirmative sentences. Question-Answer: "Whos the best actor? Zachs the best
actor." To check the answers with an audio. Listen and check
To listen to some sentences with two options to choose from and write the correct
option in their notebook
To give a presentation about the jobs that there are in their family that they have
prepared previously
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read some brief job descriptions. Guess the job and write it in their notebook
To understand the meaning of the text and () symbol displayed in a box or table
and interact orally with that information
To read some sentences with two options to choose from that they hear in an
audio and write the correct option in their notebook
To carry out a test in which all these skills are put into practice (Reading, Writing,
Listening and Speaking) (TRB TEST)
To carry out Writing activities in the AB
CONTENT
Vocabulary
Main vocabulary: actor, architect, astronaut, cashier, chef, dentist, driver, fire fighter,
football player, hairdresser, journalist, judge, mechanic, police officer, singer, vet,
famous
- Extra vocabulary: cavity, floor, giant, jaw, metal workers, nickname, skyscraper,
tool, worm, high, to be able to, to believe, to destroy, to die, to discover, to lose
Structures
Shes the tallest. He isnt the shortest.
Its the most beautiful.
Which person has the best/worst/safest job?
Which person has the most dangerous job?
Which one helps animals, the dentist or the vet?
Culture
The USA. The most beautiful building to many people
Expression: May I help you?
Content and Language Integrated Learning (CLIL)
Social Science
Dentist and Teeth Worms
Phonetics
Sound /st/
74
ASSESSMENT CRITERIA
(Listening)
To understand the vocabulary and main
grammar structures in very short oral
texts and use the most suitable
strategies for understanding the main
information from the text
LEARNING OBJECTIVES
- Understands the teacher's instructions
regarding common classroom activities
- Understands basic words and
structures studied orally and with a
visual support (Picture Dictionary)
- Masters the alphabet and days of the
week
- Identifies the vocabulary related to
jobs: actor, architect, astronaut,
cashier, chef, dentist, driver, fire
fighter, football player, hairdresser,
journalist, judge, mechanic, police
officer, singer, vet, famous
- Understands the essence of oral
narratives
Shes the tallest. He isnt the
shortest.
Its the most beautiful.
Which person has the
best/worst/safest job?
Which person has the most
dangerous job?
Which one helps animals, the dentist
or the vet?
- Understands the presentations and
narratives of the vocabulary and
grammar videos as well as the
auxiliary teacher's explanations in the
recap video
- Understands the syntactical structures
the teacher uses in the drills
- Listens actively
- Understands personal questions
- Understands the vocabulary and
structures that have been studied in
previous years
- Shows interest when participating in
language games
- Understands common expressions
used in games
- Understands songs
- Expresses the ideas conveyed in the
songs using gestures
- Understands the main information from
short conversations in which he/she
participates
- Understands short texts and is capable
of answering questions about the topic
- Understands time adverbs and
possessive adjectives
- Understands cardinal and ordinal
numbers
- Carries out activities based on the
75
(Speaking)
To know and be capable of using the
basic vocabulary and structures needed
to produce short and simple oral texts
(Speaking)
To internalise the structures and acquire
spoken fluency through repetition
(Reading)
To understand the essential information
in a text using their prior knowledge of
vocabulary and syntactical structures
76
(Writing)
To produce very simple written texts
copying the words and structures that
have been studied
(Pronunciation)
To mimic pronunciation, intonation,
rhythm and word stress to produce oral
texts
(Culture)
To show interest in learning about
English-speaking countries
To show interest and confidence in
learning frequently used expressions in
English
(Culture)
To show interest in knowing details
about the customs of other countries
77
(CLIL)
To show interest in English as a learning
tool for the content of other subjects
COMPETENCES
CONTENTS AND ACTIVITIES SPECIALLY DESIGNED TO DEVELOP THEM
VALUES RELATED TO THE CONTENTS AND ACTIVITIES
Linguistic communication
IMPLEMENTING
ACTIVITIES
DESCRIPTORS
Identifies words
about jobs
Identifies simple
sentences related to
the unit topic
To listen to
Listening to and identifying the
unit vocabulary and
expressions (Missions 1-2)
Listening to the drills
(Missions 1-8)
Listening to and identifying
simple sentences (Missions
1-8)
Listening to and
understanding the unit or
previous units topic-related
drills (Missions 1-8)
Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
Listening to a text and
identifying the corresponding
pictures
(Mission 1 Act. 1.
Mission 2 Act. 1.
Mission 3 Act. 1-2.
Mission 4 Act. 2)
Recap video of the unit
vocabulary and structures
(Mission 8)
Carrying out listening
exercises using the unit
vocabulary and grammar
(Mission 4 TRB)
RELATED VALUES
Responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
Responsibility
78
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
- Reproducing and
consolidating grammar
structures through repetition
and correction based activities
(Missions 1-8)
- Reproducing the structures
learnt in previous years or
units (TG Refresh, Back to
Basics, Rewind)
Perseverance and
responsibility
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Responsibility, respect
Responsibility
79
Practises
interrogative
sentences
- Reproducing simple
expressions in the "Game
Time!" activities (Missions 1
and 3) and in the TG games
(Missions 1-8)
- Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
- Carrying out an activity to
practice speaking (Mission 5
TRB)
- Carrying out exercises aimed
at understanding translated
sentences or focusing on the
translation of sentences
(Missions 5 and 8 TRB)
- Making and internalising
interrogative sentences in
Look and answer (Mission 4)
Look, ask and answer
(Mission 4) Master the
question (Mission 4) Ask and
answer (Mission 8)
- Short presentation on a topic
directly related to what has
been studied in class
(Mission 7 Act. 3.
Mission 8 Act. 4)
- Acting out the story of the
Reading activity in Mission 5
Act. 3 Act out
Respect, fellowship
Perseverance, patience
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
80
Reads words
previously introduced
orally
Reads expressions
previously introduced
orally
Responsibility, respect
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, self-esteem,
empathy, responsibility,
respect, perseverance
81
Responsibility, respect
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
82
Answers questions
related to an oral or
written text
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
putting all the skills
into practice,
Reading, Writing,
Listening and
Speaking
Patience, responsibility,
perseverance
Responsibility, respect
IMPLEMENTING
ACTIVITIES
- Reading and listening to a text
with ordinal and cardinal
numbers (Missions 6 and 7)
- Writing cardinal numbers
(Missions 6 and 7)
- Reproducing cardinal
numbers when giving a
presentation about his/her
teeth (Mission 7)
- Listening to and reproduction
of the numbers (Missions 1-8)
- Reading the numbers
(Missions 1-8)
RELATED VALUES
Patience, responsibility,
perseverance
Patience, responsibility,
perseverance
Responsibility, patience,
self-esteem
Digital competences
DESCRIPTORS
Uses digital media for
IMPLEMENTING
ACTIVITIES
- Carrying out the activities
RELATED VALUES
Patience, fellowship,
83
learning
Learning to learn
DESCRIPTORS
Participates in the
drills as an exercise
for naturally
internalising and
consolidating the
different structures
learnt in the unit.
Uses basic strategies
for learning to learn
English, resorting to a
visual dictionary and
grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
help of linguistic and
non-linguistic
elements from the
context
Uses vocabulary
videos to internalise
the correct
pronunciation of the
words
Uses the grammar
videos to internalise
the correct use of
grammar structures in
context, paying
attention to the
correct pronunciation
and intonation of the
sentences
Uses pronunciation
videos to learn to
pronounce and
reproduce words and
sentences correctly
IMPLEMENTING
ACTIVITIES
- Participation in the drills
proposed in the TG (Missions
1-8)
RELATED VALUES
Respect and
responsibility
Patience, responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility,
perseverance
84
Learns and
internalises the unit
vocabulary using
word games
Interacts with his/her
classmates in games
and oral activities
based on the
Cooperative Learning
approach,
internalising and
consolidating the unit
grammar structures
and vocabulary
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
putting all the skills
into practice,
Reading, Writing,
Listening and
Speaking
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Responsibility, respect
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
85
DESCRIPTORS
Interacts with and
enjoys games and
acting with his/her
classmates,
respecting the basic
behaviour rules
Shows interest in
communicating with
English-speakers
IMPLEMENTING
ACTIVITIES
- Participating in the "Game
Time!" activity, games in which
the entire class participates
(Missions 1 and 3) and in the
games proposed in the TG
(Missions 1-8)
- Acting out the story in which
the characters always show a
receptive and helpful attitude
towards other people (Mission
5 Act. 3 Act out)
- Reproduction and
consolidation of the drills
(Missions 1-8)
RELATED VALUES
Respect and fellowship
Responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
IMPLEMENTING
ACTIVITIES
- Reproducing the unit song in
(Mission 1 Act. 3 "Rap and
clap")
RELATED VALUES
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, gratitude,
86
Participates in games
and acting out
activities
Learns a colloquial
expression in each
Reading exercise
Learns about the
culture in Englishspeaking countries
respect, perseverance
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, respect,
perseverance
- Learning a cultural expression, Fellowship, solidarity,
"May I help you?" (Missions 5
tolerance, self-esteem,
and 6)
empathy, responsibility,
respect, perseverance
- Learning about some English- Fellowship, solidarity,
speaking countries' customs
tolerance, self-esteem,
and characteristics (Mission
empathy, responsibility,
6): the Empire State Building
respect, perseverance
in New York, in the United
States, the most beautiful
building to many people
IMPLEMENTING
ACTIVITIES
- Through oral activities
recognises a larger number of
objects than in the previous
year (Missions 1-8)
- Interacting in games and
activities between the pupils
themselves
(Mission 1 Act. 2 Game time.
Mission 2 Act. 3. Lets make a
job questionnaire.
Mission 3 Act. 3 Game time.
Mission 5 Act. 3 Act out)
- Drawing a picture of his/her
teeth (Mission 7 Act. 3)
RELATED VALUES
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
87
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
UNIT 4
This unit (Lets shop!) focuses on learning about shopping. The unit contains 8
missions. Each mission lasts sixty minutes. The Teachers Resource Book (TRB)
contains photocopiable activities to reinforce and consolidate the knowledge acquired
in each unit, as well as tests at the end of each unit, of each term, and at the end of the
year. Unit 0 provides a Diagnostic Test for the teacher to assess the students level of
English after the holidays.
Mission 1.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introduction of the new vocabulary, 9 words related to shopping, through a
listening exercise. To listen to, point and repeat. "Shhhh! Listen, point and repeat"
To talk using one of the "Game Time!" activities using visual support and the
expressions: "Whats this? Its a trolley."
To listen to and sing a "Sing and clap" song
To become familiar with the rhythm and sounds of English by listening to a song
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Introducing the unit vocabulary using the Picture Dictionary, p. 99
To carry out Writing activities in the AB
Mission 2.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing the second part of the unit vocabulary, 7 words related to shopping,
using an audio. "Look, listen and say it!"
To look at an image of a shop, listen to and reproduce the vocabulary about
shopping
To listen to some sentences related to some images and correct them in their
notebook
To reproduce the unit structures orally and internalise them through the TG drills
88
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read some sentences related to some images that they hear in an audio. To
correct the sentences in their notebook
To carry out an Arts and Crafts activity: "Let's make a tetra brick wallet!"
To carry out vocabulary activities to reinforce and consolidate the knowledge
acquired (TRB Vocabulary Worksheets)
To carry out Writing activities in the AB
Mission 3.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing grammar using a listening exercise and other oral activities. The
interrogative "How much" to ask about price and weight. The adverbs of quantity
"too" and "enough": too + adjective, too much + noun, enough + noun. How much
does it cost? It costs 299. How much does it weigh? It weighs 987 kilos. It costs
too much. Its too heavy/expensive.
Introducing the numbers from 100 to 1000
To look at some images and listen to Yessy, Noella, Asky and Fussy practising
the new grammar structure and reproduce the sentences
Looking at the food and object names and their prices displayed in different
boxes, interact orally practising the interrogative and affirmative sentences.
Question-Answer: "How much does the birthday cake cost? It costs one hundred
and twenty-four euros. Its too expensive! "
To talk using one of the "Game Time!" activities using the expressions: "How
much does the camera cost? It costs five hundred and twenty-seven euros."
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Reference to Grammar Appendix, p. 88, to read and internalise the new grammar
learnt in the unit
To understand the meaning of the text related to food items, objects and prices
displayed in different boxes and interact orally with that information
To carry out Writing activities in the AB
Mission 4.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing the second part of the grammar using oral activities. Adjectives of
quantity to express quantity: too much/too many/enough + noun. Ive got too
many plums. Theres too much water. I havent got enough money.
Revising "Theres" and "have got" to express existence and possession
To look at an image of Yessy, Fussy, Noella and Asky at the supermarket
practising the new grammar structure and answer some questions related to the
89
image
To look at some images and write sentences related to the images in their
notebook using the grammar structure studied. To check the answers of written
exercises using an audio: Listen and check
To practise interrogative sentences. To make interrogative sentences starting
from the answer. Master the question. To check the answers using an audio.
Then listen and check
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out Listening activities to reinforce and consolidate this skill (TRB
Listening Worksheet)
To carry out Listening activities in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Reference to Grammar Appendix, p. 88, to read and internalise the new grammar
learnt in the unit
To look at some images and write sentences related to the images in their
notebook using the grammar structure studied. To check the answers with an
audio
To carry out Writing activities in the AB
Mission 5.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To listen to a story with a comic-like graphic design, which includes the
vocabulary and grammar that has been learnt previously
Introducing a colloquial expression: Here you go!
To become familiar with the rhythm and sounds of English through a reading
exercise
To listen to and read the story and answer some questions in their notebook
To act out the story
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Speaking activity using the vocabulary and grammar studied in the
unit (TRB Speaking Worksheet)
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read the story in a comprehensive manner and answer some questions in
their notebook
To carry out Writing activities in the AB
Mission 6.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To listen to and say the colloquial expression learnt in Mission 5 in the Reading
activity: Here you go!
To listen to a text about a cultural topic from the United States, Black Friday
90
Mission 7.
UNDERSTANDING AND PRODUCING ORAL TEXTS
A page dedicated to non-linguistic content and language integrated learning.
Maths: the imperial system of weights and measurements
To be able to understand and speak in English about other subjects
To listen to and read a text about the imperial system and say whether some
sentences related to the text are true or false. To correct the false sentences
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To be able to read and write in English about the contents of other subjects
To read a text and some sentences about the imperial system in a
comprehensive manner and say whether the sentences are true or false. To
correct the false sentences
CLIL Project Apply your skills. To carry out a Maths activity, Apply your skills:
"Convert from the imperial to the metric system". To read and understand the
conversion table and the necessary steps to make the conversions from the
imperial to the metric system. To follow the steps, make the corresponding
conversions and complete the table with the results
To carry out Writing activities to improve this skill (TRB Writing Worksheets)
To carry out Writing activities in the AB
Mission 8.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Recap video featuring an auxiliary teacher to revise the unit grammar and
vocabulary, with particular focus on the correct pronunciation, rhythm and
intonation of words and word stress and grammar structures (Teachers Book
Video)
To repeat and imitate the structures asked for by the auxiliary teacher
91
To become familiar with the rhythm and sounds of English using the featured
auxiliary teacher
To listen to an audio and answer some questions in their notebook
To participate in a Quiz answering a series of questions related to the unit topic
and saying cardinal numbers
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out Listening activities in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To look at an image of different people doing their shopping at their supermarket.
To write the vocabulary related to shopping that appears in the image in their
notebook
To answer some questions related to an audio in their notebook
To read some sentences with two options to choose from and write the correct
option in their notebook
To write the answers of the Quiz in their notebook
To carry out a test in which all these skills are put into practice (Reading, Writing,
Listening and Speaking) (TRB TEST)
To carry out Writing activities in the AB
CONTENT
Vocabulary
Main vocabulary: basket, changing room, checkout, customer, scales, shelf, trainers,
trolley, wallet, window shopping, cheap, expensive, to cost, to pay, to try on, to weigh
- Extra vocabulary: bargain, empire, feet, half price, imperial system, inch, ink,
length, loss, measurement, metric system, owner, pound, sales, stone, own, still, to
be in the red, to save, to sell
Structures
How much does it cost? It costs 299.
How much does it weigh? It weighs 987 kilos.
It costs too much.
Its too heavy/expensive.
Ive got too many plums.
Theres too much water.
I havent got enough money.
Culture
The USA. Black Friday
Expression: Here you go!
Content and Language Integrated Learning (CLIL)
Maths
The Imperial System
Phonetics
Sound /tr/
92
ASSESSMENT CRITERIA
(Listening)
To understand the vocabulary and
main grammar structures in very short
oral texts and use the most suitable
strategies for understanding the main
information from the text
LEARNING OBJECTIVES
- Understands the teacher's instructions
regarding common classroom activities
- Understands basic words and structures
studied orally, using visual support
(Picture Dictionary)
- Masters the alphabet, the days of the
week and months
- Identifies the vocabulary related to
shopping: basket, changing room,
checkout, customer, scales, shelf,
trainers, trolley, wallet, window shopping,
cheap, expensive, to cost, to pay, to try
on, to weigh
- Understands the essence of oral
narratives:
How much does it cost? It costs 299.
How much does it weigh? It weighs
987 kilos.
It costs too much.
Its too heavy/expensive.
Ive got too many plums.
Theres too much water.
I havent got enough money.
- Understands the presentations and
narratives of the vocabulary and
grammar videos as well as the auxiliary
teacher's explanations in the recap
video.
- Understands the syntactical structures
the teacher uses in the drills
- Listens actively
- Understands personal questions
- Understands the vocabulary and
structures that have been studied in
previous years
- Shows interest when participating in
language games
- Understands common expressions used
in games
- Understands songs
- Expresses the ideas conveyed in the
songs using gestures
- Understands the main information from
short conversations in which he/she
participates
- Understands short texts and is capable
of answering questions about the topic
- Understands prepositions
- Understands the cardinal numbers from
100 to 1000 and ordinal numbers
- Understands decimal numbers
- Understands messages containing
93
(Speaking)
To know and be capable of using the
basic vocabulary and structures
needed to produce short and simple
oral texts
(Speaking)
To internalise the structures and
acquire spoken fluency through
repetition
(Reading)
instructions
- Carries out activities based on the
Cooperative Learning approach
- Uses the basic vocabulary studied in
previous years
- Masters the alphabet, the days of the
week and months
- Learns and uses new vocabulary
- Independently produces very simple oral
monologues and dialogues
- Prepares presentations and briefly
describes places or people
- Is capable of expressing him/herself in
English in more situations than in the
previous year
- Carries out activities based on the
Cooperative Learning approach and
works as part of a team (games,
dialogues, etc.)
