Primary Education

Quick Minds 5
Herbert Puchta, Günter Gerngross &

Peter Lewis-Jones
Primary Education
Teaching Programme 5
Quick Minds 5 - Teaching Programme - 1- © Cambridge University Press 2015

CONTENTS
1 Methodology
1.1 Philosophy
1.2 What does Quick Minds offer?
1.3 Components
2 Objectives
3 Key Competences
3.1 Introduction
3.2 How Quick Minds helps pupils acquire the Key Competences
3.3 The Key Competences in Quick Minds
3.4 Learning styles
4 Contents
4.1 Content blocks
4.2 Core contents
5 Learning standards
6 Assessment
6.1 Introduction
6.2 Assessment criteria
6.3 Assessment in Quick Minds
6.4 Evaluation in Quick Minds
7 Individual needs
8 Development of units of teaching

8.1 Contents
Block 1. Comprehension of oral texts (Listening)
Block 2. Production of oral texts (Speaking)
Block 3. Comprehension of written texts (Reading)
Block 4. Production of written texts (Writing)
- Communicative functions
- Vocabulary
- Syntactic-discursive contents:

- Graphic patterns and sounds
- Classroom language
Learning strategies
Sociocultural and sociolinguistic aspects
8.2 Key Competences: Descriptors – Activities

8.3 Social awareness
8.4 Cross-curricular links
8.6 Contents - Assessment criteria – Key Competences
Annex - Key Competences Assessment Rubric

1 METHODOLOGY
1.1 Philosophy
Quick Minds introduces pupils to the pleasures of learning English and enables them to
consistently improve their level throughout the six books in the series: Quick Minds 1 to
6.
Quick Minds has been designed specifically for schools in Spain, taking the Spanish
syllabus into account, and so that the linguistic competences taught are appropriate for
the pupils' age groups and their cognitive development.
The course has been written taking into account the proposals included in the Common
European Framework. The CEF objectives coincide with those of the Cambridge ESOL
(English for Speakers of Other Languages) Cambridge English: Young Learners Tests:
Cambridge English: Starters (below Level A1)

Cambridge English: Movers (at Level A1)
Cambridge English: Flyers (at around Level A2 of the CEF)
Quick Minds follows the syllabus for the YLE tests so that each cycle of two levels
corresponds to one of the tests. Thus, the material covered in the first three levels
coincides with that which is required for the Starters test, and the rest of levels (Quick
Minds 4, 5 and 6) with the Movers test and part of the Flyers test.
All the levels include examples of the task-types from the tests.
All six levels develop pupils’ abilities in the four skills, listening, speaking, reading and
writing, as well as challenging them cognitively and helping them to feel a real sense of
achievement in learning. This is very important since meaningful learning is one of the
main principles in this course.
As Plutarch reminds us, ‘The mind is not a vessel to be filled, but a fire to be ignited’,
and this concept of learning underpins Quick Minds. As pupils learn the most when
they are interested and involved, one of the proposals of Quick Minds is the continuous
use of attractive materials and engaging activities where pupils will feel physically and
mentally active and are encouraged to make sense of the language themselves.
Quick Minds is an exceptionally flexible method which can be used at different schools,
in which the number of teaching hours for English may vary. Each unit of Quick Minds
is divided into eight lessons, distributed between the Pupil's Book and the Activity
Book.
The first six lessons present new language structures, including a chant, a song, an
illustrated story (a picture story) with matching activities. Sessions 7 and 8 deal with
specific work on the various skills along with a section designed to develop and
encourage pupils' creativity and develop an cross-curricular subject (CLIL).

For groups with more teaching hours of English each week, there is extra material
included the exercises in the Teacher's Resource Book.
1.2 What does Quick Minds offer?
The materials in Quick Minds have been put together with the attitude that the pupils
are not mere language learners. The pupils are taken to be, at all times, explorers who
are investigating every facet of the process of learning. The method allows the pupils to
sharpen their wits in three ways:
 There is a methodological basis that develops reasoning skills which are

marked with the Think! symbol along with activities connected with this aim.
These reasoning or thinking skills are the basis on which learning is based.
Contents and activities will become increasingly complex as the pupils gain in
maturity during each school year.
 This method also offers CLIL (Content and Language Integrated Learning),
which will lead to greater thinking skills, presenting contents which are directly
connected with the other subjects in the syllabus.
One of the reasons integrated learning offers such good results is that English
is increasingly not just another subject: it is also becoming the language in
which Natural Sciences and Social Sciences are taught. This change means
that pupils are exposed to the new language and can start to use it in a natural
way at the same time as they acquire non-linguistic knowledge.
 Games and work in pairs are used to improve pupils' memory and
concentration skills.
In Quick Minds 5 activities are presented which contribute to the development of

different skills, from observation to more complex reasoning activities such as
memorizing, sequencing, categorizing and deciphering coded messages.
Other strategies which Quick Minds use to awaken pupils' interest and enthusiasm
include:
 Practical tasks such as songs, games, chants, activities in pairs, etc, related
to pupils' surroundings. To make language learning a satisfying experience,
pupils need activities which are contextualised and relevant to their
surroundings. Quick Minds offers numerous opportunities to practice the
language actively.
 Creativity and learning through action and activity. Drawing, colouring, ‘make
and do’, songs, games and chants are all activities which might initially appear
to have suspiciously little teaching value with regards to language acquisition.
However, these activity types form an integral part of the learning process by
enabling pupils to be creative and to help them anchor knowledge more
effectively.
 Connecting the world outside to the classroom so that pupils learn about the
world around them as they learn English. This helps them understand that

English is more than a classroom subject and lets them realise ways in which
English can be used as a tool for knowledge.
 Discovery and development of learner autonomy. So pupils are able to learn

effectively, and continue their own process of learning. Children are encouraged
to find things for themselves.
Quick Minds awakens and feed pupils' imagination. To do so, as well as telling the
method's characters' adventures in each unit (the pupils are superheroes), contexts
related to the pupil's lives and experiences are introduced along with specific
activities.
The TPR method (Total Physical Response) invites pupils to relax, listen, imagine
and visualise before doing a drawing. Part of this method is to provide them with a
story to be read in each unit; the language is simple and accessible to all.
Positive values such as respect and tolerance are also encouraged. Helping pupils
to appreciate cultural diversity, respect differences and develop human values. Respect
for and protection of the natural environment goes hand in hand with the respecting of
other human beings. This theme runs throughout the whole of Quick Minds.
These values are presented with the contents of the illustrated story in each unit and,
later on, the pupils are invited to discuss them and carry out activities about the
meanings behind each reading; for example, the importance of following rules when
playing, waiting for your turn and helping our friends and looking after them.
The teacher becomes a guide and facilitator for learning during work in pairs,
groups and role plays. Communication activities such as these give the pupils the
chance to work independently from the teacher. In these types of activities the
teacher’s role is as a guide and facilitator. We should stand back a little from the activity
and monitor and assist when necessary.
1.3 Course components
Quick Minds 5 consists of a Pupil’s Book, Online Interactive Activities, an Activity Book,
Pupil's Book Audio CD and Activity Book, a Teacher’s Book, a Teacher’s Resource
Book with Audio CD, 3 A1-size posters, 166 vocabulary cards (Flashcards and
Wordcards) and a CD-ROM with an interactive DVD-ROM for class use with digital
boards (Digital Minds) which also has an editable test generator in the style of
Cambridge English Young Learners.
The Pupil's Book has 92 full colour pages and is divided into 9 units. There is an
introductory unit, Friends, which introduces the method's characters and revises basic
concepts which the pupils may already be familiar with such as the numbers 1-100,
Good at + ing or the possessive apostrophe. There are 8 pages in each of the other
eight units. There is a revision section after every three units.
At the end of the Pupil's Book there are various cut-outs for the different festivities and
a series of special activities (Festivals and cut-outs). There are also some stickers
which will be used to carry out an activity in each unit.