- Answers adequately in simple
communication situations (knows how to
talk about shopping, knows how to ask
and answer someone about the price
and weight of something, knows how to
express quantity using the adverb of
quantity "too + adjective" and the
adjectives of quantity "too much/too
many/enough + noun")
- Makes sentences using the verbs "to
cost/to weigh/to be/to have got" in the
present simple, in the 1st, 2nd and 3rd
person singular and plural, affirmative,
negative and interrogative
- Expresses existence using "Theres" and
possession using "to have got"
- Greets and bids farewell in English
- Uses "please", "thank you", "Excuse me"
and "I'm sorry" in the appropriate
contexts
- Uses prepositions
- Uses adverbs
- Manages well in real or simulated
everyday situations
- Answers questions about him/herself
- Understands, imitates and fluently
repeats structures related to the topics
studied in previous units or years and
the new structures using the drills
- Repeats the words or structures asked
for by the auxiliary teacher in the recap
video
- Reproduces and remembers structures
or vocabulary studied in previous units
or years
- Is able to read fluently the simple words
94
(Writing)
To produce very simple written texts
copying the words and structures that
have been studied
(Pronunciation)
To mimic pronunciation, intonation,
rhythm and word stress to produce oral
texts
(Culture)
To show interest in learning about
English-speaking countries
To show interest and confidence in
learning frequently used expressions in
English
(Culture)
95
(CLIL)
To show interest in English as a
learning tool for the content of other
subjects
COMPETENCES
CONTENTS AND ACTIVITIES SPECIALLY DESIGNED TO DEVELOP THEM
VALUES RELATED TO THE CONTENTS AND ACTIVITIES
Linguistic communication
DESCRIPTORS
Identifies words
about shopping
Identifies simple
sentences related to
the unit topic
IMPLEMENTING
ACTIVITIES
To listen to
Listening to and identifying the
unit vocabulary and
expressions (Missions 1-2)
Listening to the drills
(Missions 1-8)
Listening to and identifying
simple sentences (Missions
1-8)
Listening to and
understanding the unit or
previous units topic-related
drills. (Missions 1-8)
Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
Listening to a text and identifying
the corresponding pictures
(Mission 1 Act. 1.
Mission 2 Act. 1-2.
Mission 3 Act. 1.
Mission 4 Act. 1-2.
Mission 8 Act. 1)
Recap video of the unit
vocabulary and structures
(Mission 8)
RELATED VALUES
Responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
Responsibility, patience,
perseverance, selfesteem
96
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Responsibility, respect
Responsibility
97
Reproduces
grammar structures
through oral activities
proposed by the
Teacher's Guide, the
drills, based on
repetition and
correction
Shows interest when
participating in
linguistic "Game
Time!" games and
games proposed in
the TG
Practises
interrogative
sentences
- Reproducing and
consolidating grammar
structures through repetition
and correction based activities
(Missions 1-8)
- Reproducing the structures
learnt in previous years or
units (TG Refresh, Back to
Basics, Rewind)
- Reproducing simple
expressions in the "Game
Time!" (Missions 1 and 3) and
in the TG games (Missions
1-8)
- Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
- Carrying out an activity to
practice speaking (Mission 5
TRB)
- Carrying out exercises aimed
at understanding translated
sentences or focusing on the
translation of sentences
(Missions 5 and 8 TRB)
- Making and internalising
interrogative sentences in
Ask and answer (Mission 3)
Look and answer (Mission 4)
Master the question and
(Mission 4) and Listen and
answer the questions (Mission
8)
- Short presentation on a topic
directly related to what has
been studied in class
- Acting out the story of the
Reading activity in Mission 5
Act. 3 Act out
- Carrying out a speaking
activity in the Unit Test
- Carrying out the Diagnostic
Test in Unit 0 to assess the
students level of English at
the beginning of the year
(Mission 2 TRB)
- Carrying out the Unit Test at
the end of each lesson
Perseverance and
responsibility
Respect, fellowship
Perseverance, patience
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Responsibility, respect
98
into practice,
Reading, Writing,
Listening and
Speaking
Reads words
previously introduced
orally
Reads expressions
previously introduced
orally
(Mission 8 TRB)
- Carrying out the Term Test in
Review 1, Review 2 (Mission
2 TRB) and Review 3 (Mission
1 TRB) at the end of each
term
- Carrying out the End-of-YearTest in Review 3 which
assesses all the units in the
book with the vocabulary and
grammar structures that have
been studied (Mission 2 TRB)
Reading
- Reading the unit key
vocabulary (Missions 1-8)
- Reading the unit key words
from the Picture Dictionary,
p. 99 (Mission 1)
- Reading the unit key
expressions (Missions 1-8)
- Reads the Grammar
Appendix, p. 88, in order to
internalise the unit grammar
(Missions 3 and 4)
- Reading stories and texts
(Mission 5 Act. 1-2
Mission 6 Act. 2.
Mission 7 Act. 1 and 3)
- Recognising, reading and
understanding sentences
translated into English (TRB)
- Reading texts and carrying
out exercises focused on
reading practice (Mission 6
TRB two levels, aimed at
mixed ability classes)
- Carrying out a reading activity
in the Unit Test
- Carrying out the Diagnostic
Test in Unit 0 to assess the
students level of English at
the beginning of the year
(Mission 2 TRB)
- Carrying out the Unit Test at
the end of each lesson
(Mission 8 TRB)
- Carrying out the Term Test in
Review 1, Review 2 (Mission
2 TRB) and Review 3 (Mission
1 TRB) at the end of each
term
- Carrying out the End-of-YearTest in Review 3 which
assesses all the units in the
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, self-esteem,
empathy, responsibility,
respect, perseverance
Responsibility, respect
99
Answers questions
related to an oral or
written text
Writing
- Writing the unit key
vocabulary and grammar
expressions
(Mission 2 Act. 2.
Mission 4 Act. 2.
Mission 5 Act. 2.
Mission 6 Act. 2.
Mission 7 Act. 2.
Missions 8 Act. 2, 3 and 4)
(AB Missions 1-8).
- Writing very short and simple
texts using the vocabulary and
structures previously studied
in class
(Mission 4 Act. 4.
Mission 8 Act. 4)
- Carrying out exercises to
consolidate the unit
vocabulary (Mission 2 TRB
two levels, aimed at mixed
ability classes)
- Carrying out exercises
focused on writing practice
(Mission 7 TRB two levels,
aimed at mixed ability classes)
- Carrying out exercises aimed
at understanding translated
sentences or focusing on the
translation of sentences
(Missions 5 and 8 TRB)
- Answers questions related to
a text
(Mission 5 Act. 2.
Mission 6 Act. 2.
Mission 7 Act. 2.
Mission 8 Act. 2)
- Carrying out a writing activity
in the Unit Test
- Carrying out the Diagnostic
Test in Unit 0 to assess the
students level of English at
the beginning of the year
(Mission 2 TRB)
- Carrying out the Unit Test at
the end of each lesson
(Mission 8 TRB)
- Carrying out the Term Test in
Review 1, Review 2 (Mission
2 TRB) and Review 3 (Mission
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, responsibility,
perseverance
Responsibility, respect
100
Identifies units of
weight and
measurement in the
imperial system and
the metric system
Listens to, reads and
writes decimal
numbers using the
decimal point in the
English style when
talking about weights
and measurements
Understands and
follows the
instructions to carry
out Maths operations
IMPLEMENTING
ACTIVITIES
- Listening to, reading and
reproduction of the numbers
from 1 to 1000 (Missions 2, 3,
4, 7 and 8)
- Writing numbers (Missions 2
and 8)
RELATED VALUES
Patience, responsibility,
perseverance
Patience, responsibility,
perseverance, selfesteem
Patience, responsibility,
perseverance
Patience, responsibility,
perseverance, selfesteem
Patience, responsibility,
perseverance, selfesteem
101
(Mission 7 Act. 3)
- Reading, listening to and
writing ordinal and cardinal
numbers in a text about Black
Friday (Mission 6 Act. 2).
- Listening to and reproduction
of the numbers (Missions 1-8)
- Reading the numbers
(Missions 1-8)
Patience, responsibility,
perseverance
Responsibility, patience,
self-esteem
Digital competences
DESCRIPTORS
Uses digital media for
learning
IMPLEMENTING
ACTIVITIES
- Carrying out the activities
proposed in the digital book
(Missions 1-8)
RELATED VALUES
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Learning to learn
DESCRIPTORS
Participates in the
drills as an exercise
for naturally
internalising and
consolidating the
different structures
learnt in the unit
Uses basic strategies
for learning to learn
English, resorting to a
visual dictionary and
grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
help of linguistic and
non-linguistic
elements from the
context
Uses vocabulary
videos to internalise
the correct
pronunciation of the
words
IMPLEMENTING
ACTIVITIES
- Participation in the drills
proposed in the TG (Missions
1-8)
RELATED VALUES
Respect and
responsibility
Patience, responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility,
perseverance
102
Learns and
internalises the unit
vocabulary using
word games
Interacts with his/her
classmates in games
and oral activities
based on the
Cooperative Learning
approach,
internalising and
consolidating the unit
grammar structures
and vocabulary
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
- Student-student interaction,
teamwork and pairwork
(Mission 1 Act. 2 Game time.
Mission 2 Act. 3. Lets make a
tetra brick wallet.
Mission 3 Act. 3 Game time.
Mission 5 Act. 3 Act out)
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
103
Responsibility, respect
Interest and
concentration in order
to understand the
teacher's drills so as
to provide the correct
answers
IMPLEMENTING
ACTIVITIES
- Participating in the "Game
Time!" activity, games in which
the entire class participates
(Missions 1 and 3) and in the
games proposed in the TG
(Missions 1-8)
- Acting out the story in which
the characters always show a
receptive and helpful attitude
towards other people (Mission
5 Act. 3 Act out)
- Reproduction and
consolidation of the drills
(Missions 1-8)
RELATED VALUES
Respect and fellowship
Responsibility, respect,
perseverance
104
Values English as an
instrument for
communicating with
other people and
talking about current
issues
Shows interest in
communicating with
English-speakers
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Participates in games
and acting out
activities
IMPLEMENTING
ACTIVITIES
- Reproducing the unit song
(Mission 1 Act. 3 "Sing and
clap")
- Participating in the PB "Game
Time!" (Missions 1 and 3) and
in the games proposed in the
TG (Missions 1-8)
- Acting out the unit story
(Mission 5 Act. 3 Act out)
RELATED VALUES
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, gratitude,
respect, perseverance
105
Learns a colloquial
expression in each
Reading exercise
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, respect,
perseverance
Fellowship, solidarity,
tolerance, self-esteem,
empathy, responsibility,
respect, perseverance
Fellowship, solidarity,
tolerance, self-esteem,
empathy, responsibility,
respect, perseverance
IMPLEMENTING
ACTIVITIES
- Through oral activities
recognises a larger number of
objects than in the previous
year (Missions 1-8)
RELATED VALUES
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
106
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
UNIT 5
This unit (My to-do list!) focuses on learning about daily routines and chores. The unit
contains 8 missions. Each mission lasts sixty minutes. The Teachers Resource Book
(TRB) contains photocopiable activities to reinforce and consolidate the knowledge
acquired in each unit, as well as tests at the end of each unit, of each term, and at the
end of the year. Unit 0 provides a Diagnostic Test for the teacher to assess the
students level of English after the holidays.
Mission 1.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introduction of the new vocabulary, 7 expressions related to daily routines and
chores, through a listening exercise. To listen to, point and repeat. "Shhhh!
Listen, point and repeat"
To talk using one of the "Game Time!" activities using the expressions: "What am
I doing? Youre washing your face."
To listen to and sing a "Rap and clap" song
To become familiar with the rhythm and sounds of English by listening to a song
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Introducing the unit vocabulary using the Picture Dictionary, p. 100
To carry out Writing activities in the AB
Mission 2.
UNDERSTANDING AND PRODUCING ORAL TEXTS
107
Introducing the second part of the unit vocabulary, 6 expressions related to daily
routines and chores, using a listening activity. Look, listen and say it!
To look at the image of a restaurant, listen to and repeat the daily routines and
chores
To listen to an audio about Lilys daily routines and chores and put some
sentences in the correct order in their notebook according to what they hear in
the audio
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read some sentences about Lilys daily routines and chores related to an
audio. Write the sentences in the correct order in their notebook according to the
audio
To carry out an Arts and Crafts activity, "Lets make a classroom chores chart!"
To carry out vocabulary activities to reinforce and consolidate the knowledge
acquired (TRB Vocabulary Worksheets)
To carry out Writing activities in the AB
Mission 3.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing grammar using a listening exercise and other oral activities. The
structure "want to + infinitive" in the simple present, in the 1st, 2nd and 3rd
person singular, affirmative and negative. I/you/we/you/they want to/dont want to
wash the dishes. He/she wants to have a bath. He/she doesnt want to have a
bath.
To look at some images and listen to Noella and her mother practising the new
grammar structure and reproduce the sentences: "Noella, what do you want to
do? I want to make my bed. I dont want to set the table."
To look at the information about different people and their daily routines and
chores and understand the meaning of the () and () symbols displayed. With
that information, reproduce affirmative and negative sentences practising the
structure studied and write the sentences in their notebook. To check the answers
of written exercises using an audio: Listen and check
To participate in a "Game Time!" activity using flashcards and practising the
structure: "I want to take the rubbish out."
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Reference to Grammar Appendix, p. 88, to read and internalise the new grammar
learnt in the unit
To look at the information about different people and their daily routines and
chores and understand the meaning of the () and () symbols displayed. With
that information, reproduce affirmative and negative sentences practising the
108
structure studied and write the sentences in their notebook. To check the answers
of written exercises using an audio
To carry out Writing activities in the AB
Mission 4.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing the second part of the grammar using oral activities. The structure
"need to + infinitive" in the simple present, in the 1st, 2nd and 3rd person
singular, affirmative and negative. The structures "after/before + verb ing".
I/you/we/you/they need to set the table before having dinner. I/you/we/you/they
dont need to walk the dog before having dinner. He/she needs to dry his/her hair
after having a bath. He/she doesnt need to clean his/her room after setting the
table.
To look at some images and listen to Fussy, Yessy and Noella practising the new
grammar structure and repeat the sentences: "I need to set the table before
having dinner. She needs to dry her hair after having a bath."
To check the answers of written exercises using an audio: Listen and check
To practise interrogative sentences. To make interrogative sentences starting
from affirmative sentences. Master the question. To check the answers using an
audio. Then listen and check
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out Listening activities to reinforce and consolidate this skill (TRB
Listening Worksheet)
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Reference to Grammar Appendix, p. 88, to read and internalise the new grammar
learnt in the unit
To understand the meaning of the text displayed in a box or table and write
affirmative sentences in their notebook practising the structure presented
following Askys example: "Jim wants to listen to music." To check the answers of
written exercises using an audio
To carry out Writing activities in the AB
Mission 5.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To listen to a story with a comic-like graphic design, which includes the
vocabulary and grammar that has been learnt previously
Introducing a colloquial expression: Its no problem! Dont worry!
To become familiar with the rhythm and sounds of English through a reading
exercise
To listen to and read the story and correct some sentences in their notebook
To act out the story
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
109
To carry out a Speaking activity using the vocabulary and grammar studied in the
unit (TRB Speaking Worksheet)
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read the story in a comprehensive manner and correct some sentences in
their notebook
To carry out Writing activities in the AB
Mission 6.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To listen to and say the colloquial expression learnt in Mission 5 in the Reading
activity: Its no problem! Dont worry!
To listen to a text about a cultural topic from the United Kingdom and Ireland,
head boys and head girls, school representatives
To be able to identify some English-speaking countries
To show interest in understanding and talking about the customs and culture of
other countries
To listen to and read a text and answer some questions in their notebook
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read a text about head boys and head girls in the United Kingdom and Ireland
in a comprehensive manner and answer some questions in their notebook
To carry out Reading activities to consolidate their knowledge and improve this
skill (TRB Reading Worksheets)
To carry out Writing activities in the AB
Mission 7.
UNDERSTANDING AND PRODUCING ORAL TEXTS
A page dedicated to non-linguistic content and language integrated learning.
Natural Science: our sleep cycle
To be able to understand and speak in English about other subjects
To listen to and read a text about our sleep cycle and answer some questions
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To be able to read and write in English about the contents of other subjects
To read a text about our sleep cycle in a comprehensive manner and answer
some questions
CLIL Project Apply your skills. To carry out a Natural Science activity, Apply your
110
skills: "Make a sleep cycle diary." To read and understand the necessary steps to
make their sleep cycle diary. To follow the steps and carry it out, completing a
table with the corresponding time and activities for three days
To carry out Writing activities to improve this skill (TRB Writing Worksheets)
To carry out Writing activities in the AB
Mission 8.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Recap video featuring an auxiliary teacher to revise the unit grammar and
vocabulary, with particular focus on the correct pronunciation, rhythm and
intonation of words and word stress and grammar structures (Teachers Book
Video)
To repeat and imitate the structures asked for by the auxiliary teacher
To become familiar with the rhythm and sounds of English using the featured
auxiliary teacher
To look at some images and orally describe the routines or tasks that each
character needs to do using the verb "need" and the days of the week
To give a presentation about the list of his/her chores that he/she has written
previously
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry Listening activities in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To look at four pairs of images and write two sentences about each pair of
images in their notebook practising the vocabulary about daily routines and tasks
and the structure "before/after + verb ing"
To make a list of his/her daily chores and indicate with () and () symbols the
tasks he/she usually makes. Then give a presentation
To carry out a test in which all these skills are put into practice (Reading, Writing,
Listening and Speaking) (TRB TEST)
To carry out Writing activities in the AB
CONTENT
Vocabulary
Main vocabulary: chores, to clean your room, to dry your hair, to get undressed, to
have a bath, to have a break, to make your bed, to set the table, to sleep, to take out
the rubbish, to walk the dog, to wash the dishes, to wash your face
- Extra vocabulary: badge, dreams, meeting, prefect, responsibility, speech, stage,
state, deep, rapid, to be asleep, to be awake, to be aware, to become, to breathe,
to fall asleep, to relax, to solve, to vote
Structures
I/you/we/you/they want to/dont want to wash the dishes.
He/she wants to have a bath.
He/she doesnt want to have a bath.
I/you/we/you/they need to set the table before having dinner.
111
ASSESSMENT CRITERIA
(Listening)
To understand the vocabulary and main
grammar structures in very short oral
texts and use the most suitable
strategies for understanding the main
information from the text
LEARNING OBJECTIVES
Understands the teacher's instructions
regarding common classroom activities
Understands basic words and
structures studied orally, using visual
support (Picture Dictionary)
Masters the alphabet, the days of the
week and months
Identifies vocabulary related to daily
routines and chores: chores, to clean
your room, to dry your hair, to get
undressed, to have a bath, to have a
break, to make your bed, to set the
table, to sleep, to take out the rubbish,
to walk the dog, to wash the dishes, to
wash your face
Understands the essence of oral
narratives:
I/you/we/you/they want to/dont want
to wash the dishes.
He/she wants to have a bath.
He/she doesnt want to have a bath.
I/you/we/you/they need to set the
table before having dinner.
I/you/we/you/they dont need to walk
the dog before having dinner.
He/she needs to dry his/her hair
after having a bath.
He/she doesnt need to clean his/her
room after setting the table.
Understands the presentations and
narratives of the vocabulary and
grammar videos as well as the
auxiliary teacher's explanations in the
recap video
Understands the syntactical structures
the teacher uses in the drills
Listens actively
112
(Speaking)
To know and be capable of using the
basic vocabulary and structures needed
to produce short and simple oral texts
113
(Speaking)
To internalise the structures and acquire
spoken fluency through repetition
(Reading)
To understand the essential information
in a text using their prior knowledge of
vocabulary and syntactical structures
114
(Writing)
To produce very simple written texts
copying the words and structures that
have been studied
(Pronunciation)
To mimic pronunciation, intonation,
rhythm and word stress to produce oral
texts
(Culture)
To show interest in learning about
English-speaking countries
To show interest and confidence in
learning frequently used expressions in
English
(Culture)
To show interest in knowing details
about the customs of other countries
(CLIL)
To show interest in English as a learning
tool for the content of other subjects
sentences
- Identifies pictures with their meaning
when making affirmative or negative
sentences, or indicates whether
something is correct () or incorrect
()
- Has the ability to understand the
meaning of pictures or texts in a
picture or table and is able to make
sentences using this information
- Understands translated sentences and
carries out activities with them
- Writes the vocabulary and grammar
structures that have been studied
orally
- Prepares with certain degree of
independence simple texts based on
the contents learnt
- Looks at and writes words which are
always written in capital letters
(months, countries and days of the
week)
- Memorises songs
- Acts out stories
- Mimics the expressions and sounds
presented in the vocabulary, grammar,
and pronunciation videos as well as in
the video featuring the auxiliary
teacher
- Knows the wide range of sounds
existing in English compared to his/her
language. For example the /e/ sound
- Makes an effort to pronounce correctly
- Knows English-speaking countries and
identifies them by their flags
- Shows interest in writing and saying
known expressions in English: Its no
problem! Dont worry!
- Shows interest in using English as a
tool for communicating with people
from other cultures and countries
- Learns about school representatives in
the United Kingdom and Ireland,
school boys and school girls
- Feels confident in his/her ability to
express him/herself in English
- CLIL Project Apply your skills. Values
the English language as a learning tool
for other contents such as Natural
Science: our sleep cycle
COMPETENCES
CONTENTS AND ACTIVITIES SPECIALLY DESIGNED TO DEVELOP THEM
115
Linguistic communication
IMPLEMENTING
ACTIVITIES
DESCRIPTORS
Identifies words
about daily routines
and chores
Identifies simple
sentences related to
the unit topic.
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
To listen to
Listening to and identifying the
unit vocabulary and
expressions (Missions 1-2)
Listening to the drills
(Missions 1-8)
Listening to and identifying
simple sentences (Missions
1-8)
Listening to and
understanding the unit or
previous units topic-related
drills. (Missions 1-8)
Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
Listening to a text and
identifying the corresponding
pictures
(Mission 1 Act. 1.
Mission 2 Act. 1.
Mission 3 Act. 1.
Mission 4 Act. 1.
Mission 8 Act. 2)
Recap video of the unit
vocabulary and structures
(Mission 8)
Carrying out listening
exercises using the unit
vocabulary and grammar
(Mission 4 TRB)
Listening to and reproducing a
song (Mission 1 Act. 3 "Rap
and clap")
Playing a video on the unit
vocabulary and grammar
(Mission 8)
Listening to the story
(Mission 5 Act. 1).
Listening to texts
(Mission 5 Act. 1
Mission 6 Act. 2.
Mission 7 Act. 1)
RELATED VALUES
Responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
Responsibility, patience,
perseverance, selfesteem
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
116
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
- Reproducing and
consolidating grammar
structures through repetition
and correction based activities
(Missions 1-8)
- Reproducing the structures
learnt in previous years or
units (TG Refresh, Back to
Basics, Rewind)
Perseverance and
responsibility
Responsibility, respect
Responsibility
117
Practises
interrogative
sentences
Delivers short and
simple presentations
and descriptions that
have been previously
prepared
Participates in simple
role plays
- Reproducing simple
expressions in the "Game
Time!" (Missions 1 and 3) and
in the TG games (Missions
1-8)
- Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
- Carrying out an activity to
practice speaking (Mission 5
TRB)
- Carrying out exercises aimed
at understanding translated
sentences or focusing on the
translation of sentences
(Missions 5 and 8 TRB)
- Making and internalising
interrogative sentences in
Master the question (Mission
4).
- Short presentation on a topic
directly related to what has
been studied in class
(Mission 8 Act. 3).
- Acting out the story of the
Reading activity in Mission 5
Act. 3 Act out
- Carrying out a speaking
activity in the Unit Test
- Carrying out the Diagnostic
Test in Unit 0 to assess the
students level of English at
the beginning of the year
(Mission 2 TRB)
- Carrying out the Unit Test at
the end of each lesson
(Mission 8 TRB)
- Carrying out the Term Test in
Review 1, Review 2 (Mission
2 TRB) and Review 3 (Mission
1 TRB) at the end of each
term
- Carrying out the End-of-YearTest in Review 3 which
assesses all the units in the
book with the vocabulary and
grammar structures that have
been studied (Mission 2 TRB)
Respect, fellowship
Perseverance, patience
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Responsibility, respect
118
Reads words
previously introduced
orally
Reads expressions
previously introduced
orally
Reading
Reading the unit key
vocabulary (Missions 1-8)
Reading the unit key words
from the Picture Dictionary, p.
100 (Mission 1)
Reading the unit key
expressions (Missions 1-8)
Reads the Grammar
Appendix, p. 88, in order to
internalise the unit grammar
(Missions 3 and 4)
Reading stories and texts
(Mission 5 Act. 1-2
Mission 6 Act. 2.
Mission 7 Act. 1 and 3)
Recognising, reading and
understanding sentences
translated into English (TRB)
Reading texts and carrying
out exercises focused on
reading practice (Mission 6
TRB two levels, aimed at
mixed ability classes)
Carrying out a reading activity
in the Unit Test
Carrying out the Diagnostic
Test in Unit 0 to assess the
students level of English at
the beginning of the year
(Mission 2 TRB)
Carrying out the Unit Test at
the end of each lesson
(Mission 8 TRB)
Carrying out the Term Test in
Review 1, Review 2 (Mission
2 TRB) and Review 3 (Mission
1 TRB) at the end of each
term
Carrying out the End-of-YearTest in Review 3 which
assesses all the units in the
book with the vocabulary and
grammar structures that have
been studied (Mission 2 TRB)
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, self-esteem,
empathy, responsibility,
respect, perseverance
Responsibility, respect
Writing
119
Answers questions
related to an oral or
written text
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, responsibility,
perseverance
120
Responsibility, respect
Understands and
follows the
instructions to make a
diary
IMPLEMENTING
ACTIVITIES
Reading, listening to and
writing the numbers from 1 to
11 when talking about our
sleeping cycle (Mission 7 Act.
1-2)
Reading the instructions to
follow in order to make his/her
sleep cycle diary (Mission 7
Act. 1 Apply your skills. "Make
a sleep cycle diary")
Writing the time (Mission 7
Act. 3)
Listening to and reproduction
of the numbers (Missions 1-8)
Reading the numbers
(Missions 1-8)
RELATED VALUES
Patience, responsibility,
perseverance
Patience, responsibility,
perseverance
Responsibility, patience,
self-esteem
Digital competences
DESCRIPTORS
Uses digital media for
learning
IMPLEMENTING
ACTIVITIES
- Carrying out the activities
proposed in the digital book
(Missions 1-8)
RELATED VALUES
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
121
Learning to learn
DESCRIPTORS
Participates in the
drills as an exercise
for naturally
internalising and
consolidating the
different structures
learnt in the unit
Uses basic strategies
for learning to learn
English, resorting to a
visual dictionary and
grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
help of linguistic and
non-linguistic
elements from the
context
Uses vocabulary
videos to internalise
the correct
pronunciation of the
words
Uses the grammar
videos to internalise
the correct use of
grammar structures in
context, paying
attention to the
correct pronunciation
and intonation of the
sentences
Uses pronunciation
videos to learn to
pronounce and
reproduce words and
sentences correctly
Uses the featured
auxiliary teacher to
consolidate the unit
vocabulary and
grammar learnt and
learns how to
pronounce it correctly
IMPLEMENTING
ACTIVITIES
- Participation in the drills
proposed in the TG (Missions
1-8)
RELATED VALUES
Respect and
responsibility
Patience, responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility,
perseverance
122
Values English as a
learning tool
Learns and
internalises the unit
vocabulary using
word games
- Student-student interaction,
teamwork and pairwork
(Mission 1 Act. 2 Game time.
Mission 2 Act. 3. Lets make a
classroom chores chart.
Mission 3 Act. 3 Game time.
Mission 5 Act. 3 Act out)
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Responsibility, respect
IMPLEMENTING
ACTIVITIES
- Participating in the "Game
Time!" activity, games in which
the entire class participates
(Missions 1 and 3) and in the
games proposed in the TG
RELATED VALUES
Respect and fellowship
123
behaviour rules
Interest and
concentration in order
to understand the
teacher's drills so as
to provide the correct
answers
Values English as an
instrument for
communicating with
other people and
talking about current
issues
Shows interest in
communicating with
English-speakers
(Missions 1-8)
- Acting out the story in which
the characters always show a
receptive and helpful attitude
towards other people (Mission
5 Act. 3 Act out)
- Reproduction and
consolidation of the drills
(Missions 1-8)
Responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
IMPLEMENTING
ACTIVITIES
- Reproducing the unit song
(Mission 1 Act. 3 "Rap and
clap")
RELATED VALUES
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, gratitude,
respect, perseverance
124
Participates in games
and acting out
activities
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, respect,
perseverance
- Learning a cultural expression, Fellowship, solidarity,
"Its no problem! Dont worry!"
tolerance, self-esteem,
(Missions 5 and 6)
empathy, responsibility,
respect, perseverance
- Learning about some English- Fellowship, solidarity,
speaking countries' customs
tolerance, self-esteem,
and characteristics (Mission
empathy, responsibility,
6): head boys and head girls,
respect, perseverance
school representatives in the
United Kingdom and Ireland
IMPLEMENTING
ACTIVITIES
- Through oral activities
recognises a larger number of
objects than in the previous
year (Missions 1-8)
RELATED VALUES
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
125
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
UNIT 6
This unit (Once upon a time) focuses on learning about fairy tales. The unit contains
8 missions. Each mission lasts sixty minutes. The Teachers Resource Book (TRB)
contains photocopiable activities to reinforce and consolidate the knowledge acquired
in each unit, as well as tests at the end of each unit, of each term, and at the end of the
year. Unit 0 provides a Diagnostic Test for the teacher to assess the students level of
English after the holidays.
Mission 1.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing the new vocabulary, 8 words related to fairy tales, using a listening.
To listen to, point and repeat. "Shhhh! Listen, point and repeat"
To talk using one of the "Game Time!" activities using flashcards and the
expressions: "Wheres the king? The king is next to the knight. "
To listen to and sing a "Rap and clap" song
To become familiar with the rhythm and sounds of English by listening to a song
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Introducing the unit vocabulary using the Picture Dictionary, p. 101
To carry out Writing activities in the AB
Mission 2.
126
Mission 3.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing grammar using oral activities. The past simple of irregular verbs in the
1st, 2nd and 3rd person singular, affirmative, negative and interrogative. Did I/you
ride a horse yesterday? Yes, I/you did. / No, I/you didnt. I/you rode a horse
yesterday. Did he/she sing yesterday? Yes, he/she did. / No, he/she didnt.
He/she sang yesterday.
Revising the time adverb "yesterday"
To look at some images of four characters and another image of Asky in which he
is asking about what he did yesterday, and a page is answering: "Did I ride a
horse yesterday? Yes, you did. You rode a horse yesterday." To answer some
questions related to the four images following Askys example
To look at a box or table which displays the name of different fairy tale characters
and an activity they did in the past. With that information, reproduce affirmative
sentences practising the structure studied following the example: "The King sat
on his throne yesterday." To check the answers with an audio. Listen and check
To talk using one of the "Game Time!" activities using the expressions: " Every
day I go. Yesterday I went."
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Reference to Grammar Appendix, p. 89, to read and internalise the new grammar
learnt in the unit
To understand the meaning of the text displayed in a box or table and interact
orally with that information. To check the answers with an audio
To carry out Writing activities in the AB
127
Mission 4.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing the second part of the grammar using oral activities: The past simple
of irregular verbs in the 1st, 2nd and 3rd person plural, affirmative, negative and
interrogative. Did we/you/they think about it? Yes, we/you/they did. / No,
we/you/they didnt. We/you/they thought about it.
Revision of the time adverb "yesterday"
To look at an image of fairy tale characters showing different actions that they did
"Yesterday". To answer some questions related to the image practising the new
grammar structure. To check the answers using an audio. Then listen and check
To listen to an audio and correct some sentences in their notebook
To practise interrogative sentences. To make interrogative sentences starting
from affirmative sentences. Master the question. To check the answers of written
exercises using an audio. Then listen and check
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out Listening activities to reinforce and consolidate this skill (TRB
Listening Worksheet)
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Reference to Grammar Appendix, p. 89, to read and internalise the new grammar
learnt in the unit
To correct some sentences related to an audio in their notebook
To carry out Writing activities in the AB
Mission 5.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To listen to a story with a comic-like graphic design, which includes the
vocabulary and grammar that has been learnt previously
Introducing a colloquial expression: They all lived happily ever after.
To become familiar with the rhythm and sounds of English through a reading
exercise
To listen to and read the story and say whether some sentences are true or false.
To correct the false sentences
To act out the story
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Speaking activity using the vocabulary and grammar studied in the
unit (TRB Speaking Worksheet)
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read the story and some sentences in a comprehensive manner and say
whether the sentences are true or false
To carry out Writing activities in the AB
128
Mission 6.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To listen to and say the colloquial expression learnt in Mission 5 in the Reading
activity: The all lived happily ever after
To listen to a text about a cultural topic from the United States, Hollywood, the
Mecca of American cinema
To be able to identify some English-speaking countries
To show interest in understanding and talking about the customs and culture of
other countries
To listen to and read a text and answer some questions in their notebook
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read a text about Hollywood, the Mecca of American cinema, in a
comprehensive manner and answer some questions in their notebook
To carry out Reading activities to consolidate their knowledge and improve this
skill (TRB Reading Worksheets)
To carry out Writing activities in the AB
Mission 7.
UNDERSTANDING AND PRODUCING ORAL TEXTS
A page dedicated to non-linguistic content and language integrated learning.
Social Science: fairy tales
To be able to understand and speak in English about other subjects
To listen to and read a text about fairy tales and say whether some sentences
related to the text are true or false. To correct the false sentences
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To be able to read and write in English about the contents of other subjects
To read a text and some sentences about fairy tales in a comprehensive manner
and say whether they are true or false
To write their own fairy tale and carry out an Arts and Crafts activity: "Lets write
our own fairy tale and make a puppet!"
To carry out Writing activities to improve this skill (TRB Writing Worksheets)
To carry out Writing activities in the AB
Mission 8.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Recap video featuring an auxiliary teacher to revise the unit grammar and
129
CONTENT
Vocabulary
Main vocabulary: castle, dragon, dwarf, enchanted woods, evil stepmother, fairy
godmother, giant, king, knight, monster, princess, wizard, to kiss, to poison, to rule
- Extra vocabulary: being, district, fig, message, moral, movie star, physical beauty,
sign, translation, early, without, to found, to imagine
Structures
Did I/you ride a horse yesterday? Yes, I/you did. / No, I/you didnt.
I/you rode a horse yesterday.
Did he/she sing yesterday? Yes, he/she did. / No, he/she didnt.
He/she sang yesterday.
Did we/you/they think about it? Yes, we/you/they did. / No, we/you/they didnt.
We/you/they thought about it.
Culture
The USA. Hollywood
Expression: They all lived happily ever after
Content and Language Integrated Learning (CLIL)
Ciencias Sociales
Fairy Tales
130
Phonetics
Sound /w/
ASSESSMENT CRITERIA
(Listening)
To understand the vocabulary and main
grammar structures in very short oral
texts and use the most suitable
strategies for understanding the main
information from the text
LEARNING OBJECTIVES
- Understands the teacher's instructions
regarding common classroom
activities
- Understands basic words and
structures studied orally, using visual
support (Picture Dictionary)
- Masters the alphabet, days of the
week and months
- Identifies vocabulary related to fairy
tales: castle, dragon, dwarf, enchanted
woods, evil stepmother, fairy
godmother, giant, king, knight,
monster, princess, wizard, to kiss, to
poison, to rule
- Understands the essence of oral
narratives:
Did I/you ride a horse yesterday?
Yes, I/you did. / No, I/you didnt.
I/you rode a horse yesterday.
Did he/she sing yesterday? Yes,
he/she did. / No, he/she didnt.
He/she sang yesterday.
Did we/you/they think about it? Yes,
we/you/they did. / No, we/you/they
didnt.
We/you/they thought about it.
- Understands the presentations and
narratives of the vocabulary and
grammar videos as well as the
auxiliary teacher's explanations in the
recap video
- Understands the syntactical structures
the teacher uses in the drills
- Listens actively
- Understands personal questions
- Understands the vocabulary and
structures that have been studied in
previous years
- Shows interest when participating in
language games.
- Understands common expressions
used in games
- Understands songs
- Expresses the ideas conveyed in the
songs using gestures
- Understands the main information
from short conversations in which
he/she participates
- Understands short texts and is
131
(Speaking)
To know and be capable of using the
basic vocabulary and structures needed
to produce short and simple oral texts
(Speaking)
To internalise the structures and acquire
spoken fluency through repetition
132
(Reading)
To understand the essential information
in a text using their prior knowledge of
vocabulary and syntactical structures
(Writing)
To produce very simple written texts
copying the words and structures that
have been studied
(Pronunciation)
To mimic pronunciation, intonation,
rhythm and word stress to produce oral
texts
133
(Culture)
To show interest in learning about
English-speaking countries
To show interest and confidence in
learning frequently used expressions in
English
(Culture)
To show interest in knowing details
about the customs of other countries
(CLIL)
To show interest in English as a learning
tool for the content of other subjects
COMPETENCES
CONTENTS AND ACTIVITIES SPECIALLY DESIGNED TO DEVELOP THEM
VALUES RELATED TO THE CONTENTS AND ACTIVITIES
Linguistic communication
IMPLEMENTING
ACTIVITIES
DESCRIPTORS
Identifies words
about fairy tales
Identifies simple
sentences related to
the unit topic
To listen to
Listening to and identifying the
unit vocabulary and
expressions (Missions 1-2)
Listening to the drills
(Missions 1-8)
Listening to and identifying
simple sentences (Missions
1-8)
Listening to and
understanding the unit or
previous units topic-related
drills. (Missions 1-8)
Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
RELATED VALUES
Responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
134
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
Responsibility, patience,
perseverance, selfesteem
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Responsibility, respect
135
Practises
interrogative
sentences
Delivers short and
simple presentations
and descriptions that
have been previously
prepared
Participates in simple
role plays
Speaking
- Playing a "Rap and clap" song
in Mission 1 Act. 3
- Reproducing and
consolidating grammar
structures through repetition
and correction-based activities
(Missions 1-8)
- Reproducing the structures
learnt in previous years or
units (TG Refresh, Back to
Basics, Rewind)
- Reproducing simple
expressions in the "Game
Time!" (Missions 1 and 3) and
in the TG games (Missions
1-8)
- Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
- Carrying out an activity to
practice speaking (Mission 5
TRB)
- Carrying out exercises aimed
at understanding translated
sentences or focusing on the
translation of sentences
(Missions 5 and 8 TRB)
- Making and internalising the
interrogative sentence in Look
and answer (Missions 3-4)
and Master the question
(Mission 4).
- Short presentation on a topic
directly related to what has
been studied in class
(Mission 8 Act. 3).