The pupils' Online Interactive Activities include various games and activities, animated
versions of the picture stories, animated songs and a karaoke version which the pupils
can record and listen to again and activities included in the videos which pretend to be
real, videos which give them the chance to record themselves playing out different
roles (videokes).
The Activity Book is also an 88-page book designed to give pupils further practice
with the new language and to help them consolidate their understanding. There is a
Picture dictionary section for each unit which is used for Revise where the pupils can
also trace the main vocabulary words.
The Teacher’s Book provides teaching notes for each lesson, including recording
scripts for all listening activities and answer keys for all activities, an overview of the
syllabus for each level and extra activities. Additional ideas are given in coloured
boxes:
 Warm-up: ideas for starting each lesson, showing the vocabulary from the
previous lesson or new structures and vocabulary.
 Reinforcement activities: simple ideas to reinforce each lesson's contents

without needing to use extra materials.
 Extension activity: optional activities to make greater use of the contents of

each lesson.
Flashcards and wordcards. 166 flashcards and wordcards which cover all the main
vocabulary in the book's units. The flashcards give a picture on one side and the word
on the other.
Posters. Quick Minds includes 3 A1-size posters for vocabulary and grammar revision
every three units.
The audio CDs contain all the necessary listening material for the Pupil's Book and the
Activity Book, including the songs and picture stories. The songs are also available in
karaoke format.
The Teacher's Resource Book includes a wide range of activities in order to offer
variety, as well as Revise and expansion activities, a page of related optional activities,
notes for the teacher with suggestions for other possible activities and a test in each
unit on the basic vocabulary and structures studied along with reading, writing and
listening activities.
Digital Minds material includes the digital formats of the pages in the Pupil's Book and
all the material in the audio CDs. It also included games and interactive activities for
class use as well as a Cambridge English Young Learners style test generator.

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

defines the syllabus as a series of objectives in each subject and educational stage;
contents, or the ability to activate and apply the contents of each subject and
educational stage in an integrated way, competences, or all the, abilities, skills and
attitudes which help achieve the objective of each subject and educational stage and
the acquisition of competences; didactic methodology, which includes the description
of teaching practices and the organization of teachers' work; gradable learning
standards and results ; y and criteria of evaluation of the degree of competence
acquisition and the objectives of each subject and educational stage.
The general objectives at this stage refer to the capacities pupils have to develop in all
subjects11:
a. Learn about and appreciate the values and norms of co-existence.

Learn how to function in accordance with these values and norms, prepare
themselves for the active role of citizenship and show respect for human
rights as well as the pluralism that is part of democratic society.
b. Develop work habits as an individual and within a team. Also promote

study habits in terms of effort and responsibility, as well as self-confidence,
a critical capacity, personal initiative, curiosity, interest and creativity as a
learner, and entrepreneurship.
c. Acquire techniques to prevent or resolve conflicts in a peaceful manner

so that learners can behave independently within their family and home life
or within their social groups.
d. Learn about, understand and show respect for various cultures and
the differences between people; equal rights and opportunities between
men and women; and the non-discrimination of disabled people.
e. Learn about and correctly use Castilian or the co-official language, if

one exists, of the Autonomous Community. Promote reading habits.
f. Acquire, in at least one foreign language, basic communicative

competence that allows them to express and understand simple messages
and manage in day to day situations.
1
Royal Decree 126/2014, 28th February, State Bulletin 52, 1st March 2014.

g. Develop basic maths skills and begin to solve problems involving the
four basic operations, geometry and estimations. Be able to apply this
knowledge in everyday life.
h. Understand the basic characteristics of Natural Sciences, Social

Sciences, Geography, History and Culture.
i. Gain initial practice in using information and communication

technologies as a learning tool. Develop critical skills towards the
messages they receive and produce.
j. Use different forms of artistic representation and expression and gain

initial practice in developing visual and audiovisual proposals.
k. Value hygiene and health; accept their own and other peoples’ bodies,
show respect for differences; and use physical education and sport as a
way of boosting personal and social development.
l. Learn about and value the animals closest to human beings and behave
in a way that is conducive to their well-being.
m. Develop emotional capacities in all aspects of their personality and in their

relationship with others, opposing violence, all kinds of prejudice and sexist
stereotypes.
n. Promote road safety and considerate attitudes, which go hand in hand

with the prevention of traffic accidents.
3 KEY COMPETENCES
3.1 Introduction
In line with the European Parliament and Council's Recommendation 2006/962/EC,

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

years, from Primary to Secondary. These skills help them realise their potential,
become active citizens, successfully participate in adult life and be able to enjoy
lifelong learning.

Each area of the curriculum facilitates the acquisition and development of these skills.
Consequently, by working the various areas of the curriculum it is possible to achieve
these objectives. The pupils are not limited to one specific subject or level. Factors for
success include the way schools are organised or run, the style of teaching, how the
key players in the educational community interact and what extra-curricular or
supplementary activities are available.
LOMCE uses the definitions of key competences established by the European Union2.
CC - Communication competence
MCST - Mathematical competence and basic competences in science and
technology
DC - Digital Competence
LL - Learning to Learn
SCC - Social and Civic Competences.
SIE - Sense of initiative and entrepreneurship.
CAE - Cultural awareness and expression.
Connections between contents, skills and assessment criteria are described in Order
ECD/65/2015.
Quick Minds takes into account the body of law and directives set out by educational
authorities. Its approach is holistic, based on the acquisition of procedural knowledge.
Its aim is for pupils to be able to develop through lifelong learning.
The rich variety of activities in Quick Minds integrates the teaching of the foreign
language with other curricular areas. Moreover, it leads to the global development of
the seven Key Competences.
3.2 How Quick Minds helps learners acquire Key Competences
Learning a foreign language leads to the acquisition of Key Competences in the same
way other subjects do. This acquisition process takes place with an equal degree of
intensity throughout each stage of a pupil’s time in the compulsory education system.
In an effective and systematic way Quick Minds contributes to the acquisition of each
basic skill. It does so within a communicative framework to guarantee that the
competencies in the English language are achieved. This communicative focus spans
the six levels of Primary education.
The educational aims of Quick Minds and its choice of content are designed to ensure
the development and acquisition of these Key Competences.
Communication competence focuses on using the English language as a vehicle for

spoken and written communication.
Boosting this competence by learning a foreign language means that the pupils
improve their ability to express themselves both orally and in writing. The pupils
develop this skill by using the register and discourse appropriate to every linguistic
situation that arises.
2
European Parliament and Council recommendations for key competences for lifelong learning, 18th December 2006
(2006/962/CE)

Pupils communicative competence improves as they recognise and gradually master
the working rules of the foreign language. To help them, the pupils can tap into their
experience with their mother tongue and reflect on the language learning process.
Quick Minds presents learners with activities that let them acquire and develop all four
skills, both speaking and listening, and reading and writing, and always reinforcing the
language learning with the grammar rules that underpin the English language.
Mathematical ability refers to their ability to reason. It involves making judgements,

making decisions and reaching conclusions through the problem solving process and
the coherent application of logic. Also important here is the application of mathematical
concepts to daily life.
To acquire this skill, pupils have to know about and use the numerical system and its
symbols. The pupils must be familiar with ways of expressing and rationalising in
numerical terms, while Communication competence allows them to reason, develop
arguments, formulate hypotheses, as well as use deductive and inductive reasoning,
etc.
The activities in Quick Minds are often linked to mathematical processes. Pupils are
exposed to reasoning and logic tasks, and even mathematical ones, both orally and in
writing. Thus, the course helps develop and boost this ability.
Competences in science and technology are about being able to understand events.
It involves making predictions based on what has been heard or read, in relation to
eating habits, health, the environment or being responsible consumers in their daily
lives.
Quick Minds provides a large range of both spoken and written texts that have clear
and detailed content on these issues, encouraging pupils to understand events and
predict their consequences. Learners increase their competence in English and, at the
same time, acquire this knowledge.
To acquire Digital Competence pupils have to be able to read, analyse and transmit
the information found in all kinds of texts in English. The pupils must be able to pick out
and organise the contents they hear and read. However, this skill is also directly related
to the integration of multimedia resources into the learning process.
With the online interactive activities and the Digital Minds material, Quick Minds helps
learners become more competent in using digital technology. Moreover, there are texts
in which handling information plays a crucial role, without undermining the other skills.
Learner strategies focus the pupils’ attention on what is required of them in order to
learn English. It also refers to the ability to memorise and self-evaluate. Both of these
abilities are present in any leaning process in which pupils are asked to form
hypotheses about the language using the rich variety of real-life examples presented in
the texts.
Quick Minds challenges the pupils to engage actively in the learning process when
dealing with any language content. It presents the linguistic rules subtlety so that
learners naturally make their own deductions and hypotheses, drawing on the
principles of Universal Grammar inherent in language acquisition.