- Acting out the story of the
Reading activity in Mission 5
Act. 3 Act out
Responsibility
Perseverance and
responsibility
Respect, fellowship
Perseverance, patience
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
136
Reads words
previously introduced
orally
Reads expressions
previously introduced
orally
Responsibility, respect
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, self-esteem,
empathy, responsibility,
respect, perseverance
137
Answers questions
related to an oral or
written text
Responsibility, respect
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, responsibility,
perseverance
138
Responsibility, respect
IMPLEMENTING
ACTIVITIES
- Listening to and reproduction
of the numbers (Missions 1-8)
- Reading the numbers
(Missions 1-8)
- Listening to, reading and
reproduction of sentences in
the past using the adverb
"ago" (Missions 6 and 8)
RELATED VALUES
Responsibility, patience,
self-esteem
Responsibility, patience,
perseverance
Digital competences
DESCRIPTORS
Uses digital media for
learning
IMPLEMENTING
ACTIVITIES
- Carrying out the activities
proposed in the digital book
(Missions 1-8)
RELATED VALUES
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Learning to learn
DESCRIPTORS
IMPLEMENTING
ACTIVITIES
RELATED VALUES
139
Participates in the
drills as an exercise
for naturally
internalising and
consolidating the
different structures
learnt in the unit
Uses basic strategies
for learning to learn
English, resorting to a
visual dictionary and
grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
help of linguistic and
non-linguistic
elements from the
context
Uses vocabulary
videos to internalise
the correct
pronunciation of the
words
Uses the grammar
videos to internalise
the correct use of
grammar structures in
context, paying
attention to the
correct pronunciation
and intonation of the
sentences
Uses pronunciation
videos to learn to
pronounce and
reproduce words and
sentences correctly
Uses the featured
auxiliary teacher to
consolidate the unit
vocabulary and
grammar learnt and
learns how to
pronounce it correctly
Respect and
responsibility
Patience, responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility,
perseverance
140
Values English as a
learning tool
Learns and
internalises the unit
vocabulary using
word games
Interacts with his/her
classmates in games
and oral activities
based on the
Cooperative Learning
approach,
internalising and
consolidating the unit
grammar structures
and vocabulary
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
putting all the skills
into practice,
Reading, Writing,
Listening and
Speaking
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Responsibility, respect
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
IMPLEMENTING
ACTIVITIES
RELATED VALUES
141
Interest and
concentration in order
to understand the
teacher's drills so as
to provide the correct
answers
Values English as an
instrument for
communicating with
other people and
talking about current
issues
Shows interest in
communicating with
English-speakers
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility,
gratitude, respect,
perseverance
Responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility,
gratitude, respect,
perseverance
IMPLEMENTING
ACTIVITIES
RELATED VALUES
142
Plays tunes
Participates in games
and acting out
activities
Learns a colloquial
expression in each
Reading exercise
Learns about the
culture in Englishspeaking countries
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, respect,
perseverance
IMPLEMENTING
ACTIVITIES
- Through oral activities
recognises a larger number of
objects than in the previous
year (Missions 1-8)
- Carrying out an activity in
which he/she identifies
elements of his/her
autonomous community
(TRB My autonomous
community)
- Interacting in games and
activities between the pupils
themselves
(Mission 1 Act. 2 Game time.
Mission 2 Act. 3. Lets make a
RELATED VALUES
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
143
approach, activities
that imply helping one
another
cardboard castle.
Mission 3 Act. 3 Game time.
Mission 5 Act. 3 Act out.
Mission 7 Act. 3 Lets write our
own fairy tale and make a
puppet)
Making a cardboard castle,
"Let's make a cardboard
castle!" (Mission 2 Act. 3)
Writing a fairy tale and making
a puppet, "Let's write our own
fairy tale and make a puppet"
(Mission 7 Act. 3)
Drawing a picture (AB Mission
6).
Short presentation on a topic
directly related to what has
been studied in class
(Missions 8 Act. 1 and 3).
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
UNIT 7
This unit (Amazing nature) focuses on learning about nature. The unit contains 8
missions. Each mission lasts sixty minutes. The Teachers Resource Book (TRB)
contains photocopiable activities to reinforce and consolidate the knowledge acquired
in each unit, as well as tests at the end of each unit, of each term, and at the end of the
year. Unit 0 provides a Diagnostic Test for the teacher to assess the students level of
English after the holidays.
Mission 1.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing new vocabulary, 8 natural features, using a listening. To listen to,
point and repeat. "Shhhh! Listen, point and repeat"
To talk using one of the "Game Time!" activities using the expressions: "You can
surf on these. What are they?"
144
Mission 2.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing the second part of the vocabulary, 9 words related to nature and
holidays, using a listening exercise and oral activities
To look at some images of Yessy, Noella and Asky on holiday, listen to and repeat
the vocabulary about nature and holidays. To answer some questions related to
the images
To listen to an audio and choose the correct answer to some questions in their
notebook
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read some sentences related to some images of Yessy, Noella and Askys
trips and answer some questions
To read some questions related to an audio that they hear and choose the correct
answer from three options in their notebook
To carry out an Arts and Crafts activity: "Let's make an ocean in a bottle!"
To carry out vocabulary activities to reinforce and consolidate the knowledge
acquired (TRB Vocabulary Worksheets)
To carry out Writing activities in the AB
Mission 3.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing grammar using a listening exercise and other oral activities. The
structure "going to + infinitive" to talk about the future and intentions in the 1st,
2nd and 3rd person singular and plural, affirmative, negative and interrogative.
Im not going to travel to Asia. Are you/we/you/they going to travel to the desert?
Yes, you/we/you/they are. / No, you/we/you/they arent. He/she is/isnt going to
travel to the desert.
To look at an image and listen to Asky and Fussy pointing out a calendar and
practising the new grammar structure. To reproduce the sentences
To look at a box or table displaying images of Asky, Yessy, Fussy and Noellas
holidays, the months of the year and verbs. With that information, interact orally
practising the interrogative and affirmative sentences. Question-Answer: "Whats
145
To talk using one of the "Game Time!" activities using the expressions: "No, Im
not. Im not going to ski tomorrow. Are you going to travel to the glacier this
week? Yes, I am. Im going to travel to the glacier this week."
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Reference to Grammar Appendix, p. 89, to read and internalise the new grammar
learnt in the unit
To understand the meaning of the text and images displayed in a box or table
and interact orally with that information
To carry out Writing activities in the AB
Mission 4.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing the second part of the grammar using a listening exercise and other
oral activities. Describing location using "far from" and "near". How far is it from
the beach to the volcano? Its 25 kilometres from the beach to the volcano. Is the
waterfall near the glacier? Yes, it is. Its near the glacier.
To look at some images, listen to Yessy, Noella, Asky and Fussy practising the
new grammar structure and reproduce the sentences
To listen to an audio related to an image of Asky and Fussy on holiday in the
desert and correct some sentences in their notebook
To practise interrogative sentences. To make interrogative sentences starting
from affirmative sentences. Master the question. To check the answers using an
audio. Then listen and check
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out Listening activities to reinforce and consolidate this skill (TRB
Listening Worksheet)
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Reference to Grammar Appendix, p. 89, to read and internalise the new grammar
learnt in the unit
To read some sentences related to the audio they hear and to an image of Asky
and Fussy and correct some sentences in their notebook
To carry out Writing activities in the AB
Mission 5.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To listen to a story with a comic-like graphic design, which includes the
146
Mission 6.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To listen to and say the colloquial expression learnt in Mission 5 in the Reading
activity: Nothings going to stop me!
To listen to a text about a cultural topic from Ireland, the Cliffs of Moher
To be able to identify some English-speaking countries
To show interest in understanding and talking about the customs and culture of
other countries
To listen to and read a text and answer some questions in their notebook
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read a text about the Cliffs of Moher, in Ireland, in a comprehensive manner
and answer some questions in their notebook
To carry out Reading activities to consolidate their knowledge and improve this
skill (TRB Reading Worksheets)
To carry out Writing activities in the AB
Mission 7.
UNDERSTANDING AND PRODUCING ORAL TEXTS
A page dedicated to non-linguistic content and language integrated learning.
Social Science: the water cycle
To be able to understand and speak in English about other subjects
To listen to and read a text about the water cycle and answer some questions
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
147
Mission 8.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Recap video featuring an auxiliary teacher to revise the unit grammar and
vocabulary, with particular focus on the correct pronunciation, rhythm and
intonation of words and word stress and grammar structures (Teachers Book
Video)
To repeat and imitate the structures asked for by the auxiliary teacher
To become familiar with the rhythm and sounds of English using the featured
auxiliary teacher
To listen to an audio about Bennys holiday and complete his fact card in their
notebook with the information that they hear in the audio
To participate in a Quiz naming some images, completing some sentences with
the correct answer from three options and making interrogative sentences from
affirmative sentences about the unit topic
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read brief descriptions of natural features, guess the name of the feature and
write it in their notebook
To complete a fact card about Bennys holiday in their notebook by writing the
information that they hear in an audio
To write the answers of the Quiz in their notebook
To carry out a test in which all these skills are put into practice (Reading, Writing,
Listening and Speaking) (TRB TEST)
To carry out Writing activities in the AB
CONTENT
Vocabulary
Main vocabulary: beach, camel, cliff, desert, glacier, island, ocean, rocks, sand, trip,
volcano, waterfall, waves, to camp, to explore, to relax, to travel
- Extra vocabulary: collection, condensation, evaporation, groundwater, liquid,
148
mountain range, north, precipitation, tourists, tower, vapor, view, eastern, usually,
to collect, to filter, to flow, to form, to recycle
Structures
Im going to travel to the desert. Im not going to travel to Asia.
Are you/we/you/they going to travel to the desert? Yes, you/we/you/they are. / No,
you/we/you/they arent.
He/she is/isnt going to travel to the desert.
How far is it from the beach to the volcano? Its 25 kilometres from the beach to the
volcano.
Is the waterfall near the glacier? Yes, it is. Its near the glacier.
Culture
Ireland. The Cliffs of Moher.
Expression: Nothings going to stop me!
Content and Language Integrated Learning (CLIL)
Social Science
The Water Cycle.
Phonetics
Sound /ks/
ASSESSMENT CRITERIA
(Listening)
To understand the vocabulary and main
grammar structures in very short oral
texts and use the most suitable
strategies for understanding the main
information from the text
LEARNING OBJECTIVES
- Understands the teacher's instructions
regarding common classroom activities
- Understands basic words and
structures studied orally, using visual
support (Picture Dictionary)
- Mastering the alphabet, days of the
week and months
- Identifies vocabulary related to nature
and holidays: beach, camel, cliff,
desert, glacier, island, ocean, rocks,
sand, trip, volcano, waterfall, waves, to
camp, to explore, to relax, to travel
- Understands the essence of oral
narratives:
Im going to travel to the desert. Im
not going to travel to Asia.
Are you/we/you/they going to travel
to the desert? Yes, you/we/you/they
are. / No, you/we/you/they arent.
He/she is/isnt going to travel to the
desert.
How far is it from the beach to the
volcano? Its 25 kilometres from the
beach to the volcano.
Is the waterfall near the glacier?
Yes, it is. Its near the glacier.
- Understands the presentations and
narratives of the vocabulary and
grammar videos as well as the
149
150
(Speaking)
To internalise the structures and acquire
spoken fluency through repetition
(Reading)
To understand the essential information
in a text using their prior knowledge of
vocabulary and syntactical structures
151
(Writing)
To produce very simple written texts
copying the words and structures that
have been studied
(Pronunciation)
To mimic pronunciation, intonation,
rhythm and word stress to produce oral
texts
(Culture)
To show interest in learning about
English-speaking countries
To show interest and confidence in
learning frequently used expressions in
English
(Culture)
To show interest in knowing details
about the customs of other countries
152
(CLIL)
To show interest in English as a learning
tool for the content of other subjects
COMPETENCES
CONTENTS AND ACTIVITIES SPECIALLY DESIGNED TO DEVELOP THEM
VALUES RELATED TO THE CONTENTS AND ACTIVITIES
Linguistic communication
IMPLEMENTING
ACTIVITIES
DESCRIPTORS
Identifies words
about nature
Identifies simple
sentences related to
the unit topic
To listen to
Listening to and identifying the
unit vocabulary and
expressions (Missions 1-2)
Listening to the drills
(Missions 1-8)
Listening to and identifying
simple sentences (Missions
1-8)
Listening to and
understanding the unit or
previous units topic-related
drills. (Missions 1-8)
Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
Listening to a text and
identifying the corresponding
pictures
(Mission 1 Act. 1.
Mission 2 Act. 1.
Mission 3 Act. 1.
Mission 4 Act. 1-2)
Recap video of the unit
vocabulary and structures
(Mission 8)
Carrying out listening
exercises using the unit
vocabulary and grammar
(Mission 4 TRB)
RELATED VALUES
Responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
Responsibility, patience,
perseverance, selfesteem
153
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Responsibility, respect
Responsibility
Perseverance and
responsibility
154
Practises
interrogative
sentences
Delivers short and
simple presentations
and descriptions that
have been previously
prepared
Participates in simple
role plays
- Reproducing simple
expressions in the "Game
Time!" (Missions 1 and 3) and
in the TG games
(Missions 1-8)
- Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
- Carrying out an activity to
practice speaking (Mission 5
TRB)
- Carrying out exercises aimed
at understanding translated
sentences or focusing on the
translation of sentences
(Missions 5 and 8 TRB)
- Making and internalising the
interrogative sentence in Ask
and answer (Mission 3) and
Master the question (Mission
4)
- Short presentation on a topic
directly related to what has
been studied in class
- Acting out the story of the
Reading activity in Mission 5
Act. 3 Act out
- Carrying out a speaking
activity in the Unit Test
- Carrying out the Diagnostic
Test in Unit 0 to assess the
students level of English at
the beginning of the year
(Mission 2 TRB)
- Carrying out the Unit Test at
the end of each lesson
(Mission 8 TRB)
- Carrying out the Term Test in
Review 1, Review 2 (Mission
2 TRB) and Review 3 (Mission
1 TRB) at the end of each
term
- Carrying out the End-of-YearTest in Review 3 which
assesses all the units in the
book with the vocabulary and
grammar structures that have
been studied (Mission 2 TRB)
Respect, fellowship
Perseverance, patience
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Responsibility, respect
155
Reads words
previously introduced
orally
Reads expressions
previously introduced
orally
Reading
Reading the unit key
vocabulary (Missions 1-8)
Reading the unit key words
from the Picture Dictionary,
p. 102 (Mission 1)
Reading the unit key
expressions (Missions 1-8)
Reads the Grammar
Appendix, p. 89, in order to
internalise the unit grammar
(Missions 3 and 4)
Reading stories and texts
(Mission 5 Act. 1.
Mission 6 Act. 2.
Mission 7 Act. 1 and 3)
Recognising, reading and
understanding sentences
translated into English (TRB)
Reading texts and carrying
out exercises focused on
reading practice (Mission 6
TRB two levels, aimed at
mixed ability classes)
Carrying out a reading activity
in the Unit Test
Carrying out the Diagnostic
Test in Unit 0 to assess the
students level of English at
the beginning of the year
(Mission 2 TRB)
Carrying out the Unit Test at
the end of each lesson
(Mission 8 TRB)
Carrying out the Term Test in
Review 1, Review 2 (Mission
2 TRB) and Review 3 (Mission
1 TRB) at the end of each
term
Carrying out the End-of-YearTest in Review 3 which
assesses all the units in the
book with the vocabulary and
grammar structures that have
been studied (Mission 2 TRB)
Writing
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, self-esteem,
empathy, responsibility,
respect, perseverance
Responsibility, respect
156
Reads, understands
and completes texts
or sentences with
blank spaces,
choosing the correct
option or placing
words in the
adequate space
Answers questions
related to an oral or
written text
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, responsibility,
perseverance
Responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Responsibility,
perseverance
157
Responsibility, respect
Understands and
follows the
instructions to carry
out a mini water cycle
Identifies symbols
with their meaning
IMPLEMENTING
ACTIVITIES
Listening to and reproduction
of the numbers (Missions 1-8)
Reading the numbers
(Missions 1-8)
Asking about distance and
answering in kilometres or
minutes (Its 25 kilometres/a
ten minute walk from the
beach).
Reading, listening to and
writing cardinal and ordinal
numbers when talking about
the water cycle (Mission 7 Act.
1-2)
Reading the instructions to
follow in order to make a mini
water cycle (Mission 7 Act. 3
Apply your skills. "Make a mini
water cycle!")
Identifying the symbol "ml"
(200 ml) when talking about
water (Mission 7 Act. 3 Apply
your skills. "Make a mini water
cycle!")
RELATED VALUES
Responsibility, patience,
self-esteem
Patience, responsibility,
perseverance
Patience, responsibility,
perseverance
Patience, responsibility,
perseverance, selfesteem
Patience, responsibility,
perseverance, selfesteem
Digital competences
158
DESCRIPTORS
Uses digital media for
learning
IMPLEMENTING
ACTIVITIES
- Carrying out the activities
proposed in the digital book
(Missions 1-8)
RELATED VALUES
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Learning to learn
DESCRIPTORS
Participates in the
drills as an exercise
for naturally
internalising and
consolidating the
different structures
learnt in the unit
Uses basic strategies
for learning to learn
English, resorting to a
visual dictionary and
grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
help of linguistic and
non-linguistic
elements from the
context
Uses vocabulary
videos to internalise
the correct
pronunciation of the
words
Uses the grammar
videos to internalise
the correct use of
grammar structures in
context, paying
attention to the
correct pronunciation
and intonation of the
sentences
IMPLEMENTING
ACTIVITIES
- Participation in the drills
proposed in the TG
(Missions 1-8)
RELATED VALUES
Respect and
responsibility
Patience, responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility,
perseverance
159
Uses pronunciation
videos to learn to
pronounce and
reproduce words and
sentences correctly
Uses the featured
auxiliary teacher to
consolidate the unit
vocabulary and
grammar learnt and
learns how to
pronounce it correctly
Values English as a
learning tool
Learns and
internalises the unit
vocabulary using
word games
Interacts with his/her
classmates in games
and oral activities
based on the
Cooperative Learning
approach,
internalising and
consolidating the unit
grammar structures
and vocabulary
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
putting all the skills
into practice,
Reading, Writing,
Listening and
Speaking
- Student-student interaction,
teamwork and pairwork
(Mission 1 Act. 2 Game time.
Mission 2 Act. 3. Lets make
an ocean in a bottle.
Mission 3 Act. 3 Game time.
Mission 5 Act. 3 Act out)
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Responsibility, respect
160
Interest and
concentration in order
to understand the
teacher's drills so as
to provide the correct
answers
Values English as an
instrument for
communicating with
other people and
talking about current
issues
Shows interest in
communicating with
English-speakers
IMPLEMENTING
ACTIVITIES
- Participating in the "Game
Time!" activity, games in which
the entire class participates
(Missions 1 and 3) and in the
games proposed in the TG
(Missions 1-8)
- Acting out the story in which
the characters always show a
receptive and helpful attitude
towards other people (Mission
5 Act. 3 Act out)
- Reproduction and
consolidation of the drills
(Missions 1-8)
RELATED VALUES
Respect and fellowship
Responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
IMPLEMENTING
ACTIVITIES
- Reproducing the unit song
RELATED VALUES
Patience, fellowship,
161
IMPLEMENTING
ACTIVITIES
Through oral activities
recognises a larger number of
objects than in the previous
year (Missions 1-8)
Carrying out an activity in
which he/she identifies
elements of his/her
autonomous community
(TRB My autonomous
community)
Interacting in games and
activities between the pupils
themselves
(Mission 1 Act. 2 Game time.
Mission 2 Act. 3. Lets make
an ocean in a bottle.
Mission 3 Act. 3 Game time.
Mission 5 Act. 3 Act out)
Making an ocean in a bottle,
"Let's make an ocean in a
bottle!" (Mission 2 Act. 3)
Drawing a picture (AB Mission
2).