Furthermore, with the Language Portfolio the course is provokes a continuous cycle of
self-evaluation and this, in turn, strengthens the basic skill of Learner strategies.
Throughout the learning process, Quick Minds constantly encourages the pupils to take
part in cooperative learning, another pillar of Learning to Learn, and thus the English
language becomes the medium for thinking so that reality is interpreted and
represented.
Social and civic competences are about discovering and becoming familiar with the
different social and cultural matrices that underlie the English language. At the same
time, respect and other values are reinforced through group work.
Quick Minds presents cultural aspects, always through the medium of English, which
deal not only with the society and customs of Britain but also of other areas of the
English-speaking world, such as Australia and the United States. It promotes respect
and values within a constantly changing society where cultural pluralism stands out
among the principles of the twenty-first century. The content of Quick Minds
complements the work done within the educational system to reinforce these values
and, therefore, helps the pupils to acquire social and citizenship skills.
Sense of initiative and entrepreneurship means being able to approach the learning
process in an autonomous way or, alternatively, to cooperate with others to achieve
any task that is proposed.
Quick Minds encourages pupils to work autonomously, heightening their sense of

responsibility and self-awareness while at the same time encouraging creativity and
imagination. In addition, given that assessment goes hand in hand with critical sense
and that value judgements may be reached on an individual or group basis, the values
of respect and understanding - towards themselves and their peers - are also
strengthened.
Pupils take part in activities which allow them to reinforce their enterprising spirit and
business sense using creativity, autonomy, initiative, team work, self-confidence and
critical awareness.
Discovery and self-enrichment are behind Cultural awareness and expression. This
skill develops the ability to understand and critically evaluate cultural and artistic
manifestations. Like social and civic competences, this skill is about strengthening
human values.
The methodological focus of Quick Minds is interactive and not only does
communication in English plays a crucial role it is also the vehicle for teaching about
other cultures and societies, as well as the values that guide them. This in turn helps
teachers carry out their own broader educational objectives at school. Throughout the
course, widely varied cultural and artistic topics are covered through a range of
activities.
To further promote social and cultural Key Competences, includes activities related to
aspects of the English-speaking world in which culture and art play an important role.
The main objective of Quick Minds is the acquisition of English and its culture. This
language then serves as the medium for making judgements with coherent values
about any manifestation of the English language, whether spoken or written. Thanks to

the ample range of activities found in Quick Minds, ensures that all seven Key
Competences will be acquired.
3.3 The Key Competences in Quick Minds
The basics skills have been developed extensively throughout the twelve main units, as
well as in the Revise ones. The pupils can be found in the Development of units of
teaching section. (See point 5.5).
This document specifies a series of DESCRIPTORS for acquiring and evaluating each
of the competences, bearing in mind pupils of the age group's cognitive development
and skills and in connection with the characteristics of the material in this course.
The activities to be carried out in each unit are specified and this enables evaluation of
the DESCRIPTORS.
The competence DESCRIPTORS we have set for this subject and year are:
Linguistic communication
Listen
Understand simple oral messages and instructions and recognise familiar words and
linguistic structures.
Identify the gist and specific information from a short situation from repeated visualisations
of the oral text.
Recognise aural items such as accent, rhythm and correct intonation in familiar and varied
contexts.
Talk and converse
Recite poems or sing a song with correct pronunciation and intonation.
Give simple oral presentations.
Give personal information and information about your surroundings in daily situations.
Take part in spoken interaction spontaneously.

Read
Identify relevant information on written posters and simple maps.
Understand the general idea and specific details about familiar subjects.
Deduce information from diverse texts about subjects of interest.

Write
Reproduce simple texts using previously presented models.
Fill in forms or cards with personal information and data.
Write short letters, e-mails or postcards with personal information and information about
your immediate surroundings.

Write simple stories and descriptions.
Mathematical competence and basic competences in science and technologye.
Solve simple problems connected with familiar subjects.
Interpret and show simple statistical data on simple graphs and tables.
Order and classify data using appropriate criteria.
Recognise daily objects' sizes and geometrical properties.
Solve puzzles and crosswords.

Use various techniques and items to build an object after planning the actions required to
do so.
Identify and differentiate objects and resources in the immediate surroundings and what
human beings do with them.
Respect nature and animals in the surroundings.
Be familiar with and follow healthy living practices.
Find out about responsible behaviour for taking care of the environment.
Apply strategies using methods from scientific research.
Digital Competence
Use ICT to reinforce and support learning English.
Give short presentations and create in English using various formats and digital tools.
Locate basic information on digital sources and formats.

Social and Civic Competences.
Take part in group activities with respect and interest and share opinions.
Show respect for your classmates and wait for your turn to speak.
Understand and value the use of English for communicating with other people and to find
out about other cultures.
Identify habits from countries in which foreign languages are spoken.
Cultural conscience and expressions.
Use artistic techniques and items in your presentations and projects.
Take an active part in preparing and carrying out artistic activities in the classroom.
Show interest in and respect for the culture of English-speaking countries.

Learning to Learn
Identify, plan and apply objectives for carrying out tasks and activities.
Use tools and resources, such as dictionaries and grammar books, to solve doubts.
Show an interest in carrying out self-evaluation and correcting your own mistakes.

Use basic comprehension and expression strategies to help carry out tasks.
Sense of initiative and entrepreneurial spirit.

Look for information to be able to complete your tasks in an autonomous manner.
Have a positive, proactive attitude to reading texts by yourself.
Plan and check your work to be able to present it properly.
Each unit's programme also includes connections between the unit's CONTENTS,
EVALUATION CRITERIA AND COMPETENCES .
In the annex at the end of each document there is an EVALUATION FORM ABOUT
COMPETENCES which includes the different DESCRIPTORS set for acquiring the
competences in each subject and school year.
The teacher can use this form to evaluate the competences and DESCRIPTORS for
each unit or whenever appropriate throughout the school year.
3.4 Multiple Intelligences
In 1983 US psychologist Howard Gardner developed the Theory of Multiple

Intelligences 3 in which he stated that all humans have eight different types of
intelligence which we use throughout life. Each individual develops them to greater or
lesser degrees depending on their genetics and external stimuli. During the learning
process the teacher must take all of them into account in order to make sure that the
pupils can acquire knowledge using their own, personal skills.
The resources used in Quick Minds allow pupils to develop their abilities in
communication in a natural way, since the seven Key Competences to work the mind
in a holistic way are worked throughout all of the units. From these seven
competences, the different multiple intelligences are dealt with. The activities in Quick
Minds are designed to stimulate all of the different intelligences in such a way that
there will always be something to appeal to every learner.
Linguistic intelligence, sensitivity to the written and spoken word and the ability to
learn languages, is a core element in Quick Minds that is exploited in combination with
the other intelligences.
Interpersonal intelligence, effective communication with others, is treated as a vital

aspect of language learning. Communication activities help the development of
interpersonal skills, encouraging children to work together and develop further
communication strategies.
3
Gardner, H. (1994): Estructuras de la mente: la teoría de las inteligencias múltiples, (Colombia, Fondo de Cultura
Económica) y Gardner, H. (2001): La inteligencia reformulada: la teoría de las inteligencias múltiples en el siglo XXI,
(Barcelona, Paidós).

Intrapersonal intelligence, expression of inner thoughts and feelings, is integrated
into the learning process and developed in each of the units in Quick Minds, thus
enabling pupils to become more aware of themselves and the world around them.
Musical intelligence, appreciation of rhythm and music, is covered in every unit

through songs, chants and occasional raps. As Howard Gardner points out, this
intelligence runs almost parallel to linguistic intelligence.
It is also very important to develop the mind and the body together when working with
young learners, thus the Bodily-kinaesthetic intelligence, coordination and
connection with the whole body, is also taken into account.
There is a range of different activities where the Logical-mathematical intelligence is

exploited. These activities help the development of logical thought and problem solving.
Visual-spatial intelligence, the expression and understanding through the visual

world, is one of the key ways that children learn. Pupils are very aware of the world
around them and often think in pictures and images. The presentation of appealing
images in Quick Minds helps children be more creative and stimulates their
imagination.
Lastly, Naturalist intelligence, the ability to interact with the natural world around us,
is fundamental for pupils' integral learning. In Quick Minds there are many observation
activities about natural surroundings and reflections about our place in the world.
The eight learning styles can be identified or linked to the Key Competences.
Regarding the information and technological ability, Quick Minds proposes Online
Interactive Activities accompanying this course in which pupils will find different
resources to practise what they have learned in each of the units, helping to develop
their autonomous learning at the same time.
Apart from the Key Competences, in each unit of Quick Minds, several sociocultural
aspects are explored through different kinds of activities as are attitudes and social
awareness topics. Within this area of social awareness, different fields are treated
throughout the units: moral and civic education, education for health, education for
peace, education for sexual equality, consumer education and working together in
class. In this way, we are teaching our pupils not only to learn a language but also to
appreciate and respect its culture, and we are contributing to their development as
human beings. At the same time, English is interrelated with other curricular areas such
as Mathematics, Science, Arts, Music and IT, since all the activities proposed are not
only for the sake of the language but also in the pursuit of other goals.

4 CONTENTS
4.1 Content blocks
The basis syllabus in Primary Education for First Foreign Language learning is based
around four blocks of activities as set out by the Common European Framework of
Reference for Languages:
 Comprehension of oral texts

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

types of social norms, habits, values, beliefs and attitudes; non-verbal language.
 Learning how to interact when asking strangers for information.

 Communicating with classmates in English during the class.
 Become familiar with subjects and daily habits in the school day.
 Show interest in and tolerance towards subjects studied at school.
 Show an interest in technological development.
 Show interest learning the importance of working together as good citizens and
making coexistence easy for everybody.
 Value the importance of following rules of politeness and respect interacting
with others and requesting their services, for example in a shop.

 Show an interest listening to information which other pupils provide and take
part actively in class.
 Respect for and take an interest in plans which other people suggest.
 Show interest in what has happened in the past and what will happen in the
future.
 Reflect about the importance of respecting and taking care of the environment.
 Be aware of the importance of being up to date with technology.
 Work about poetry, types of poems and rhymes.
 Use skills to relate with other people and start simple questions offering advice,
talking about the weather, about various illnesses, pain and discomfort and
plans and intentions for the summer.
 Use skills to make comparisons between objects focusing on their main
characteristics.
 Learning about the importance of talking about one's habits and asking about
other people's.
 Assessing the importance of social interaction in the classroom.
 Valuing the importance of following daily norms and building up solid, healthy
habits.
 Valuing the importance of having good study habits.
 Valuing festivities and traditions in English-speaking countries.
 Assess the importance of taking part in collective games and tasks.
 Valuing the importance of museums for conserving cultural and historical
heritage.
 Learning about ancient civilizations such as Egypt.
 Learning about the importance of sharing Christmas with family and friends.
 Learning about Bonfire Night and Earth Day.
3. Communicative functions
 Express skills and what you are good at and what not.
 Express your family relationships.
 Give your own opinion about different subjects.
 Ask and answer about what you like and what you do not.
 Express the obligation to do something.
 Express how you feel.
 Give advice.
 Ask and give instructions about a place in a city or town.
 Describe and ask about something there was in a specific place in the past.
 Compare various objects and focus on one of them.
 Say prices and compare the prices of various objects.
 Describe pictures basing yourself on the differences between them.
 Ask for and give information in a shop.
 Reach an agreement.
 Exchange information about various illnesses, pains and discomfort.

 Talk about things which happened in the past.
 Exchange information about the weather.
 State plans and intentions for the future.
5. Very frequent oral vocabulary (reception)

 Numbers from 1 to 100
 School materials
 Emotions and moods
 Places in a city or town.
 The sea
 Electronic devices and small household appliances
 Illnesses, pains and discomfort
 Countries
 Atmospheric conditions and phenomena
6. Sound, accent, rhythm and intonation patterns

 Words which rhyme.
 Sounds /ɔ/ and /əʊ/.
 Words with a final mute ‘e’.
 Sounds /s/ and /ʃ/ associated with different letters.
 Sounds /ʊ/ and distinguishing between sounds /ʊ/ and /u:/.
 Letter gh associated with different sounds.
 Sounds /k/y /ʧ/ associated with the letter ch.
 Ending –ed in regular past tense verbs /t/, /d/ and /ɪd/.
 Ending –ure in sounds /tʃə/ and /ʒə/.
Block 2. Production of oral texts (Speaking): expression and interaction
1. Production strategies
Planning
 Preparing messages systematically, distinguishing between the main idea or
ideas and its basic structure.
 Write for the target reader, context and medium, using the appropriate registers
and structures in each case.
Realization
 Transmit the message clearly, coherently, giving it the appropriate structure and
adjusting it, when necessary, to each type of text's models and forms.
 Adjust the task or message after assessing its difficulties and the available
resources.
 Take advantage of previous knowledge the maximum.
 Compensate for language deficits using paralinguistic or paratextual
procedures:
Linguistics

1. Modify words with similar meanings.
2. Define or paraphrase terms and expressions.
Paralinguistics and paratexts
3. Ask for help.
4. Point out objects or carry out actions which clarify the meaning.
5. Use culturally appropriate body language (gestures, facial expressions,
postures, eye contact or body contact).
6. Use extralinguistic sounds and conventional prosodic qualities.


future.
characteristics.
other people's.
habits.
heritage.

 Give advice.
5. Very frequent oral vocabulary (production)

 The sea
 Countries
6. Sound, accent, rhythm and intonation patterns


1. Comprehension strategies
- Previous presentation of information about the task and subject
- Text identification and its comprehension.
- Distinguishing types of comprehension (gist, essential information, main points).
- Making hypotheses about contents and context.
- Inference and making hypotheses about meaning using comprehension of the main
points, both linguistic and paralinguistic.
- Revising hypothesis using newly understood points.


future.
characteristics.
other people's.

habits.
heritage.
 Give advice.
5. Very frequent written vocabulary (reception)

 The sea
 Countries

6. Graphic patterns and orthographic conventions..
Block 4. Production of written texts: expression and interaction (Writing)
1. Production strategies
Planning
 Activate and coordinate general and communication competences in order to
carry the task out efficiently.
 Identify and use the appropriate linguistic or subject resources.
Realization
 Communicate the message clearly using the models and patterns for each type
of text.
 Adjust the task or message after assessing its difficulties and the available
resources.
 Take advantage of previous knowledge the maximum.


future.

characteristics.
other people's.
habits.
heritage.
 Give advice.