RELATED VALUES
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
162
Understands and
follows the
instructions to make a
mini water cycle
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
UNIT 8
This unit (Well done!) focuses on learning actions and adverbs of manner. The unit
contains 8 missions. Each mission lasts sixty minutes. The Teachers Resource Book
(TRB) contains photocopiable activities to reinforce and consolidate the knowledge
acquired in each unit, as well as tests at the end of each unit, of each term, and at the
end of the year. Unit 0 provides a Diagnostic Test for the teacher to assess the
students level of English after the holidays.
Mission 1.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing new vocabulary, 8 actions, using a listening. To listen to, point and
repeat. "Shhhh! Listen, point and repeat."
To talk using one of the "Game Time!" activities using the expressions: "She
throws the ball to her friend. Negative! She doesnt throw the ball to her friend."
To listen to and sing a "Rap and clap" song
To become familiar with the rhythm and sounds of English by listening to a song
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Introducing the unit vocabulary using the Picture Dictionary, p. 103
To carry out Writing activities in the AB
Mission 2.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing the second part of the vocabulary, 8 adverbs of manner, using an
audio. "Look, listen and say it!"
To look at some images of Asky doing different actions, listen to and reproduce
163
Mission 3.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing grammar using oral activities. The interrogative "How" and the simple
present in the 1st, 2nd and 3rd person singular and plural, affirmative, negative
and interrogative. Adverbs of manner. How do I/you/we/you/they skateboard?
You/I/we/you/they skateboard well. How does he/she play the piano? He/she
plays the piano angrily. He/she doesnt play the piano cheerfully.
Revision of the simple past: How did Cindy run on Monday? Cindy ran quickly on
Monday.
Revision of the present continuous: What am I doing? Youre singing loudly.
To look at an image of Asky, Fussy, Noella and Jessy doing different actions.
Asky is asking and answering about the action he is doing: "How do I
skateboard? I skateboard well!" To answer some questions about the four
characters following Askys example
To look at some images of Cindy and the days of the week displayed. With that
information, interact orally practising the interrogative and affirmative sentences.
Question-Answer: "How did Cindy run on Monday? Cindy ran quickly on
Monday." To check with an audio. Listen and check
To talk using one of the "Game Time!" activities using visual support and the
expressions: "What am I doing? Youre singing loudly."
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Reference to Grammar Appendix, p. 90, to read and internalise the new grammar
learnt in the unit
To understand the meaning of the text related to some images and interact orally
with that information. To check the answers with an audio
To carry out Writing activities in the AB
164
Mission 4.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing the second part of the grammar using a listening exercise and other
oral activities. The affirmative and negative adverbs "too" and "either". Revision
of the structure "want to + infinitive" in the simple present in the 1st, 2nd and 3rd
person singular and plural, affirmative, negative and interrogative.
I/you/we/you/they want to do well in the exams. He/she wants to do well in the
exam too. He/she doesnt want to fall badly. I/you/we/you/they dont want to fall
badly either.
Revision of the present continuous: How is Evelyn throwing the ball?
To look at some images and listen to Yessy, Asky, Fussy and Noella practising
the new grammar structure and reproduce the sentences
To check the answers of written exercises using an audio: Listen and check
To practise interrogative sentences. To make interrogative sentences starting
from affirmative sentences. Master the question. To check the answers using an
audio. Then listen and check
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out Listening activities to reinforce and consolidate this skill (TRB
Listening Worksheet)
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Reference to Grammar Appendix, p. 90, to read and internalise the new grammar
learnt in the unit
To look at four pairs of images of Asky, Fussy, Yessy and Noella doing different
actions, each pair of images is related to an adverb of manner. To write
sentences for each pair of images describing how the characters carry out those
actions following the example: "Fusy surfs well. Noella surfs well too." To check
the answers of written exercises using an audio
To carry out Writing activities in the AB
Mission 5.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To listen to a story with a comic-like graphic design, which includes the
vocabulary and grammar that has been learnt previously
Introducing a colloquial expression: Wait a minute! I dont understand
To become familiar with the rhythm and sounds of English through a reading
exercise
To listen to and read the story and answer some questions in their notebook
To act out the story
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Speaking activity using the vocabulary and grammar studied in the
unit (TRB Speaking Worksheet)
165
Mission 6.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To listen to and say the colloquial expression learnt in Mission 5 in the Reading
activity: Wait a minute! I dont understand
To listen to a text about a cultural topic from the United States, dog walking in
New York
To be able to identify some English-speaking countries
To show interest in understanding and talking about the customs and culture of
other countries
To listen to and read a text and answer some questions in their notebook
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read a text about dog walking in New York, in the United States, in a
comprehensive manner and answer some questions in their notebook
To carry out Reading activities to consolidate their knowledge and improve this
skill (TRB Reading Worksheets)
To carry out Writing activities in the AB
Mission 7.
UNDERSTANDING AND PRODUCING ORAL TEXTS
A page dedicated to non-linguistic content and language integrated learning.
Social Science: I forgot!, memory and everyday objects that help us remember
To be able to understand and speak in English about other subjects
To listen to and read a text about memory and everyday objects that help us
remember and say whether some sentences related to the text are true or false.
To correct the false sentences
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out Listening activities in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To be able to read and write in English about the contents of other subjects
To read a text and some sentences about memory and everyday objects that
help us remember in a comprehensive manner, and say whether they are true or
false
166
CLIL Project Apply your skills. To carry out an Arts and Crafts activity, Apply your
skills: "Make a birthday reminder chart". To read and understand the necessary
steps to make a birthday reminder chart. To follow the steps and carry it out
To carry out Writing activities to improve this skill (TRB Writing Worksheets)
To carry out Writing activities in the AB
Mission 8.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Recap video featuring an auxiliary teacher to revise the unit grammar and
vocabulary, with particular focus on the correct pronunciation, rhythm and
intonation of words and word stress and grammar structures (Teachers Book
Video)
To repeat and imitate the structures asked for by the auxiliary teacher
To become familiar with the rhythm and sounds of English using the featured
auxiliary teacher
To look at two pictures of Noella, Asky, Fussy and Yessy and compare them
To read some sentences describing how different actions are done and interact
orally to show agreement using the adverb "too" and the personal pronoun given
between brackets. To check the answers with an audio. Listen and check
To give a presentation that he/she has written previously about the list of how
he/she does things
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read some sentences and interact orally to show agreement using the adverb
"too" and the personal pronoun given between brackets. To check the answers
with an audio
To read a text that presents sentences with two options to choose from and write
the correct option in their notebook
To make a list of how he/she does things and then give a presentation
To carry out a test in which all these skills are put into practice (Reading, Writing,
Listening and Speaking) (TRB TEST)
To carry out Writing activities in the AB
CONTENT
Vocabulary
Main vocabulary: angrily, badly, carefully, carelessly, cheerfully, loudly, quietly, well, to
call, to carry, to catch, to fall, to pass, to show, to tell, to throw
- Extra vocabulary: alerts, appointment, invention, kind, lead, memory, way, to have
something in common, to provide, to remind
Structures
How do I/you/we/you/they skateboard? You/I/we/you/they skateboard well.
How does he/she play the piano? He/she plays the piano angrily. He/she doesnt play
the piano cheerfully.
167
Culture
The USA. Dog Walking in New York.
Expression: Wait a minute! I dont understand
Content and Language Integrated Learning (CLIL)
Social Science
I Forgot!
Phonetics
Sound /l/
ASSESSMENT CRITERIA
(Listening)
To understand the vocabulary and main
grammar structures in very short oral
texts and use the most suitable
strategies for understanding the main
information from the text
LEARNING OBJECTIVES
Understands the teacher's instructions
regarding common classroom activities
Understands basic words and
structures studied orally, using visual
support (Picture Dictionary)
Masters the alphabet, the days of the
week and months
Identifies vocabulary related to actions
and adverbs of manner: angrily, badly,
carefully, carelessly, cheerfully, loudly,
quietly, well, to call, to carry, to catch,
to fall, to pass, to show, to tell, to throw
Understands the essence of oral
narratives:
How do I/you/we/you/they
skateboard? You/I/we/you/they
skateboard well.
How does he/she play the piano?
He/she plays the piano angrily.
He/she doesnt play the piano
cheerfully.
I/you/we/you/they want to do well in
the exams.
He/she wants to do well in the exam
too.
He/she doesnt want to fall badly.
I/you/we/you/they dont want to fall
badly either.
Understands the presentations and
narratives of the vocabulary and
grammar videos as well as the
auxiliary teacher's explanations in the
recap video
Understands the syntactical structures
the teacher uses in the drills
Listens actively
168
(Speaking)
To know and use the basic vocabulary
and structures for
simple and short oral production
169
(Speaking)
To internalise the structures and acquire
spoken fluency through repetition
(Reading)
To understand the essential information
in a text using their prior knowledge of
vocabulary and syntactical structures
170
(Writing)
To produce very simple written texts
copying the words and structures that
have been studied
(Pronunciation)
To mimic pronunciation, intonation,
rhythm and word stress to produce oral
texts
(Culture)
To show interest in learning about
English-speaking countries
To show interest and confidence in
learning frequently used expressions in
English
(Culture)
To show interest in knowing details
about the customs of other countries
(CLIL)
To show interest in English as a learning
tool for the content of other subjects
171
COMPETENCES
CONTENTS AND ACTIVITIES SPECIALLY DESIGNED TO DEVELOP THEM
VALUES RELATED TO THE CONTENTS AND ACTIVITIES
Linguistic communication
IMPLEMENTING
ACTIVITIES
DESCRIPTORS
Identifies words
about actions and
adverbs of manner
Identifies simple
sentences related to
the unit topic
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
To listen to
Listening to and identifying the
unit vocabulary and
expressions (Missions 1-2)
Listening to the drills
(Missions 1-8)
Listening to and identifying
simple sentences (Missions
1-8)
Listening to and
understanding the unit or
previous units topic-related
drills (Missions 1-8)
Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
Listening to a text and
identifying the corresponding
pictures
(Mission 1 Act. 1.
Mission 2 Act. 1-2.
Mission 3 Act. 2.
Mission 4 Act. 1-2)
Recap video of the unit
vocabulary and structures
(Mission 8)
Carrying out listening
exercises using the unit
vocabulary and grammar
(Mission 4 TRB)
Listening to and reproducing a
song (Mission 1 Act. 3 "Rap
and clap")
Playing a video on the unit
vocabulary and grammar
(Mission 8)
Listening to the story
(Mission 5 Act. 1)
Listening to texts
(Mission 5 Act. 1.
Mission 6 Act. 2.
Mission 7 Act. 1)
RELATED VALUES
Responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
Responsibility, patience,
perseverance, selfesteem
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
172
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
- Reproducing and
consolidating grammar
structures through repetition
and correction based activities
(Missions 1-8)
- Reproducing the structures
learnt in previous years or
units (TG Refresh, Back to
Basics, Rewind)
Perseverance and
responsibility
Responsibility, respect
Responsibility
173
Practises
interrogative
sentences
- Reproducing simple
expressions in the "Game
Time!" (Missions 1 and 3) and
in the TG games (Missions
1-8)
- Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
- Carrying out an activity to
practice speaking (Mission 5
TRB)
- Carrying out exercises aimed
at understanding translated
sentences or focusing on the
translation of sentences
(Missions 5 and 8 TRB)
- Listening to, making and
internalising interrogative
sentences in Look and answer
(Mission 3) Ask and answer
(Mission 3) and Master the
question (Mission 4)
- Short presentation on a topic
directly related to what has
been studied in class
(Mission 8 Act.4).
- Acting out the story of the
Reading activity in Mission 5
Act. 3 Act out
Respect, fellowship
Perseverance, patience
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
174
Reads words
previously introduced
orally
Reads expressions
previously introduced
orally
Responsibility, respect
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, self-esteem,
empathy, responsibility,
respect, perseverance
175
Responsibility, respect
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
176
Reads, understands
and completes texts
or sentences with
blank spaces,
choosing the correct
option or placing
words in the
adequate space
Answers questions
related to an oral or
written text
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
putting all the skills
into practice,
Reading, Writing,
Listening and
Speaking
Responsibility,
perseverance
Patience, responsibility,
perseverance
Responsibility, respect
IMPLEMENTING
ACTIVITIES
- Listening to and reproduction
of the numbers (Missions 1-8)
- Reading the numbers
(Missions 1-8)
- Reading the instructions to
follow in order to make a
birthday reminder chart
(Mission 7 Act. 3 Apply your
skills. "Make a birthday
reminder chart")
RELATED VALUES
Responsibility, patience,
self-esteem
Patience, responsibility,
perseverance
Digital competences
177
DESCRIPTORS
Uses digital media for
learning
IMPLEMENTING
ACTIVITIES
- Carrying out the activities
proposed in the digital book
(Missions 1-8)
RELATED VALUES
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Learning to learn
DESCRIPTORS
Participates in the
drills as an exercise
for naturally
internalising and
consolidating the
different structures
learnt in the unit
Uses basic strategies
for learning to learn
English, resorting to a
visual dictionary and
grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
help of linguistic and
non-linguistic
elements from the
context
Uses vocabulary
videos to internalise
the correct
pronunciation of the
words
Uses the grammar
videos to internalise
the correct use of
grammar structures in
context, paying
attention to the
correct pronunciation
and intonation of the
sentences
Uses pronunciation
videos to learn to
pronounce and
reproduce words and
sentences correctly
IMPLEMENTING
ACTIVITIES
- Participation in the drills
proposed in the TG (Missions
1-8)
RELATED VALUES
Respect and
responsibility
Patience, responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility,
perseverance
178
Learns and
internalises the unit
vocabulary using
word games
Interacts with his/her
classmates in games
and oral activities
based on the
Cooperative Learning
approach,
internalising and
consolidating the unit
grammar structures
and vocabulary
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
putting all the skills
into practice,
Reading, Writing,
Listening and
Speaking
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
- Student-student interaction,
teamwork and pairwork
(Mission 1 Act. 2 Game time.
Mission 2 Act. 3. Lets make
adverb signs.
Mission 3 Act. 3 Game time.
Mission 5 Act. 3 Act out)
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Responsibility, respect
179
DESCRIPTORS
Interacts with and
enjoys games and
acting with his/her
classmates,
respecting the basic
behaviour rules
Interest and
concentration in order
to understand the
teacher's drills so as
to provide the correct
answers
Values English as an
instrument for
communicating with
other people and
talking about current
issues
Shows interest in
communicating with
English-speakers
IMPLEMENTING
ACTIVITIES
- Participating in the "Game
Time!" activity, games in which
the entire class participates
(Missions 1 and 3) and in the
games proposed in the TG
(Missions 1-8)
- Acting out the story in which
the characters always show a
receptive and helpful attitude
towards other people (Mission
5 Act. 3 Act out)
- Reproduction and
consolidation of the drills
(Missions 1-8)
RELATED VALUES
Respect and fellowship
Responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
IMPLEMENTING
ACTIVITIES
RELATED VALUES
180
Plays tunes
Participates in games
and acting out
activities
Learns a colloquial
expression in each
Reading exercise
Learns about the
culture in Englishspeaking countries
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Fellowship, solidarity,
tolerance, self-esteem,
empathy, responsibility,
respect, perseverance
Fellowship, solidarity,
tolerance, self-esteem,
empathy, responsibility,
respect, perseverance
IMPLEMENTING
ACTIVITIES
- Through oral activities
recognises a larger number of
objects than in the previous
year (Missions 1-8)
RELATED VALUES
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
181
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
UNIT 9
This unit (Summers here!) focuses on learning about holidays and nationalities. The
unit contains 8 missions. Each mission lasts sixty minutes. The Teachers Resource
Book (TRB) contains photocopiable activities to reinforce and consolidate the
knowledge acquired in each unit, as well as tests at the end of each unit, of each term,
and at the end of the year. Unit 0 provides a Diagnostic Test for the teacher to assess
the students level of English after the holidays.
Mission 1.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introduction of new vocabulary, 11 nationalities, using a listening. To listen to,
point and repeat. "Shhh! Listen, point and repeat"
To participate in a "Game Time!" activity in which nationalities are practised using
visual support
To listen to and sing a "Sing and clap" song
To become familiar with the rhythm and sounds of English by listening to a song
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Introducing the unit vocabulary using the Picture Dictionary, p. 104
To carry out Writing activities in the AB
Mission 2.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introduction of the second part of the vocabulary, 10 objects related to holidays,
using a listening exercise and oral activities
182
To look at some images of Yessy and Fussy showing the objects they use at the
beach and in the mountains and repeat the vocabulary about holidays. To answer
some questions related to the images
To listen to an audio about Jen and write the things from a list that she is taking
on holidays in their notebook
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To write in their notebook the things from a list that Jen is taking on holidays that
they hear in an audio
To carry out an Arts and Crafts activity: "Let's make a paper fan!"
To carry out vocabulary activities to reinforce and consolidate the knowledge
acquired (TRB Vocabulary Worksheets)
To carry out Writing activities in the AB
Mission 3.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing grammar using a listening exercise and other oral activities. The
interrogative "What + nationality" and the verb "to be" in the 3rd person plural,
affirmative, negative and interrogative. What nationality are people from the
USA? People from the USA are American. People from France arent Italian.
People from France are French.
To look at an image in front of Buckingham Palace and listen to Asky and Fussy
practising the new grammar structure and reproduce the sentences
To look at some images of people from different nationalities and reproduce
sentences with new grammar structure saying what nationality they are. To check
the answers with an audio. Then listen and check
To participate in a "Game Time!" activity using flashcards and the expressions:
"People from France arent Spanish. People from France are Frech."
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
Reference to Grammar Appendix, p. 90 to read and internalise the new grammar
learnt in the unit
To carry out Writing activities in the AB
Mission 4.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Introducing the second part of the grammar using a listening exercise and oral
activities. The modal verb "should" in the 1st, 2nd and 3rd person singular and
plural, affirmative, negative and interrogative. Should I/you/he/she/we/you/they
wear sunscreen when its sunny? Yes, you/I/he/she/we/you/they should.
183
184
Mission 6.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To listen to and say the colloquial expression learnt in Mission 5 in the Reading
activity: Cheer up!
To listen to a text about a cultural topic from Canada, summer camps for kids
To be able to identify some English-speaking countries
To show interest in understanding and talking about the customs and culture of
other countries
To listen to and read a text and answer some questions in their notebook
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read a text about summer camps for kids in Canada in a comprehensive
manner and answer some questions in their notebook
To carry out Reading activities to consolidate their knowledge and improve this
skill (TRB Reading Worksheets)
To carry out Writing activities in the AB
Mission 7.
UNDERSTANDING AND PRODUCING ORAL TEXTS
A page dedicated to non-linguistic content and language integrated learning.
Natural Science: the sun
To be able to understand and speak in English about other subjects
To listen to and read a text about the importance of the sun and its effects and
answer some questions
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To be able to read and write in English about the contents of other subjects
To read a text about the importance of the sun and its effects in a comprehensive
manner and answer some questions
CLIL Project Apply your skills. To carry out a Natural Science activity, Apply your
skills: Experiment with ultra-violet light." To read and understand the necessary
steps to do an experiment with ultra-violet light. To follow the steps and carry it
out
To carry out Writing activities to improve this skill (TRB Writing Worksheets)
To carry out Writing activities in the AB
Mission 8.