5. Very frequent written vocabulary (production)
 The sea
 Countries
6. Graphic patterns and orthographic conventions..

4.2 Core contents
In assessment, it is crucial to establish the core content. This content has to serve as a
guide to both the teaching staff and the pupils when it is comes to assessing the
progress made in the learning process and as the basis of the different types of
assessment. Mastery of this content, documented with the different assessment tools,
confirms a pupil’s progress and justifies the positive marks the pupils achieve (during or
at the end of the academic year).
(See Point 4.1, Content blocks, in this teaching programme)

5 LEARNING STANDARDS
In order to grade the performance or achievement of each pupil during Primary

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

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

General standards for the stage 5th Grade Primary
Block 1. Comprehension of oral texts (Listening) LISTEN
 Understanding the gist of adverts about  Understand simple oral messages and
products of interest. instructions and recognise familiar words and
 Understanding messages and public
announcements with contain instructions,  Identify the gist and specific information
warnings or other types of information. from a short situation from repeated
visualisations of the oral text.
 Understanding what is said during usual
transactions.  Recognise aural items such as accent,
rhythm and correct intonation in familiar and
 Identifying the subject of a predictable varied contexts.
daily conversation which you hear.
 Understanding the gist of short, simple

conversations about family matters and which
you take part in.
 Understanding the gist of simple, well

structured, clear, slowly delivered
presentations about family matters or matters
of interest helped by pictures and illustrations.
 Understanding the gist and identifying

subject changes in television programmes and
other audiovisual materials about matters of
interest

Block 2. Production of oral texts (Speaking) TALK AND CONVERSE
 Recite poems or sing a song with correct

 Make short presentations, previously
pronunciation and intonation.
prepared and practised, about daily subjects or
things of interest.
 Give simple oral presentations.
 Cope in daily situations.
 Give personal information and information
about your surroundings in daily situations.
 Take part in direct conversations or using
technical resources to make social contact.
 Take part in spoken interaction
spontaneously
 Take part in an interview and give
personal information.
Block 3. Comprehension of written texts (Reading) READING
 Identify relevant information on written

 Understanding instructions, explanations
posters and simple maps.
and basic information in notes, signs and
posters.
 Understand the general idea and specific
details about familiar subjects.
 Understanding essential information and
identifying specific information in simple
informative texts.  Deduce information from diverse texts
about subjects of interest.
 Understanding brief, simple
correspondence about familiar subjects.
 Understanding the gist of short pieces of

news and articles about familiar subjects or
subjects of interest.
 Understanding the gist of short, well-

structured stories in which pictures or actions
transmit a large part of the information.
Block 4. Production of written texts (Writing) WRITING
 Reproduce simple texts using previously

presented models.
 Fill in a short form or card with your
personal data.
 Fill in forms or cards with personal
information and data.
 Write personal correspondence with short
messages or talk about yourself and your
immediate surroundings.  Write short letters, e-mails or postcards
with personal information and information
about your immediate surroundings.
 Write simple stories and descriptions.

6 ASSESSMENT
6.1 Introduction
The teaching and learning process cannot be complete if it is not evaluated and its
outcomes measured. Assessment is necessary in order to see to what extent pre-
specified objectives have been met so that the teaching programme can be adjusted to
the needs and characteristics of the pupils.
Assessment must provide information about what pupils are learning and how they
learn. With this data teachers will be able to decide what each pupil needs in order to
achieve progress.
Although all aspects of the educational system should be subject to evaluation and
open to improvement, the focus must be on assessment in terms of the pupils’
academic progress.
It is vital to monitor the learning of the whole class as well as the individual
development of each pupil, taking into account the diverse learning styles and pace. In
this way the teacher’s intervention can be tailored to each pupil’s needs.
Needless to say, assessment is most often directed by the teacher. Nevertheless, in an
approach which involves the pupils so that they take responsibility for their own
learning, it makes sense that they also participate in the assessment process. The
teacher must also look at how the pupils perceive their own learning and how they
react to difficulties. Above all, the teacher must respond to their tastes and preferences
as learners of English.
Assessment must take place throughout the various learning stages:
 At the beginning of the process. Diagnostic information is gathered at the entry

stage: what the pupils already know, what they do not know and what they have
misunderstood. This kind of assessment allows the teacher to anticipate problems
and modify the teaching programme. It may be done at the beginning of each
academic year, term and even every unit.
 During the process. Formative assessment helps the teacher make decisions
about where to place particular emphasis when extending, eliminating or reinforcing
the content. It helps the teacher to decide if the programme has to be modified.
 At the end. When each stage has finished, summative assessment enables the
teacher to check if teaching/learning outcomes coincide with the set objectives.
Assessment may be limited to what the teacher observes while the class is in progress,
or it may entail carefully gathering data that accurately chart the learners’ progress and
identify possible difficulties.
It is important in each case to use the type of assessment which best corresponds to
each situation and the particular areas of the learning/teaching process that the teacher

wants to improve. If the aim is to improve pupils’ listening comprehension, the teacher
will set up activities to test their skills and progress, the problems they encounter and to
discover how they overcome these difficulties. If the teacher wants to increase
motivation, he or she can monitor how much interest the pupils show in the different
activities or how much they participate. In this way, by making use of a variety of
resources the teacher is able to choose the right tools depending on the aims of the
assessment.
These can be defined as the points of reference established for each kind of learning
and the degree of acquisition that can be expected of each pupil. These criteria allow
us to establish and properly evaluate the main areas of progress made by the pupils,
as individuals and as a group. The materials for the second cycle of Quick Minds follow
the assessment criteria below, in accordance with the new law for Primary education:
 Identifying the gist, the essential information and main points in very short oral
texts with standard language, simple structures and frequently used vocabulary,
enunciated with clarity and slowly, read live or using technical resources, about
specific, usual subjects connected with personal experiences, needs and
interests in predictable daily contexts or connected with areas of immediate
need in the personal, public or educational areas, with good acoustic conditions
and no distortion of the message, with the possibility of listening to the message
again or asking for confirmation and with visual support or a clear visual context
reference.
 Knowing and using the most appropriate basic strategies for general
comprehension of the text's essential information or main points.
 Identifying basic, meaningful social and cultural features about daily life,
interpersonal relationships, behaviour and social conventions andmaking use
of the knowledge acquired about them to understand the text correctly.
 Distinguishing between the main communicative function or functions of the

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

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

situations and usual, specific subjects connected with needs and interests and
using the context indicators and the information in the text to form an idea about
the probable meanings of unfamiliar words and expressions.
 Distinguishing between sound patterns, accents, rhythms and basic intonation

and recognising general communicative meanings and intentions connected
with them.

 Taking part in a simple, comprehensible way in short conversations which

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

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

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

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

understand the gist, essential information or the text's main points.