UNDERSTANDING AND PRODUCING ORAL TEXTS
Recap video featuring an auxiliary teacher to revise the unit grammar and
vocabulary, with particular focus on the correct pronunciation, rhythm and
intonation of words and word stress and grammar structures (Teachers Book
185
Video)
To repeat and imitate the structures asked for by the auxiliary teacher
To become familiar with the rhythm and sounds of English using the featured
auxiliary teacher
To look at an image about holidays and describe it
To listen to and read a text and some sentences with two options to choose from
and write the correct option in their notebook
To participate in a Quiz about the unit topic saying nationalities, identifying
images and naming two things that he/she should do at school and two things
he/she shouldnt do
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
or years and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read a text that he/she listens in an audio. To read some sentences related to
the text with two options to choose from and write the correct option in their
notebook
To write the answers of the Quiz in their notebook
To carry out a test in which all these skills are put into practice (Reading, Writing,
Listening and Speaking) (TRB TEST)
To carry out Writing activities in the AB
CONTENT
Vocabulary
Main vocabulary: compass, flask, flip-flops, flippers, goggles, hiking boots, snorkel,
sunglasses, sunscreen, swimsuit, towel, Brazilian, British, Chinese, French, German,
Italian, Kenyan, Polish, Portuguese, Russian, Spanish
- Extra vocabulary: adventure, benefit, bracelets, cancer, canoeing, disinfectant,
effect, exposure, illness, kayaking, kids, log cabins, rays, show, skills, even, to
chat, to produce
Structures
What nationality are people from the USA? People from the USA are American.
People from France arent Italian. People from France are French.
Should I/you/he/she/we/you/they wear sunscreen when its sunny? Yes,
you/I/he/she/we/you/they should.
I/you/he/she/we/you/they shouldnt wear shorts when its cold.
Culture
Canada. Canada camps
Expression: Cheer up!
Content and Language Integrated Learning (CLIL)
Natural Science
The Sun
Phonetics
Sound /s/
186
ASSESSMENT CRITERIA
(Listening)
To understand the vocabulary and main
grammar structures in very short oral
texts and use the most suitable
strategies for understanding the main
information from the text
LEARNING OBJECTIVES
Understands the teacher's instructions
regarding common classroom activities
Understands basic words and
structures studied orally, using visual
support (Picture Dictionary)
Masters the alphabet, the days of the
week and months
Identifies vocabulary related to
holidays and nationalities: compass,
flask, flip-flops, flippers, goggles,
hiking boots, snorkel, sunglasses,
sunscreen, swimsuit, towel, Brazilian,
British, Chinese, French, German,
Italian, Kenyan, Polish, Portuguese,
Russian, Spanish
Understands the essence of oral
narratives:
What nationality are people from the
USA? People from the USA are
American.
People from France arent Italian.
People from France are French.
Should I/you/he/she/we/you/they
wear sunscreen when its sunny?
Yes, you/I/he/she/we/you/they
should.
I/you/he/she/we/you/they shouldnt
wear shorts when its cold.
Understands the presentations and
narratives of the vocabulary and
grammar videos as well as the
auxiliary teacher's explanations in the
recap video
Understands the syntactical structures
the teacher uses in the drills
Listens actively
Understands personal questions
Understands the vocabulary and
structures that have been studied in
previous years
Shows interest when participating in
language games
Understands common expressions
used in games
Understands songs
Expresses the ideas conveyed in the
songs using gestures
Understands the main information
from short conversations in which
he/she participates
Understands short texts and is
187
(Speaking)
To know and use the basic vocabulary
and structures for
simple and short oral production
(Speaking)
188
(Writing)
To produce very simple written texts
copying the words and structures that
have been studied
(Pronunciation)
To mimic pronunciation, intonation,
189
(Culture)
To show interest in learning about
English-speaking countries
To show interest and confidence in
learning frequently used expressions in
English
(Culture)
To show interest in knowing details
about the customs of other countries
(CLIL)
To show interest in English as a learning
tool for the content of other subjects
COMPETENCES
CONTENTS AND ACTIVITIES SPECIALLY DESIGNED TO DEVELOP THEM
VALUES RELATED TO THE CONTENTS AND ACTIVITIES
Linguistic communication
DESCRIPTORS
Identifies words
about holidays and
nationalities
IMPLEMENTING
ACTIVITIES
To listen to
- Listening to and identifying the
unit vocabulary and
expressions (Missions 1-2)
- Listening to the drills
(Missions 1-8)
RELATED VALUES
Responsibility,
perseverance
190
Identifies simple
sentences related to
the unit topic
Recognises the
sound, rhythm,
intonation and word
stress of common
expressions
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
Responsibility, patience,
perseverance, selfesteem
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
191
Responsibility, respect
- Reproducing and
consolidating grammar
structures through repetition
and correction-based activities
(Missions 1-8)
- Reproducing the structures
learnt in previous years or
units (TG Refresh, Back to
Basics, Rewind)
Perseverance and
responsibility
- Reproducing simple
expressions in the "Game
Time!" (Missions 1 and 3) and
in the TG games (Missions
1-8)
- Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
- Carrying out an activity to
practice speaking (Mission 5
TRB)
- Carrying out exercises aimed
at understanding translated
sentences or focusing on the
translation of sentences
(Missions 5 and 8 TRB)
Respect, fellowship
Responsibility
192
Practises
interrogative
sentences
Reads words
previously introduced
orally
Reads expressions
previously introduced
orally
Perseverance, patience
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Responsibility, respect
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
193
Patience, fellowship,
solidarity, self-esteem,
empathy, responsibility,
respect, perseverance
Responsibility, respect
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Responsibility,
perseverance
194
Reads, understands
and completes texts
or sentences with
blank spaces,
choosing the correct
option or placing
words in the
adequate space
Answers questions
related to an oral or
written text
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, responsibility,
perseverance
Responsibility,
perseverance
Responsibility, respect
195
Reads cardinal
numbers
IMPLEMENTING
ACTIVITIES
Listening to and reproduction
of the numbers (Missions 1-8)
Reading the numbers
(Missions 1-8)
Reading, listening to and
reproducing cardinal numbers
in a song (Mission 1 Act. 3
"Sing and clap")
Reading and listening to a text
with numbers and time
expressions (Mission 6 Act. 2)
RELATED VALUES
Responsibility, patience,
self-esteem
Patience, responsibility,
perseverance
Patience, responsibility,
perseverance
Patience, responsibility,
perseverance
Patience, responsibility,
perseverance
Digital competences
DESCRIPTORS
Uses digital media for
learning
IMPLEMENTING
ACTIVITIES
- Carrying out the activities
proposed in the digital book
(Missions 1-8)
RELATED VALUES
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Learning to learn
DESCRIPTORS
Participates in the
drills as an exercise
for naturally
internalising and
consolidating the
different structures
learnt in the unit
IMPLEMENTING
ACTIVITIES
- Participation in the drills
proposed in the TG (Missions
1-8)
RELATED VALUES
Respect and
responsibility
196
Patience, responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
197
Learns and
internalises the unit
vocabulary using
word games
Interacts with his/her
classmates in games
and oral activities
based on the
Cooperative Learning
approach,
internalising and
consolidating the unit
grammar structures
and vocabulary
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
putting all the skills
into practice,
Reading, Writing,
Listening and
Speaking
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility,
perseverance
Responsibility, respect
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
IMPLEMENTING
ACTIVITIES
- Participating in the "Game
Time!" activity, games in which
the entire class participates
(Missions 1 and 3) and in the
games proposed in the TG
(Missions 1-8)
- Acting out the story in which
the characters always show a
receptive and helpful attitude
towards other people (Mission
5 Act. 3 Act out)
RELATED VALUES
Respect and fellowship
198
Interest and
concentration in order
to understand the
teacher's drills so as
to provide the correct
answers
Values English as an
instrument for
communicating with
other people and
talking about current
issues
Shows interest in
communicating with
English-speakers
- Reproduction and
consolidation of the drills
(Missions 1-8)
Responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Participates in games
and acting out
activities
IMPLEMENTING
ACTIVITIES
- Reproducing the unit song
(Mission 1 Act. 3 "Sing and
clap")
- Participating in the PB "Game
Time!" (Missions 1 and 3) and
in the games proposed in the
TG (Missions 1-8)
- Acting out the unit story
(Mission 5 Act. 3 Act out)
- Making a fan out of paper,
"Let's make a paper fan!"
(Mission 2 Act. 3)
- Drawing a picture (AB
Missions 2 and 6)
RELATED VALUES
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, respect,
perseverance
199
Learns a colloquial
expression in each
Reading exercise
Learns about the
culture in Englishspeaking countries
IMPLEMENTING
ACTIVITIES
- Through oral activities
recognises a larger number of
objects than in the previous
year (Missions 1-8)
- Interacting in games and
activities between the pupils
themselves
(Mission 1 Act. 2 Game time.
Mission 2 Act. 3. Lets make a
paper fan.
Mission 3 Act. 3 Game time.
Mission 5 Act. 3 Act out).
- Making a fan out of paper,
"Let's make a paper fan!"
(Mission 2 Act. 3)
- Drawing a picture (AB
Missions 2 and 6)
- Short presentation on a topic
directly related to what has
been studied in class
- Writing a short text about
him/herself or about someone
else, related to the topics
studied in class
- Reading the instructions to
follow in order to do an
experiment with ultra-violet
light (Mission 7 Act. 3. Apply
your skills. "Experiment with
ultra-violet light")
RELATED VALUES
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, responsibility,
perseverance
REVIEW 1
200
Every three units, there is a Review section focusing on the revision of all that has
been studied in previous units throughout the term. Each Review is divided into 2
Missions. We will also find a photocopiable TERM TEST in the TRB.
Mission 1.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To identify and revise the vocabulary studied in previous units through a game. To
carry out different activities: changing sentences, choosing the correct option,
answering questions, naming words corresponding to a semantic group, etc.
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units,
internalise and consolidate them using the TG drills
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read and understand questions, orders and sentences
To describe an Arts and Crafts activity (TRB Class Material Worksheet)
To carry out Writing activities in the AB
Mission 2.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units,
internalise and consolidate them using the TG drills and the recap video
To listen to an audio and answer some questions in their notebook
To make sentences with adjectives in the superlative form from sentences in the
positive form
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To look at some images, read some sentences that describe the images and
guess if the description corresponds to a subject, a food item or a job
To answer some questions that they hear in an audio in their notebook
To carry out a TERM TEST in which all the skills, reading, writing, listening and
speaking, are assessed (TRB)
To carry out Writing activities in the AB
CONTENIDOS
Vocabulary
Revision of the vocabulary studied in previous units.
Grammar structures
Revision of the structures studied in previous units.
ASSESSMENT CRITERIA
(Listening)
LEARNING OBJECTIVES
- Understands the teacher's instructions
201
(Speaking)
To know and be capable of using the
basic vocabulary and structures
needed to produce short and simple
oral texts
(Cooperative Learning)
Interacts with other students
To get his/her point across in short,
simple presentations
(Speaking)
To internalise the structures and
acquire spoken fluency through
repetition
202
(Reading)
To identify the topic as well as the
overall meaning in texts
(Writing)
To produce very simple written texts
copying the words and structures that
have been studied in the unit or
previous units or years
(Pronunciation)
To mimic pronunciation, intonation,
rhythm and word stress to produce oral
texts
(CLIL)
To show interest in English as a
learning tool for the content of other
subjects
COMPETENCES
CONTENTS AND ACTIVITIES SPECIALLY DESIGNED TO DEVELOP THEM
VALUES RELATED TO THE CONTENTS AND ACTIVITIES
Linguistic communication
DESCRIPTORS
Identifies words
IMPLEMENTING
ACTIVITIES
To listen to
- Listening to and identifying the
unit vocabulary and
expressions
- Listening to the drills
RELATED VALUES
Responsibility,
perseverance
203
Identifies simple
sentences related to
the unit topic
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
- Listening to texts
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
Responsibility,
perseverance
Responsibility
Responsibility, respect
Speaking
204
Reproduces
grammar structures
through oral activities
proposed by the
Teachers Guide, the
drills, based on
repetition and
correction
Reproduces the
grammar structures
and vocabulary
studied in the unit
Shows interest when
participating in
linguistic "Game
Time!" games and
games proposed in
the TG
Practises
interrogative
sentences
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
putting all the skills
into practice,
Reading, Writing,
Listening and
Speaking
Reads words
previously introduced
orally
Reads expressions
previously introduced
- Reproducing and
consolidating grammar
structures through repetition
and correction based activities
- Reproducing the structures
learnt in previous years or
units (TG Refresh, Back to
Basics, Rewind)
- Reproducing the unit grammar
and vocabulary in the games
proposed in the TG
- Asks his/her classmates
questions using the unit
vocabulary and structures
- Reproducing simple
expressions
- Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
- Composition and
internalization of the
interrogative sentence in
Master the question
- Carrying out a speaking
activity in the Term Test
- Carrying out the Diagnostic
Test in Unit 0 to assess the
students level of English at
the beginning of the year
(Mission 2 TRB)
- Carrying out the Unit Test at
the end of each lesson
(Mission 8 TRB)
- Carrying out the Term Test in
Review 1, Review 2 (Mission
2 TRB) and Review 3 (Mission
1 TRB) at the end of each
term
- Carrying out the End-of-YearTest in Review 3 which
assesses all the units in the
book with the vocabulary and
grammar structures that have
been studied (Mission 2 TRB)
Reading
- Reading the unit key
vocabulary
- Reading the unit key words
from the Picture Dictionary
- Reading the unit key
expressions
Perseverance and
responsibility
Perseverance and
responsibility, fellowship
Respect, fellowship
Perseverance
Responsibility, respect
Responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, self-
205
orally
esteem, empathy,
responsibility, respect,
perseverance
- Reading stories and texts
- Recognising, reading and
understanding sentences
translated into English (TRB)
- Carrying out a reading activity
in the Term Test
- Carrying out the Diagnostic
Test in Unit 0 to assess the
students level of English at
the beginning of the year
(Mission 2 TRB)
- Carrying out the Unit Test at
the end of each lesson
(Mission 8 TRB)
- Carrying out the Term Test in
Review 1, Review 2 (Mission
2 TRB) and Review 3 (Mission
1 TRB) at the end of each
term
- Carrying out the End-of-YearTest in Review 3 which
assesses all the units in the
book with the vocabulary and
grammar structures that have
been studied (Mission 2 TRB)
Writing
- Writing very short and simple
texts using the vocabulary and
structures previously studied
in class
- Carrying out a writing activity
in the Term Test
- Carrying out the Diagnostic
Test in Unit 0 to assess the
students level of English at
the beginning of the year
(Mission 2 TRB)
- Carrying out the Unit Test at
the end of each lesson
(Mission 8 TRB)
- Carrying out the Term Test in
Review 1, Review 2 (Mission
2 TRB) and Review 3 (Mission
1 TRB) at the end of each
term
- Carrying out the End-of-YearTest in Review 3 which
assesses all the units in the
book with the vocabulary and
grammar structures that have
Patience, fellowship,
solidarity, self-esteem,
empathy, responsibility,
respect, perseverance
Responsibility, respect
Responsibility,
perseverance
Responsibility, respect
206
IMPLEMENTING
ACTIVITIES
- Reading and reproducing
quantities using the adjectives
of quantity "a lot
of/much/many/a little"
- Identifying and reproducing
the time
- Reading cardinal numbers
(Mission 1)
- Listening to and reproducing
the numbers (Missions 1-2)
- Reading numbers
(Missions 1-2)
RELATED VALUES
Responsibility
Responsibility, patience,
self-esteem
Responsibility, patience,
self-esteem
Responsibility, patience,
self-esteem,
Digital competences
DESCRIPTORS
Uses digital media for
learning
IMPLEMENTING
ACTIVITIES
- Carrying out the activities
proposed in the digital book
RELATED VALUES
Patience, responsibility
Learning to learn
DESCRIPTORS
Participates in the
drills as an exercise
for naturally
internalising and
consolidating the
different structures
learnt in the unit
Uses basic strategies
for learning to learn
English, resorting to a
visual dictionary and
grammar and
pronunciation
appendix at the end
of the book
IMPLEMENTING
ACTIVITIES
- Participation in the drills
proposed in the TG
RELATED VALUES
Respect, responsibility
Responsibility,
perseverance
207
Uses basic
understanding
strategies with the
help of linguistic and
non-linguistic
elements from the
context
Interacts with his/her
classmates in games
and oral activities
based on the
Cooperative Learning
approach,
internalising and
consolidating the unit
grammar structures
and vocabulary
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
putting all the skills
into practice,
Reading, Writing,
Listening and
Speaking
Responsibility,
perseverance
- Student-student interaction,
teamwork and pairwork
(Mission 1 Act. 1)
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Responsibility, respect
IMPLEMENTING
ACTIVITIES
- Participating in the "Game
Time!" activities, dialogues
and in the games proposed in
the TG
Respect, fellowship
- Reproduction and
consolidation of the drills
Responsibility, respect,
perseverance
RELATED VALUES
208
Values English as an
instrument for
communicating with
other people
Responsibility, respect,
perseverance
IMPLEMENTING
ACTIVITIES
- Participating in the games
proposed in the TG
RELATED VALUES
Responsibility, respect,
perseverance
IMPLEMENTING
ACTIVITIES
- Through oral activities
recognises a larger number of
objects than in the previous
year
- Interacting in games and
activities between the pupils
themselves
(Mission 1 Act. 1)
RELATED VALUES
Responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
REVIEW 2
Every three units, there is a Review section focusing on the revision of all that has
been studied in previous units throughout the term. Each Review is divided into 2
Missions. We will also find a photocopiable TERM TEST in the TRB.
Mission 1.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To identify and revise the vocabulary and structures studied in previous units
through a game. To carry out different activities: changing sentences, choosing
the correct option, answering questions, saying the price and weight of
something, spell words, etc.
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units,
internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
209
Mission 2.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units,
internalise and consolidate them using the TG drills and the recap video
To look at an image and answer some questions. To use an audio in order to
correct the activities. Listen and check
To change some sentences written in the present simple to sentences in the past
simple
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To listen to an audio and answer some questions in their notebook
To read some sentences in the present simple and change them to the past
simple
To carry out a TERM TEST in which all the skills, reading, writing, listening and
speaking, are assessed (TRB)
To carry out Writing activities in the AB
CONTENIDOS
Vocabulary
Revision of the vocabulary studied in previous units.
Grammar structures
Revision of the structures studied in previous units.