 Identifying specific and meaningful sociocultural and sociolinguistic
features about daily life, living conditions, personal relationships and social
conventions, and apply the knowledge used to understand the text correctly.
 Distinguishing the text's communication function or functions and a

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

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

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

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

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

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

habitually.
 Knowing and using frequent written vocabulary about daily situations and
usual, specific subjects connected with your interests, experiences and needs.
 Using basic punctuation conventions to write words and short sentences

which are often used in speech reasonably correctly..
As we stated in the previous section, both evaluation criteria and their application -
learning standards - must be items in terms of objective achievement and each stage's
competences.
Furthermore, for specific evaluation of the degree of achievement in terms of these

criteria in the fifth school year of Primary Education, the teacher may use the

DESCRIPTORS listed in section 3 (Competences) and 5 (Learning Standards) and in
this programme's Didactic Units Development.
6.3 Assessment in Quick Minds
With pupils of this age, it is best to use continuous assessment, monitoring their
progress in the classroom and using this information to help with teaching. The
continuous assessment that relies on pupils monitored by the teacher and who will use
this monitoring to correct their own progress, will make the role of pupils even more
active, since they are learning from the input they are given by the teacher but, at the
same time, they are monitoring themselves.
Children do not develop at the same rate and do not all learn in the same way. So we
need to assess each pupil as an individual and not compare them with the other pupils
in the class. We should look for progress and development in every pupil.
We should assess and monitor the pupils’ social and emotional development together
with their learning of English. This means that we should praise effort and encourage
them to share and to work in pairs and groups, as well as giving them feedback on their
English.
The following assessment criteria are adapted from those established by the Law in
relation to the teaching material found in Quick Minds and which are considered
important and necessary areas of evaluation.
1. Understand gist. The purpose is to measure pupils’ ability to understand the

gist of short and simple spoken messages. These messages are presented in
ideal conditions, that is, in direct communication and with contextual clues.
2. Understand specific details in messages. The aim is not only to enable
pupils to understand the gist, but also extract the details, which the teacher has
pointed out beforehand, in simple spoken and written texts familiar to the pupils,
even if other parts of the message are not understood completely.
3. Produce messages. Also subject to assessment is the pupils’ ability to express
themselves orally in everyday situations that are familiar to them. Value is given
to the pupils’ ability to make themselves understood. Pronunciation errors that
do not impede communication are overlooked.
4. Pronunciation. The pupils are assessed on their assimilation of the
phonological system of English, the phonemes, rhythm and intonation, and
whether they can apply this knowledge to understanding and producing simple,
contextualised and familiar messages.
5. Acquiring new vocabulary. The aim of the criteria is to assess the pupils’
ability to successfully understand and use the vocabulary and expressions that
have been highlighted for learning. The acquisition of new vocabulary will
always be monitored in situations that have a clear context and are familiar.
6. Class participation. By observing their behaviour, the teacher will assess if
pupils take part in communicative tasks in a constructive way, respecting the
norms of oral interaction.

7. Collaborative work. By monitoring how pupils behave, the teacher will also
see if the pupils’ participate constructively in group activities. While working, the
pupils will cooperate to ensure that the learning environment is harmonious.
8. Individual work. Observing how pupils behave also enables the teacher to
assess individual work in terms of accurate content, attention to presentation,
and ability to work within a time limit.
9. Interest in learning. The aim of the criteria is to see if the pupils demonstrate
interest in making progress in their learning and curiosity in finding out new
things, if they pay attention in class, if they ask questions, or if they let the
teacher know they are unsure about something.
10. Respect for others. This assesses the extent to which the pupils demonstrate
respect towards classmates and teachers, listen without interrupting, waiting
their turn to speak, and valuing the ideas and opinions of others.
11. Interest in getting to know other cultures. This assesses whether pupils
demonstrate interest in learning about the cultural aspects of the English-
speaking world, if they are attentive when these aspects are discussed in class
and if they ask questions to broaden their knowledge.
12. Use of polite phrases and strategies. Through direct observation, the teacher
can see whether, when speaking, pupils use the polite phrases they are
gradually learning in class and if they incorporate these phrases into the
everyday classroom routine.
To have an overview of the class as a whole, the teacher may design a grid. The pupils’
names are written in the left-hand column and the numbers of the assessment criteria
are written in the top row. A colour code can be used to mark each box according to
each pupil’s achievement (for example, green for good, blue for satisfactory and red for
unsatisfactory). In this way, the teacher will be able to see quickly how well the group is
doing.
Discipline is also part of a good assessment. By channelling pupils’ innate energy to

the good, we can often avoid unruliness and indiscipline. A lot of discipline problems
arise when pupils are under challenged and bored, or when activities are too repetitive.
Quick Minds has been written taking into account the very different needs and
requirements of pupils thus including a wide variety of activities for pupils to enjoy.
However, it is important that the teacher establishes a context of discipline in the

classroom by making sure pupils know what is acceptable and what is not, and by
treating all pupils in the same way. Clear and fair discipline parameters create a ‘safe’
classroom environment in which pupils can work confidently and freely.
To hold the interest of young pupils, we will need to get a balance between their
limitless energy and their limited attention span in order to avoid boredom, restlessness
and demotivation, factors that will end, once more, in discipline problems.
6.4 Evaluation in Quick Minds
The Quick Minds 5 Teacher's Resource Book includes a test for the end of each unit in
order to be able to easily evaluate knowledge of the vocabulary and basic structures

learned as well as activities which Revise the four skills (oral communication, oral
production, written comprehension and written expression).
You should tell the pupils that you are going to give them an evaluation activity, but
make sure they don’t become too anxious about it. It is important that the pupils come
to the activity feeling relaxed and positive, believing that they can do it.
You should allow them ten minutes for each evaluation and do not forget to give them
all the instructions in English.
While doing the evaluation, monitor and encourage them. Once you have corrected the
evaluation sheet, give each pupils feedback by colouring in the stars at the end of the
sheet and drawing a smiley face.
Always focus on what the pupils can do and what they have done, rather than on what
they cannot do.
The Pupil's Book provides a Revise page with three different types of activity in the last
lesson of every unit: making posters in order to express what has been learned about
various subjects using English, table games in which pupils can practice the language
orally in small groups and pages with multiple choice questions in fun, attractive format.
During the evaluation process it is also important for pupils to be aware of what they
have learned. To ensure this, there is a Revise section in the Activity Book for each
unit. This section is a written register of what has been written and can also be used for
less formal evaluation. One way to evaluate pupils' learning is to see if they are able to:
recognise some of the new vocabulary; recognised most of the new vocabulary; use
the vocabulary and structures learned in the unit, albeit making some punctuation
mistakes; make concise, correct use of the vocabulary and structures learned in the
unit.
In the annex at the end of this document there is a COMPETENCES EVALUATION

FORM, broken into different DESCRIPTORS, which the teacher may use at the end of
each unit, each quarter or whenever appropriate throughout the school year.

7 INDIVIDUAL NEEDS
It is easy to see how both the policy-makers and teachers seem more concerned about
dealing with pupils who have learning difficulties than with their more capable
classmates, who may end up feeling bored in class if they are not motivated or given
more difficult activities to tackle. This is yet another challenge facing those working in
education.
With this situation in mind, it is worth commenting on how Quick Minds handles
diversity in terms of its programme, structure and contents. As mentioned earlier, the
programme in Quick Minds is flexible. It has points to consider and general proposals
to help teachers adapt this programme to their own context: the school, their classroom
and each learner.
Quick Minds carefully-selected contents are presented in a stimulating and motivating

way in an effort to cater to diversity. The series follows a cyclical structure that allows
learners to build on what the pupils know and to delve more deeply into new or more
complex areas of language and culture. Similarly, the complex assessment procedure
has general criteria that must be elaborated and adapted towards each group with
specific objectives, according to the context of the school, teacher and class. Teachers
have different assessment tools and skills, as well as defined tasks at their disposal.
Moreover, it is necessary to establish the core content according to the needs,
capacities and pace at which our pupils learn.
Furthermore, attention should be paid towards the activities, materials and resources
proposed by Quick Minds for the successful handling of catering to individual needs.
A great many of these activities can be personalised and are open-ended so that each
pupil can respond differently, according to his or her ability.
The activities in the Activity Book work on the key points in each unit. They can be used
for both the pupils in need of greater support and the more gifted who finish the basic
task early. Each pupil will need a set amount of time, which will more or less depend on
the degree of their motivation. The activities are mostly designed for use in the
classroom, but can also be set for homework as reinforcement. As shown in the table
below, the same material and/or resources can be used for support or extension: only
the objective is changed accordingly. For instance, a simple question about a story
card can serve as reinforcement for the weaker pupils, but it can also inspire an
extension activity if the pupils are asked to think of more other words in the same
lexical set.
It is recommendable that the teacher makes the most of the pupils’ skills in as many
ways as he/she can think of. It may be the case that the pupil who hates speaking,
enjoys writing vocabulary on the board, while others may be good at drawing or making
posters.
Another key factor is the methodology followed by the teacher with his particular group
of pupils and more specifically with those with learning difficulties. The most important
thing with any kind of task is to make sure that pupils have been well prepared
beforehand, that they know all the words they will need and that they understand the