ASSESSMENT CRITERIA
(Listening)
To identify and understand the overall
sense, the essential information and
most of the main points in very short,
simple oral texts
LEARNING OBJECTIVES
Understands the teacher's instructions
regarding common classroom activities
Understands basic words and structures
studied orally, using visual support
(Picture Dictionary)
Identifies the vocabulary that has been
studied
Understands the essence of oral
narratives
Understands the presentations and
narratives of the videos that the teacher
uses in class (Pupils Book Video,
Language Assistant Video and
Pronunciation Video)
210
(Speaking)
To know and be capable of using the
basic vocabulary and structures
needed to produce short and simple
oral texts
(Cooperative Learning)
Interacts with other students
To get his/her point across in short,
simple presentations
(Speaking)
To internalise the structures and
acquire spoken fluency through
repetition
(Reading)
To identify the topic as well as the
overall meaning in texts
(Writing)
211
(CLIL)
To show interest in English as a
learning tool for the content of other
subjects
COMPETENCES
CONTENTS AND ACTIVITIES SPECIALLY DESIGNED TO DEVELOP THEM
VALUES RELATED TO THE CONTENTS AND ACTIVITIES
Linguistic communication
DESCRIPTORS
Identifies words
Identifies simple
sentences related to
the unit topic
IMPLEMENTING
ACTIVITIES
To listen to
Listening to and identifying the
unit vocabulary and
expressions
Listening to the drills
Listening to and identifying
simple sentences
Listening to and
understanding the topicrelated drills
Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
Listening to and
RELATED VALUES
Responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
Responsibility
212
Responsibility,
perseverance
Responsibility,
perseverance
Responsibility, respect
Reproduces
grammar structures
through oral activities
proposed by the
Teachers Guide, the
drills, based on
repetition and
correction
Reproduces the
grammar structures
and vocabulary
studied in the unit
Speaking
Reproducing and
consolidating grammar
structures through repetition
and correction based activities
Reproducing the structures
learnt in previous years or
units (TG Refresh, Back to
Basics, Rewind)
Reproducing the unit grammar
and vocabulary in the games
proposed in the TG
Asks his/her classmates
questions using the unit
vocabulary and structures
Reproducing simple
expressions
Carrying out activities based
Perseverance and
responsibility
Perseverance and
responsibility, fellowship
Respect, fellowship
213
Reads words
previously introduced
orally
Reads expressions
previously introduced
orally
Responsibility, respect
Responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Responsibility, respect,
perseverance
Responsibility, respect
214
term
- Carrying out the End-of-YearTest in Review 3 which
assesses all the units in the
book with the vocabulary and
grammar structures that have
been studied (Mission 2 TRB)
Writing
Writing very short and simple
texts using the vocabulary and
structures previously studied
in class
Carrying out a writing activity
in the Term Test
Carrying out the Diagnostic
Test in Unit 0 to assess the
students level of English at
the beginning of the year
(Mission 2 TRB)
Carrying out the Unit Test at
the end of each lesson
(Mission 8 TRB)
Carrying out the Term Test in
Review 1, Review 2 (Mission
2 TRB) and Review 3 (Mission
1 TRB) at the end of each
term
Carrying out the End-of-YearTest in Review 3 which
assesses all the units in the
book with the vocabulary and
grammar structures that have
been studied (Mission 2 TRB)
Responsibility,
perseverance
Responsibility, respect
IMPLEMENTING
ACTIVITIES
- Listening to and reproducing
the numbers (Missions 1-2)
- Reading numbers
(Missions 1-2)
- Revising the numbers from
100 to 1000 (Mission 1)
- Answering by saying prices in
euros, using the symbol in
the English style before the
number (Mission 1)
- Answering by saying the
weight in kilos (Mission 1)
RELATED VALUES
Responsibility, patience,
self-esteem
Patience, responsibility,
perseverance
Patience, responsibility,
perseverance, selfesteem
215
Digital competences
DESCRIPTORS
Uses digital media for
learning
IMPLEMENTING
ACTIVITIES
- Carrying out the activities
proposed in the digital book
RELATED VALUES
Patience, responsibility
Learning to learn
DESCRIPTORS
Participates in the
drills as an exercise
for naturally
internalising and
consolidating the
different structures
learnt in the unit
Uses basic strategies
for learning to learn
English, resorting to a
visual dictionary and
grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
help of linguistic and
non-linguistic
elements from the
context
Interacts with his/her
classmates in games
and oral activities
based on the
Cooperative Learning
approach,
internalising and
consolidating the unit
grammar structures
and vocabulary
IMPLEMENTING
ACTIVITIES
- Participation in the drills
proposed in the TG
RELATED VALUES
Respect and
responsibility
Responsibility,
perseverance
Responsibility,
perseverance
- Student-student interaction,
teamwork and pairwork
(Mission 1 Act. 1)
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
216
Responsibility, respect
IMPLEMENTING
ACTIVITIES
- Participating in the "Game
Time!" activities, dialogues
and in the games proposed in
the TG (Missions 1-8)
Respect, fellowship
- Reproduction and
consolidation of the drills
Responsibility, respect,
perseverance
Responsibility, respect,
perseverance
RELATED VALUES
IMPLEMENTING
ACTIVITIES
- Participating in the games
proposed in the TG
RELATED VALUES
Responsibility, respect,
perseverance
217
IMPLEMENTING
ACTIVITIES
- Through oral activities
recognises a larger number of
objects than in the previous
year
- Asks questions and answers
orally with his/her classmates
- Interacting in games and
activities between the pupils
themselves
(Mission 1 Act. 1)
RELATED VALUES
Responsibility, respect,
perseverance
Responsibility, autonomy
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
REVIEW 3
Every three units, there is a Review section focusing on the revision of all that has
been studied in previous units throughout the term. Each Review is divided into 2
Missions. We will also find a photocopiable TERM TEST in the TRB.
Mission 1.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To identify and practise the vocabulary and grammar studied in previous units
through a game. To carry out different activities: changing sentences, answering
questions, saying how far a place is, finding the word that corresponds to a
definition, etc
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units,
internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read and understand questions, orders and sentences
To carry out an Arts and Crafts activity (TRB Class Material Worksheet)
To carry out a TERM TEST in which all the skills, reading, writing, listening and
speaking, are assessed (TRB)
To carry out Writing activities in the AB
Mission 2.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units,
218
internalise and consolidate them using the TG drills and the recap video
To look at some images of different characters and describe them reproducing
sentences with the grammar structure following the example: "Yessys telling a
joke loudly."
To listen to an audio and indicate if some sentences are correct or incorrect with
a tick () or a cross () in their notebook
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read some questions and write the answers in their notebook
To carry out the END-OF-YEAR TEST (TRB)
To carry out Writing activities in the AB
CONTENIDOS
Vocabulary
Revision of the vocabulary studied in previous units.
Grammar structures
Revision of the structures studied in previous units.
ASSESSMENT CRITERIA
(Listening)
To identify and understand the overall
sense, the essential information and
most of the main points in very short,
simple oral texts
(Speaking)
LEARNING OBJECTIVES
Understands the teacher's instructions
regarding common classroom activities
Understands basic words and structures
studied orally, using visual support
(Picture Dictionary)
Identifies the vocabulary that has been
studied
Understands the essence of oral
narratives
Understands the presentations and
narratives of the videos that the teacher
uses in class (Pupils Book Video,
Language Assistant Video and
Pronunciation Video)
Understands the syntactical structures
the teacher uses in the drills
Listens actively
Understands the vocabulary and
structures that have been studied in
previous years
Shows interest when participating in
language games
Understands common expressions used
in games
Understands the overall meaning of
increasingly difficult oral instructions and
explanations
Carries out activities based on the
Cooperative Learning approach
Uses the basic vocabulary studied in
219
(Speaking)
To internalise the structures and
acquire spoken fluency through
repetition
(Reading)
To identify the topic as well as the
overall meaning in texts
(Writing)
To produce very simple written texts
copying the words and structures that
have been studied in the unit or
previous units or years
(Pronunciation)
To mimic pronunciation, intonation,
rhythm and word stress to produce oral
texts
previous years
- Learns and uses new vocabulary
- Produces very simple oral monologues
and dialogues
- Gets his/her point across in short, simple
presentations
- Is capable of expressing him/herself in
English in more situations than in the
previous year
- Works as part of a team (games,
dialogues, etc.)
- Answers adequately in simple
communication situations (greetings,
introductions, makes questions, answers
with affirmative or negative responses,
asks for something)
- Works on and tries to master indirect
interrogative sentences (Master the
question)
- Understands, imitates and fluently
repeats structures related to the topics
studied in previous units or years and
the new structures using the drills
- Repeats the words or structures asked
for by the teacher in the recap video
- Carries out activities based on the
Cooperative Learning approach
- Is able to read fluently the simple words
and sentences learnt previously
- Understands simple written texts
containing the language studied in class
- Understands simple written instructions
connected to school tasks
- Is capable of saying what a text is about
by quickly reading through some basic
elements (key vocabulary, title)
- Understands translated sentences and
carries out activities with them
- Writes the vocabulary and grammar
structures that have been studied orally
- Prepares simple texts based on the
contents learnt
- Shows interest in writing clearly
- Mimics the sounds presented in different
videos (Pupils Book Video,
Pronunciation Video and Language
Assistant Video)
- Knows the wide range of sounds existing
in English compared to his/her language
- Makes an effort to pronounce correctly
- Shows interest in writing and saying
known expressions in English
- Incorporates new expressions and
vocabulary into daily routines
- Identifies English-speaking countries
220
(CLIL)
To show interest in English as a
learning tool for the content of other
subjects
COMPETENCES
CONTENTS AND ACTIVITIES SPECIALLY DESIGNED TO DEVELOP THEM
VALUES RELATED TO THE CONTENTS AND ACTIVITIES
Linguistic communication
DESCRIPTORS
Identifies words
Identifies simple
sentences related to
the unit topic
IMPLEMENTING
ACTIVITIES
To listen to
Listening to and identifying the
unit vocabulary and
expressions
Listening to the drills
Listening to and identifying
simple sentences
Listening to and
understanding the topicrelated drills
Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
Listening to and
understanding videos (Pupils
Book Video, Language
Assistant Video and
Pronunciation Video)
RELATED VALUES
Responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
Responsibility
- Listening to texts
Responsibility,
perseverance
Responsibility,
perseverance
Responsibility, respect
221
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
putting all the skills
into practice,
Reading, Writing,
Listening and
Speaking
Reproduces
grammar structures
through oral activities
proposed by the
Teachers Guide, the
drills, based on
repetition and
correction
Reproduces the
grammar structures
and vocabulary
studied in the unit
Speaking
Reproducing and
consolidating grammar
structures through repetition
and correction based activities
Reproducing the structures
learnt in previous years or
units (TG Refresh, Back to
Basics, Rewind)
Reproducing the unit grammar
and vocabulary in the games
proposed in the TG
Asks his/her classmates
questions using the unit
vocabulary and structures
Reproducing simple
expressions
Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
Carrying out a speaking
activity in the Term Test
Carrying out the Diagnostic
Test in Unit 0 to assess the
students level of English at
the beginning of the year
(Mission 2 TRB)
Carrying out the Unit Test at
the end of each lesson
(Mission 8 TRB)
Carrying out the Term Test in
Perseverance and
responsibility
Perseverance and
responsibility, fellowship
Respect, fellowship
Responsibility, respect
222
Listening and
Speaking
-
Reads words
previously introduced
orally
Reads expressions
previously introduced
orally
Reads texts and
stories
Responsibility,
perseverance
Responsibility,
perseverance
Responsibility, respect,
perseverance
Responsibility, respect
Responsibility,
perseverance
Responsibility, respect
223
consolidate the
learning of the
contents studied by
putting all the skills
into practice,
Reading, Writing,
Listening and
Speaking
IMPLEMENTING
ACTIVITIES
- Listening to and reproducing
the numbers (Missions 1-2)
- Reading numbers
(Missions 1-2)
- Reproducing the numbers
(Mission 1)
- Answering questions by
saying the distance in
kilometres (Mission 1)
RELATED VALUES
Responsibility, patience,
self-esteem
Patience, responsibility,
perseverance
Patience, responsibility,
perseverance
Digital competences
DESCRIPTORS
Uses digital media for
learning
IMPLEMENTING
ACTIVITIES
- Carrying out the activities
proposed in the digital book
RELATED VALUES
Patience, responsibility
Learning to learn
DESCRIPTORS
IMPLEMENTING
ACTIVITIES
RELATED VALUES
224
Participates in the
drills as an exercise
for naturally
internalising and
consolidating the
different structures
learnt in the unit
Uses basic strategies
for learning to learn
English, resorting to a
visual dictionary and
grammar and
pronunciation
appendix at the end
of the book
Uses basic
understanding
strategies with the
help of linguistic and
non-linguistic
elements from the
context
Interacts with his/her
classmates in games
and oral activities
based on the
Cooperative Learning
approach,
internalising and
consolidating the unit
grammar structures
and vocabulary
Uses the tests from
the Teachers
Resource Book to
assess the students
knowledge and to
consolidate the
learning of the
contents studied by
putting all the skills
into practice,
Reading, Writing,
Listening and
Speaking
Respect and
responsibility
Responsibility,
perseverance
Responsibility,
perseverance
- Student-student interaction,
teamwork and pairwork
(Mission 1 Act. 1)
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
Responsibility, respect
225
DESCRIPTORS
Interacts with and
enjoys games and
acting with his/her
classmates,
respecting the basic
behaviour rules
Interest and
concentration in order
to understand the
teacher's drills so as
to provide the correct
answers
Values English as an
instrument for
communicating with
other people
IMPLEMENTING
ACTIVITIES
- Participating in the "Game
Time!" activities, dialogues
and in the games proposed in
the TG (Missions 1-8)
Respect, fellowship
- Reproduction and
consolidation of the drills
Responsibility, respect,
perseverance
Responsibility, respect,
perseverance
RELATED VALUES
IMPLEMENTING
ACTIVITIES
- Participating in the games
proposed in the TG
RELATED VALUES
Responsibility, respect,
perseverance
IMPLEMENTING
ACTIVITIES
- Through oral activities
recognises a larger number of
objects than in the previous
year
- Interacting in games and
activities between the pupils
themselves
(Mission 1 Act. 1)
RELATED VALUES
Responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
punctuality, gratitude,
perseverance
END-OF-YEAR TEST
226
At the end of the book, the teacher is provided with an END-OF-YEAR TEST (a
photocopiable activity in the TRB) which assesses all the units in the book with their
corresponding vocabulary and grammar structures that have been studied. This EYT is
divided into 6 parts or skills. In the first part, the listening skill is assessed through
different exercises. In the second one, the vocabulary from all the units is assessed.
The third part focuses on the grammar studied throughout the year. The fourth and fifth
parts assess the reading and speaking skills consecutively. And, to finish, the last part
in which the teacher can assess the students speaking skills.
FESTIVAL 1. THANKSGIVING
The festival has just one Mission and presents three different activities.
Mission 1
UNDERSTANDING AND PRODUCING ORAL TEXTS
To identify vocabulary and expressions related to the Thanksgiving festivity:
cornbread, cranberry sauce, harvest, pilgrims, stuffing, to travel, to visit
To listen to and sing a "Rap and clap" song
To listen to and read a text about the Thanksgiving festivity and answer some
questions in their notebook
To reproduce the unit structures orally and internalise them through the TG drills
To revise other grammar structures that have been studied in the previous units
and internalise and consolidate them using the TG drills
To carry out a Listening activity in the AB
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read a text about the Thanksgiving festivity in a comprehensive manner and
answer some questions in their notebook
To carry out an Arts and Crafts activity: "Let's make a turkey!"
To carry out Writing activities in the AB
CONTENT
Vocabulary
Main vocabulary: cornbread, cranberry sauce, harvest, pilgrims, stuffing, to travel, to
visit
ASSESSMENT CRITERIA
(Listening)
To understand the vocabulary and main
grammar structures in very short oral
texts and use the most suitable
strategies for understanding the main
information from the text
LEARNING OBJECTIVES
Understands the teacher's instructions
regarding common classroom activities
Understands basic words and
structures studied orally
Identifies vocabulary related to the
Thanksgiving festivity: cornbread,
cranberry sauce, harvest, pilgrims,
stuffing, to travel, to visit
Masters the alphabet, the numbers
227
(Speaking)
To know and be capable of using the
basic vocabulary and structures needed
to produce short and simple oral texts
228
(Speaking)
To internalise the structures and acquire
spoken fluency through repetition
(Reading)
To understand the essential information
in a text using their prior knowledge of
vocabulary and syntactical structures
(Writing)
To produce very simple written texts
copying the words and structures that
have been studied
(Pronunciation)
To mimic pronunciation, intonation,
rhythm and word stress to produce oral
texts
everyday situations
- Understands, imitates and fluently
repeats structures related to the topics
studied in previous units or years and
the new structures using the drills
- Repeats the words or structures asked
for by the auxiliary teacher in the recap
video
- Reproduces and remembers
structures or vocabulary studied in
previous units or years
- Is able to read fluently the simple
words and sentences learnt previously
- Understands informative written texts
and feels capable to extract the main
sense and also correct information
- Understands simple written
instructions connected to school tasks
(read, describe, draw, match, point,
ask, say, listen, look, write the
answers, find) and learns new actions
(Say true or false, Correct the
sentences, Master the question, Give
a presentation, Write in your notebook,
Ask and answer with your partner,
Change the sentences)
- Writes the vocabulary and grammar
structures that have been studied
orally
- Prepares with certain degree of
independence simple texts based on
the contents learnt
- Shows interest in writing clearly
- Looks at and writes words which are
always written in capital letters
(months, countries, nationalities,
festivities and days of the week)
- Memorises songs
- Acts out stories
- Mimics the expressions and sounds
presented in the vocabulary, grammar,
and pronunciation videos as well as in
the video featuring the auxiliary
teacher
- Knows the wide range of sounds
existing in English compared to his/her
language.
- Makes an effort to pronounce correctly
- Shows interest in writing and saying
known expressions in English related
to the Thanksgiving festivity
- Learns about the Thanksgiving festivity
in the United States
229
COMPETENCES
CONTENTS AND ACTIVITIES SPECIALLY DESIGNED TO DEVELOP THEM
VALUES RELATED TO THE CONTENTS AND ACTIVITIES
Linguistic communication
IMPLEMENTING
ACTIVITIES
DESCRIPTORS
Identifies vocabulary
about Thanksgiving
Identifies simple
sentences related to
the unit topic
To listen to
Listening to and identifying
unit vocabulary and
expressions
Listening to drills
Listening to and identifying
simple sentences
Listening to and
understanding the unit or
previous units topic-related
drills
Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
Listening to a text and
identifying the corresponding
pictures
Recap video with the unit
vocabulary and structures
RELATED VALUES
Responsibility,
perseverance
Responsibility
Responsibility
Respect and
perseverance
Responsibility
Perseverance and
responsibility
230
Reads words
previously introduced
orally
Reads expressions
previously introduced
orally
Reads texts and
stories in a
comprehensive
manner
- Reproducing simple
expressions in the TG games
- Carrying out activities based
on the Cooperative Learning
approach in all units to
promote language learning in
groups and to internalise the
unit structures
Reading
- Reading the unit key
vocabulary
Respect, fellowship
Responsibility,
perseverance
Patience, responsibility,
Writes words
Writing
- Writing the unit key
vocabulary and grammar
expressions (AB Act 1 and 2).
Answers questions
related to a text
Perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, responsibility,
perseverance
IMPLEMENTING
ACTIVITIES
Reading, listening to and
reproducing a song with
ordinal numbers (PB Act. 1
"Rap and clap")
Reading and listening to a text
with ordinal numbers (PB Act.