purpose of the activity. Equipping pupils properly with the linguistic tools to enable them
to carry out the task or activity successfully will ensure that it is challenging and
enjoyable for everyone. Without the necessary preparation, pupils may have a negative
learning experience which will cause them to lose confidence and become frustrated
with an activity that they have not got the ability to do.
Before starting an activity, demonstrate it. For pairwork activities choose a pupil to help
you. Then follow up by choosing two pupils to demonstrate the activity for the whole
class.
Try to move around the classroom while explaining or doing activities, circulating
among the pupils. At the same time you project an air of confidence and of being more
accessible to pupils. Movement in the classroom tends to hold pupils’ attention better
and makes the class more lively and dynamic.
In the same way that is a good idea for teachers to move around, you can also have
the same technique with the seating arrangements in your classroom. Weaker pupils
could be put next to stronger ones to help group dynamics and break up potentially
disruptive pupils. When working in pairs, weaker pupils will be helped by those who are
stronger, pupils tend to help each other. When working in groups, it is also good to
have mixed ability groups. Whenever possible, have pupils just move their chairs
around one or two tables in order to create them an easy environment for discussion
and written work.
As we have previously said, assessment and encouragement is essential with young

pupils, but even more important with those with learning difficulties. When carrying out
an activity, try to guide them towards finding the correct answer rather than supplying
them yourself. That way, pupils will feel satisfied when reaching the right answer.
Whenever a mistake is made by any of the pupils, teach them that making mistakes is
a vital part of the learning process so as they will not be ashamed of being wrong.
The Extra Activities for each lesson can be used whenever you feel that pupils need
more practice with some of the language. The same activities can be used as a way of
extension for fast learners, even if you may add a little change in the instructions.
Besides, in the Teacher’s Resource Pack you will find three reinforcement and
extension worksheets for every unit, as well as a cross-curricular worksheet to further
exploit the unit.
Don’t forget that recycling is another important part of the learning process that will help
very much pupils with special needs as well as the rest of the group. Quick Minds
builds in regular recycling and includes different games and techniques to Revise the
language seen in each unit or in each set of three units.
The Teacher’s Resource Pack together with the Interactive DVD and the Digital Minds
material, offer further materials designed to help teachers cater to the individuals they
encounter in class: photocopiable worksheets, vocabulary cards and activities for
festivals.

8 DEVELOPMENT OF UNITS OF TEACHING
As can be seen in the development of the units of teaching, the contents have been
grouped into four main blocks:

In order to facilitate reading the programme, cross-curricular contents are specified

after each block's specific contents. They are the following:
Communicative functions
Vocabulary
Syntactic-discursive contents
Graphic patterns and sounds
Classroom language
Learning strategies
Sociocultural and sociolinguistic aspects
In the following pages you will find a breakdown of the contents of each unit.

THE SCIENCE LESSON UNIT
1 Contents
Block 1. Comprehension of oral texts
 Listen to and understand messages in short texts in different audio-visual formats.

 Listen to and understand simple messages about The Time Travellers, the
characters in the adventures in Quick Minds 5.
 Listen to and understand numbers 21 to 100.
 Listen to and understand different messages with grammar structures for speaking
about abilities: (not) good at.
 Listen to and repeat grammatical structures for comprehension, learning and
correct pronunciation.
 Listen to a song for the pupils to complete the lyrics with the missing words.
 Listen to a song about The Time Travellers, to distinguish and learn their most
characteristic features.
 Listen to and repeat rhyming words.
 Listen to, read and understand a story using visual aids.
Block 2. Production of oral texts
 Oral interaction using questions and answers about things shown in the unit's
introductory scene and what has been heard in the accompanying dialogue.
 Oral interaction using questions and answers in which pupils practise numbers 21
to 100 in connection with a picture and a story.
 Oral interaction using questions and answers in which pupils talk about the main
characters in the story.
 Take part in the (memory game) in which the pupils practise questions about a
previously presented story and answer, without reading the text again, to make use
of their memories.
 Oral interaction in which pupils talk about things they are good or bad at and their
skills.
 Oral interaction in which pupils talk about family members using ‘s.
 Acting out in groups a previously read story.
Block 3. Comprehension of written texts
 Reading and comprehension of simple sentences in which the Time Travellers's

skills and things they do not do well are explained.
 Read grammar structures to understand and learn them.
 Read, listen to and understand the unit songs connected with the characters in the
book and the characters in the adventure.
 Readings simple, short sentences introducing different family members and ‘s.
 Read and understand a story with visual and audio aids.
 Read and understand various sentences to decide what they say is true or false
according to what has been read previously.
 Reading various sentences so that pupils can complete them as told to in the song.
 Read, listen to and understand the lyrics of the unit song about Phoebe, Alex and
Patrick's, The Time Travellers' characteristics.

 Read various dialogues using rhyming words
 Read the song lyric for the pupils to complete it with the missing words.
 Read various pairs of rhyming words.
 Read grammar structures to understand and learn them.
 Read various comprehension questions about the previously read story.
 Read various sentences to put them in the correct order as per read in the unit
story.
 Read various sentences which summarise what has happened in the unit story for
the pupils to complete them with the characters' names.
Block 4. Production of written texts
 Complete the lyrics of the unit song with the missing words.
 Write sentences about what the various characters are doing wrong in some
laboratory scenes.
 Write the words for numbers 21 to 100.
 Write sentences saying what the characters are good and bad at.
 Write sentences in which pupils talk about what they are good and bad at.
 Write sentences expressing family relationships using ‘s.
 Finishing sentences in such a way that pupils reconstruct the contents of a story
they have worked on previously.
 Distinguish sounds inminimal pairs and write the missing vowel.
The following points are studied indirectly in the four previous blocks:
Communication functions:
 Questions and answers about the contents of a story which has been worked on
previously.
 Taking part in a memory game so that pupils practise asking questions and replying
about story worked on previously.
 Oral interaction in which pupils practise talking about their abilities and about things
they do not do well.
 Oral interaction in which the pupils talk about the different members of their
families, asking each other about the relationships between them all.
Vocabulary:
 Numbers 21-100.
 Family: grandfather, grandmother, grandson, granddaughter, daughter, son,
parents, uncle, aunt, cousin.
 Song: lost in time, Time Traveller, patient, mate, till.
 Story: impressed, brick, flash.
 Other words: normal, nothing special, Guess what?
 Revision: numbers 1 to 100, actions and activities, family relationships.
 Good at + ing
o I’m good at + -ing
o I’m not good at + -ing
 Possessive apostrophe
o He is Tom’s uncle.

o They are John’s cousins.
o She’s Nora’s aunt.
Pronunciation and spelling:
 Recognising and pronouncing words which rhyme.
Classroom language:
 Try to guess the number I’m drawing.

 What am I doing?
 You’re jumping.
 Ben is good at painting.
 You’re good at swimming.
 You’re not good at playing the guitar.
 Are you good at swimming?
 What are you good at?
 Would you like to travel in time?
 Would you like to visit the past or the future? Why?
 What powder do they need for the first experiment?
 What happens to the brick?
 What do they use in the next experiment?
 What happens?
 What goes wrong in the experiment?
 What do you need for each experiment?
 What are the students doing wrong?
 Listen and tick the box.
 Number the pictures.
 Draw and write examples of what you know.
Learning strategies:
 Memorize and use the vocabulary in the unit.