2)
Writing ordinal numbers (PB
Act. 2)
Listening to and reproduction
of the numbers (PB and AB)
Reading the numbers (PB and
AB)
RELATED VALUES
Patience, responsibility,
perseverance
Responsibility, patience,
self-esteem
Digital competences
DESCRIPTORS
Uses digital media for
IMPLEMENTING
ACTIVITIES
- Carrying out the activities
RELATED VALUES
Patience, responsibility,
231
learning
perseverance
Learning to learn
DESCRIPTORS
Participates in the
drills as an exercise
for naturally
internalising and
consolidating the
different structures
learnt in the unit
Uses basic strategies
for learning to learn
English resorting to a
grammar and
pronunciation guide
at the end of the book
Uses basic
understanding
strategies with the
help of linguistic and
non-linguistic
elements from the
context
Values English as a
learning tool for
topics of interest
Interacts with his/her
classmates in games
and oral activities
based on the
Cooperative Learning
approach, activities
that imply helping one
another
IMPLEMENTING
ACTIVITIES
- Participation in the drills
proposed in the TG
RELATED VALUES
Respect and
responsibility
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Responsibility
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
IMPLEMENTING
ACTIVITIES
- Participating in the "Game
Time!" activities and in the
games proposed in the TG
RELATED VALUES
Respect and fellowship
232
Interest and
concentration in order
to understand the
teacher's drills so as
to provide the correct
answers
Values English as an
tool for
communicating with
other people and talk
about topics from
other countries
Shows interest in
communicating with
English-speakers
- Reproduction and
consolidation of the drills
Responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
IMPLEMENTING
ACTIVITIES
- Reproducing the unit song in
Mission 1 (PB Act. 1 "Rap and
clap")
Participates in games
and acting out
activities
RELATED VALUES
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, respect,
perseverance
IMPLEMENTING
ACTIVITIES
RELATED VALUES
233
Identifies elements
from their
surroundings
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
CONTENT
Vocabulary
Main vocabulary: tricks, to advertise, to be related to, to invent, to play jokes on
234
somebody, to trick
ASSESSMENT CRITERIA
(Listening)
To understand the vocabulary and main
grammar structures in very short oral
texts and use the most suitable
strategies for understanding the main
information from the text
LEARNING OBJECTIVES
Understands the teacher's instructions
regarding common classroom
activities
Understands basic words and
structures studied orally
Identifies vocabulary related to the
April Fools Day festivity: tricks, to
advertise, to be related to, to invent, to
play jokes on somebody, to trick
Masters the alphabet, the numbers
(ordinal and cardinal) and dates
Understands the essence of oral
narratives.
Understands the presentations and
narratives of the vocabulary and
grammar videos as well as the
auxiliary teacher's explanations in the
recap video
Understands the syntactical structures
the teacher uses in the drills
Listens actively
Understands the vocabulary and
structures that have been studied in
previous years
Shows interest when participating in
language games
Understands common expressions
used in games
Understands songs
Expresses the ideas conveyed in the
songs using gestures
Understands the main information
from short conversations
Understands short texts and is
capable of answering questions about
the topic
Understands messages containing
instructions
Understands informative oral texts and
feels capable of extracting the main
sense and also correct information
Carries out activities based on the
Cooperative Learning approach
235
(Speaking)
To know and be capable of using the
basic vocabulary and structures needed
to produce short and simple oral texts
(Speaking)
To internalise the structures and acquire
spoken fluency through repetition
(Reading)
To understand the essential information
in a text using their prior knowledge of
vocabulary and syntactical structures
236
(Writing)
To produce very simple written texts
copying the words and structures that
have been studied
(Pronunciation)
To mimic pronunciation, intonation,
rhythm and word stress to produce oral
texts
COMPETENCES
CONTENTS AND ACTIVITIES SPECIALLY DESIGNED TO DEVELOP THEM
VALUES RELATED TO THE CONTENTS AND ACTIVITIES
Linguistic communication
DESCRIPTORS
Identifies vocabulary about
April Fools Day
IMPLEMENTING
ACTIVITIES
To listen to
- Listening to and
identifying unit
vocabulary and
expressions
- Listening to drills
RELATED VALUES
Responsibility,
perseverance
237
- Listening to and
identifying simple
sentences
- Listening to and
understanding the
unit or previous units
topic-related drills
- Carrying out activities
based on the
Cooperative Learning
approach in all units
to promote language
learning in groups
and to internalise the
unit structures
- Listening to a text
and identifying the
corresponding
pictures
- Recap video with the
unit vocabulary and
structures
- Listening to and
reproducing a song
(PB Act. 1 "Rap and
clap")
- Listening to a text
(PB Act. 2)
Speaking
- Playing a "Rap and
clap" song (PB Act.
1)
- Playing and
consolidation of
grammar structures
through activities
based on repetition
and correction
- Reproducing the
structures learnt in
previous years or
units (TG Refresh,
Back to Basics,
Rewind)
Responsibility
Responsibility
Respect and
perseverance
Responsibility
Perseverance and
responsibility
238
- Reproducing simple
Respect, fellowship
expressions in the TG
games
- Carrying out activities
based on the
Cooperative Learning
approach in all units
to promote language
learning in groups
and to internalise the
unit structures
Writes words
Reading
Reading the unit key
vocabulary
Reading the unit key
expressions
Reading texts (PB
Act. 2)
Writing
Writing the unit key
vocabulary and
grammar expressions
(AB Act.1 and 2)
Answering questions
related to a text (PB
Act. 2)
Perseverance
Patience, responsibility,
Patience, responsibility,
perseverance
Patience, responsibility,
perseverance
Patience, responsibility,
perseverance
IMPLEMENTING
ACTIVITIES
Listening to and reproduction
of the numbers (PB and AB)
Reading the numbers (PB and
AB)
Listening to and reproduction
of a song with dates and time
(PB Act. 1 "Rap and clap")
Reading and listening to a text
with dates and time (PB Act.
2)
RELATED VALUES
Responsibility, patience,
self-esteem
Patience, responsibility,
perseverance
Digital competences
DESCRIPTORS
Uses digital media for
learning
IMPLEMENTING
ACTIVITIES
- Carrying out the activities
proposed in the digital book
RELATED VALUES
Patience, responsibility,
perseverance
239
Learning to learn
DESCRIPTORS
Participates in the
drills as an exercise
for naturally
internalising and
consolidating the
different structures
learnt in the unit
Uses basic strategies
for learning to learn
English resorting to a
grammar and
pronunciation guide
at the end of the book
Uses basic
understanding
strategies with the
help of linguistic and
non-linguistic
elements from the
context
Values English as a
learning tool for
topics of interest
Interacts with his/her
classmates in games
and oral activities
based on the
Cooperative Learning
approach, activities
that imply helping one
another
IMPLEMENTING
ACTIVITIES
- Participation in the drills
proposed in the TG
RELATED VALUES
Respect and
responsibility
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Responsibility
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
IMPLEMENTING
ACTIVITIES
- Participating in the "Game
Time!" activities and in the
games proposed in the TG
- Reproduction and
consolidation of the drills
Responsibility, respect,
perseverance
Patience, fellowship,
RELATED VALUES
240
tool for
communicating with
other people and talk
about topics from
other countries
Shows interest in
communicating with
English-speakers
in English-speaking countries,
the April Fools Day festivity
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility,
perseverance
Participates in games
and acting out
activities
Makes simple crafts
and artistic
compositions
Learns about the
culture in Englishspeaking countries
IMPLEMENTING
RELATED VALUES
ACTIVITIES
- Reproducing the unit song (PB Patience, fellowship,
Act. 1 "Rap and clap")
solidarity, tolerance,
self-esteem, empathy,
responsibility,
perseverance
- Participation in the games
Patience, fellowship,
proposed in the TG
solidarity, tolerance,
self-esteem, empathy,
responsibility, gratitude,
respect, perseverance
- Making a jack-in-the-box,
Patience, fellowship,
"Lets make an April Fools
solidarity, tolerance,
jack-in-the-box!" (PB Act. 3)
self-esteem, empathy,
responsibility,
perseverance
- Learning about the April Fools Patience, responsibility,
Day festivity in Englishperseverance
speaking countries
IMPLEMENTING
ACTIVITIES
- Through oral activities
recognises a larger number of
objects than in the previous
year
- Interacting in games and
activities between the pupils
themselves
(PB Act. 3 Lets make an April
Fools jack-in-the-box!)
RELATED VALUES
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
241
- Making a jack-in-the-box,
"Lets make an April Fools
jack-in-the-box!" (PB Act. 3)
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility,
perseverance
CONTENT
Vocabulary
Main vocabulary: colonies, government, to organise
ASSESSMENT CRITERIA
(Listening)
To understand the vocabulary and main
grammar structures in very short oral
texts and use the most suitable
strategies for understanding the main
information from the text
LEARNING OBJECTIVES
Understands the teacher's instructions
regarding common classroom
activities
Understands basic words and
structures studied orally
Identifies vocabulary about the
Canada Day festivity: colonies,
government, to organize
Masters the alphabet, the numbers
(ordinal and cardinal) and dates
Understands the essence of oral
narratives
Understands the presentations and
narratives of the vocabulary and
grammar videos as well as the
242
(Speaking)
To know and be capable of using the
basic vocabulary and structures needed
to produce short and simple oral texts
(Speaking)
To internalise the structures and acquire
spoken fluency through repetition
243
(Reading)
To understand the essential information
in a text using their prior knowledge of
vocabulary and syntactical structures
(Writing)
To produce very simple written texts
copying the words and structures that
have been studied
(Pronunciation)
To mimic pronunciation, intonation,
rhythm and word stress to produce oral
texts
COMPETENCES
CONTENTS AND ACTIVITIES SPECIALLY DESIGNED TO DEVELOP THEM
VALUES RELATED TO THE CONTENTS AND ACTIVITIES
Linguistic communication
DESCRIPTORS
IMPLEMENTING
ACTIVITIES
RELATED VALUES
To listen to
244
Identifies vocabulary
about Canada Day
Identifies simple
sentences related to
the unit topic
Reproduces
grammar structures
through oral activities
proposed by the
Teacher's Guide, the
drills, based on
repetition and
correction
Shows interest when
participating in
linguistic "Game
Time!" games and
games proposed in
the TG
Responsibility,
perseverance
Respect and
perseverance
Speaking
- Playing a "Rap and clap" song
(PB Act. 1)
Responsibility
Responsibility
Responsibility
Perseverance and
responsibility
Respect, fellowship
245
Reads words
previously introduced
orally
Reads expressions
previously introduced
orally
Perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, gratitude,
respect, perseverance
Patience, responsibility,
perseverance
Writes words
Writing
- Writing the unit key
vocabulary and grammar
expressions (AB Act. 1 and 2)
Answers questions
related to a text
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility,
perseverance
Patience, responsibility,
perseverance
IMPLEMENTING
ACTIVITIES
Listening to and reproduction
of the numbers (PB and AB)
Reading the numbers (PB and
AB)
Reading, listening to and
reproduction of a song with
dates and cardinal numbers
(PB Act. 1 "Rap and clap")
Reading and listening to a text
with dates and cardinal
numbers (PB Act. 2)
Writing dates (PB Act. 2)
RELATED VALUES
Responsibility, patience,
self-esteem
Patience, responsibility,
perseverance
Digital competences
DESCRIPTORS
Uses digital media for
learning
IMPLEMENTING
ACTIVITIES
- Carrying out the activities
proposed in the digital book
RELATED VALUES
Patience, responsibility,
perseverance
Learning to learn
DESCRIPTORS
IMPLEMENTING
ACTIVITIES
RELATED VALUES
246
Participates in the
drills as an exercise
for naturally
internalising and
consolidating the
different structures
learnt in the unit
Uses basic strategies
for learning to learn
English resorting to a
grammar and
pronunciation guide
at the end of the book
Respect and
responsibility
Patience, responsibility,
perseverance
Uses basic
understanding
strategies with the
help of linguistic and
non-linguistic
elements from the
context
Values English as a
learning tool for
topics of interest
Patience, responsibility,
perseverance
Solidarity, tolerance,
self-esteem, empathy,
responsibility, respect,
perseverance,
responsibility
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
IMPLEMENTING
ACTIVITIES
- Participating in the "Game
Time!" activities and in the
games proposed in the TG
- Reproduction and
consolidation of the drills
Responsibility, respect,
perseverance
RELATED VALUES
247
Values English as an
tool for
communicating with
other people and talk
about topics from
other countries
Shows interest in
communicating with
English-speakers
Solidarity, tolerance,
self-esteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Participates in games
and acting out
activities
Makes simple crafts
and artistic
compositions
Learns about the
culture in Englishspeaking countries
IMPLEMENTING
RELATED VALUES
ACTIVITIES
- Reproducing the unit song (PB Patience, fellowship,
Act. 1 "Rap and clap")
solidarity, tolerance,
self-esteem, empathy,
responsibility, gratitude,
respect, perseverance
- Participation in the games
Patience, fellowship,
proposed in the TG
solidarity, tolerance,
self-esteem, empathy,
responsibility, gratitude,
respect, perseverance
- Making a Canadian pinwheel, Patience, responsibility,
"Let's make a Canadian
perseverance
pinwheel!" (PB Act. 3)
- Learning about the Canada
Patience, responsibility,
Day festivity in Canada
IMPLEMENTING
ACTIVITIES
- Through oral activities
recognises a larger number of
objects than in the previous
year
- Interacting in games and
activities between the pupils
themselves
(PB Act. 3 Lets make a
Canadian pinwheel!)
RELATED VALUES
Patience, responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Patience, fellowship,
solidarity, tolerance, self-
248
esteem, empathy,
responsibility,
perseverance
STORY
The story has four chapters. All the vocabulary and syntactical structures studied
during the year are included in the story.
UNDERSTANDING AND PRODUCING ORAL TEXTS
To listen to and read the story
UNDERSTANDING AND PRODUCING WRITTEN TEXTS
To read the story in a comprehensive manner
CONTENT
Includes the vocabulary and syntactical structures studied during the year
Vocabulary: school subjects, food, jobs, shopping, daily routines and chores, fairy
tales, nature, actions and adverbs of manner, affirmative/negative adverbs, holidays
and nationalities
Reusing vocabulary: colours, days of the week, fruit, food, adjectives, animals, parts
of the body, aches and pains, places in town, time, clothes
Grammar structures: like to + infinitive, want to + infinitive, superlatives, present
continuous, present simple, past simple, past continuous, going to + infinitive, object
pronouns, cardinal and ordinal numbers, too + adjective, should, etc.
Reusing structures: verbs to have got, to like, there is/there are, comparatives, can
ASSESSMENT CRITERIA
LEARNING OBJECTIVES
249
(Listening)
To understand the vocabulary and main
grammar structures in very short oral
texts and use the most suitable
strategies for understanding the main
information from the text
(Speaking)
To know and be capable of using the
basic vocabulary and structures needed
to produce short and simple oral texts
(Speaking)
To internalise the structures and acquire
spoken fluency through repetition
(Reading)
To understand the essential information
in a text using their prior knowledge of
vocabulary and syntactical structures
250
(Pronunciation)
To mimic pronunciation, intonation,
rhythm and word stress to produce oral
texts
- Memorises songs
- Acts out stories
- Mimics the expressions and sounds
presented in the vocabulary, grammar,
and pronunciation videos as well as in
the video featuring the auxiliary
teacher
- Knows the wide range of sounds
existing in English compared to his/her
language.
- Makes an effort to pronounce correctly
- Shows interest in writing and saying
known expressions in English
COMPETENCES
CONTENTS AND ACTIVITIES SPECIALLY DESIGNED TO DEVELOP THEM
VALUES RELATED TO THE CONTENTS AND ACTIVITIES
Linguistic communication
DESCRIPTORS
Identifies vocabulary
studied during the
course
Identifies simple
sentences related to
topics studied
throughout the
course
IMPLEMENTING
ACTIVITIES
To listen to
- Listening to and identifying
unit vocabulary and
expressions
RELATED VALUES
Patience, responsibility,
perseverance
Patience, fellowship,
self-esteem, empathy,
responsibility,
perseverance
- Listening to a story
Respect and
perseverance
Patience, responsibility,
perseverance
Responsibility
Speaking
251
Reproduces
grammar structures
through oral activities
proposed by the
Teacher's Guide, the
drills, based on
repetition and
correction
Reads words
previously presented
in the different units
Reads expressions
previously presented
in the different units
Reads the dialogues
of a story in a
comprehensive
manner
Writes words
Answers questions
related to a text
Perseverance and
responsibility
- Reading a story
Patience, responsibility,
perseverance
Writing
- Writing the unit key
vocabulary and grammar
expressions
- Answering questions related
to a text
Patience, responsibility,
perseverance
Patience, responsibility,
gratitude, respect,
Patience, responsibility,
perseverance
Patience, responsibility,
perseverance
IMPLEMENTING
ACTIVITIES
- Listening to and reading
numbers
RELATED VALUES
Patience, responsibility,
perseverance
Digital competences
DESCRIPTORS
Uses digital media for
learning
IMPLEMENTING
ACTIVITIES
- Carrying out the activities
proposed in the digital book
RELATED VALUES
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
Learning to learn
DESCRIPTORS
Participates in the
drills as an exercise
IMPLEMENTING
ACTIVITIES
- Participation in the drills
proposed in the TG
RELATED VALUES
Patience, fellowship,
solidarity, tolerance, self-
252
for naturally
internalising and
consolidating the
different structures
learnt in the unit
Uses basic strategies
for learning to learn
English resorting to
the visual dictionary
and grammar guide
at the end of the book
Values English as a
learning tool for
topics of interest
Interacts with his/her
classmates in games
and oral activities
based on the
Cooperative Learning
approach, activities
that imply helping one
another
esteem, empathy,
responsibility, gratitude,
respect, perseverance
- Using the Picture Dictionary to
identify words, p. 96-104
- Using the Grammar Appendix
to identify grammar
structures, p. 87-90
Patience, responsibility,
perseverance
- Reading a comic
Patience, self-esteem,
responsibility,
perseverance,
responsibility
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
IMPLEMENTING
ACTIVITIES
- Participating in the "Game
Time!" activities and in the
games proposed in the TG
RELATED VALUES
Respect and fellowship
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, gratitude,
respect, perseverance
IMPLEMENTING
ACTIVITIES
- Reproducing the songs
appearing in the story
RELATED VALUES
Patience, fellowship,
solidarity, tolerance,
self-esteem, empathy,
responsibility, gratitude,
respect, perseverance
253
IMPLEMENTING
ACTIVITIES
- Confidence and interest in
reading the story
- Confidence in understanding
the overall meaning and more
specific information of the
story
- Interacting in games and
activities between the pupils
themselves
.
RELATED VALUES
Patience, responsibility,
gratitude, respect,
perseverance
Patience, self-esteem,
responsibility,
perseverance
Patience, fellowship,
solidarity, tolerance, selfesteem, empathy,
responsibility, respect,
perseverance
254
MARKINGS
LINGUISTIC COMMUNICATION
To listen to
Identifies vocabulary related to the unit theme
Identifies simple sentences related to the unit topic
Grasps the overall idea in oral texts and identifies specific
aspects with the help of linguistic and non-linguistic elements
from the context
Recognises the sound, rhythm, intonation and word stress of
common expressions
Checks the answers of the activities by means of a listening
activity
Speaking
Sings a song using appropriate linguistic and paralinguistic
elements
Reproduces grammar structures through oral activities
proposed by the Teacher's Guide, the drills, based on repetition
and correction
Participates with interest in linguistic games "Game Time!" and
in those proposed in the TG
Practises interrogative sentences
Delivers short and simple presentations and descriptions that
have been previously prepared
Participates in simple role plays
Reading
Reads words previously introduced orally in class about the
topic of objects in class
Reads expressions previously introduced orally
Reads texts and stories in a comprehensive manner
Writing
Writes words and sentences
Can make sentences
Writes very simple texts based on very structured models
Reads, understands and completes texts or sentences with
blank spaces, choosing the correct option or placing words in
the adequate space
Answers questions related to an oral or written text
255
Fail
Satisfactory
Good
Very Good
Excellent
Name: _______________________________________________________________
256
Fail
Satisfactory
Good
Very Good
Excellent
257
258
Fail
Satisfactory
Good
Very Good
Excellent