 Understanding and writing simple sentences and texts following the model.
 Use information and communication technologies.
 Enjoy team work.
 Have confidence in your own ability to learn a foreign language.
 Evaluate your ability to respond to class instructions.
 Show interest in taking an active part in class, providing information about your
abilities and possessions.
 Value the importance of following instructions carefully.
Socio-cultural and socio-linguistic features:
 Practising how to talk about one's abilities and others' possessions.

 Communicating with classmates in English during the class.
 Assessing the importance of social interaction in the classroom.


2 Competences
Descriptors Activities
LISTEN
Understand simple oral messages and Listen to simple oral messages about
instructions and recognise familiar words and possessions and abilities.
Identify the gist and specific information from a Listen to a story about the book's characters.
short situation from repeated visualisations of
the oral text.
Recognise aural items such as accent, rhythm Listen to a song about other people's
and correct intonation in familiar and varied possessions and abilities.
contexts.
TALK AND CONVERSE
Recite in a group the unit song.

Recite poems or sing a song with correct
Give simple oral presentations. Explain and describe to classmates what you
do well and what you do not.
Give personal information and information Personalise answers to the teacher's
about your surroundings in daily situations. questions with personal information and
information about your surroundings.
Take part in spoken interaction spontaneously. Ask and answer classmates about other
people's abilities and possessions.
Act out the previously read story.
READING
Understand the general idea and specific Recognise sentences connected with other
details about familiar subjects. people's possessions and abilities.
Recognise the sentences in the unit's story.
Deduce information from diverse texts about Interpret and understand the instructions,
subjects of interest. examples and texts in the reading and
writing activities suggested in the Activity
Book.
WRITING
Reproduce simple texts using previously Write simple texts connected with other
presented models. people's possessions and skills.
Write simple texts using the possessive
apostrophe and the expression good at +ing.
Fill in forms or cards with personal information Write sentences in which pupils talk about
and data. what they are good and bad at.
Write short letters, e-mails or postcards with Pupils describe a family member.
personal information and information about

Mathematical competence and basic competences in science and
technologye.
Recognise numbers 1 to 100 Write and use numbers 1 to 100 correctly in
English.
Solve simple problems connected with familiar Solve the colour combinations in the test
subjects. tubes, as suggested in the AB activity.
Digital Competence
Use ICT to reinforce and support learning Carry out the exercises explained in Online
English. Interactive Activities for the pupils in this unit.

Take part in group activities with respect and In groups, sing the unit song.
interest and share opinions.
Understand and value the use of English for Talk about other people's skills and
communicating with other people and to find possessions.

Take an active part in preparing and carrying Reproduce the unit song.
out artistic activities in the classroom.
Learning to Learn
Use tools and resources, such as dictionaries Do the unit exercises in the Activity Book in
and grammar books, to solve doubts. an autonomous manner with the help of
dictionaries and the Grammar Focus at the
end of the Class Book.

Look for information to be able to complete Recite in a group the unit song.
your tasks in an autonomous manner.
Learn about the importance of following
instructions carefully.
Have a positive, proactive attitude to reading Carry out the Activity Book reading activities
texts by yourself. in an autonomous way.
3 Transversal subjects and values education.
Moral and civic education
 Show interest taking an active part in class and following the teacher's instructions
correctly.
 Recognise the importance of following instructions carefully.
Cooperative work in the classroom
 Be able to work with the whole class respecting other pupils' turns to talk

4 Cross-curricular focus
 At this level, themes tend to coincide with other areas of the syllabus, different
subjects overlapping continually. In this unit maths contents are examined
(numbers 1 to 100). It is also connected with science and objects which can be
found in laboratories.
5 Evaluation criteria
 Talk about abilities and lack of abilities using good at + ing.

 Talk about possession using the possessive apostrophe.
 Count from 1 to 100 and use those numbers in diverse communication contexts.
 Use correct pronunciation and intonation.
 Recognise and produce orally and in writing pairs of rhyming words which include
different vowel sounds.
 Use the subject, general meaning and main information and ideas from the text in
short, simple texts with visual and audio support.
 Identify basic sociocultural and sociolinguistic features such as the importance of
following instructions carefully.
6 Contents - Evaluation criteria - Competences
Contents Evaluation criteria Competences

- Revise and practice numbers 1- Count from 1 to 100 and use
CL
100. those numbers in diverse CMCT
communication contexts.
Practice using the possessive Recognise and use functions
apostrophe and the expression and meanings associated with
good at +ing. basic syntactic structures.
CL
Distinguish and comply with CSC
habitual communication
functions: expressing
possession and skills.
Practice pronouncing pair of Recognise and produce orally
rhyming words which have different and in writing pairs of rhyming
CL
vowel sounds. words which rhyme.
.
.
Recite a chant and a song about the Use correct pronunciation and
CL
characters in Quick Minds with the intonation. CEC
rest of the class. SIEE
Listen to a story. Use the subject, general

Identify the parts of the illustrated meaning and main information
story which has been studied and ideas from the text in short, CL
previously. simple texts with visual and
audio support.

Talk about the meaning of a story Identify basic sociocultural and
which has been worked with before. sociolinguistic features such as
CL
Be able to reflect about what has the importance of following CSC
been learned. instructions carefully.

UNIT 1 THE ROCK ‘N’ ROLL SHOW
1 Contents
 Listen to and understand messages in short texts from different audio-visual

formats connected with school subjects.
 Listen to and understand simple oral messages about school subjects which
various characters carry out at different times of day.
 Listen to and understand simple messages in which the characters talk about the
school subjects which they like and do no as well as other activities which they
enjoy or do not.
 Listen to and recite a chant and a song about preferences with regards to school
subjects.
 Listen to and repeat dialogues which illustrate the sounds /ɔ/ and /əʊ/.
 Listen to and understand a dialogue in which two characters talk about school
rules.
 Listen and understand a story using visual aids.
 Oral interaction using questions and answers about the subjects studied during the
school day.
 Oral interaction in which the pupils talk about their opinions of the subjects and
what they like and do not in each one.
 Participation in a game in which the pupils ask each other about what they like
doing and what they do not.
 Participation in a game in which pupils practise how to express the obligation to do
something at particular moments.
 Acting out in groups a previously read illustrated story.
 Oral interaction in which the pupils act out a role-play in which a new pupil goes to
school and his/her classmates ask questions about him/herself, favourite subjects
and what he/she likes doing.
 Recognising letters associated with school subjects.

 Reading sentences to correct them if what they say is not true according the the
recording listened to.
 Read questions to classmates about school subjects.
 Read short texts in which various pupils talk about the subjects which they have
every day.
 Read and understand sentences about the rules which must be followed before
and after carrying out certain actions.
 Reading the questions and answers which are part of a dialogue so that pupils can
link them as fits.
 Read about grammatical structures for comprehension, learning and memorising.

 Reading a song lyric about favourite school subjects.
 Listen to and understand the recording of a story using visual aids.
 Reading various dialogues which include words with the sounds /ɔ/ and /əʊ/.
 Reading various words to classify in the ‘sock’ (/ɔ/) r ‘coat’ (/əʊ/) categories
depending on their sounds.
 Read a summary of what happened in the unit story for the pupils to complete it
with the missing words.
 Reading sentences to correct if their contents is not true according to what has
been read and listened to in the unit story.
 Reading different comprehension questions about the unit story for pupils to choose
the best answer offered.
 Reading a conversation between the Time Travellers and Elvis for pupils to ask the
questions which they ask him.
 Reading useful sentences and structures to use which pupils carry our their role-
play (Communication)
 Writing the words learned to name school subjects.

 Prepare dialogues in which pupils ask each other about the days they have
different subjects.
 Write sentences in which pupils talk about subject they like or which they are good
at.
 Write sentences about what different characters to not like doing.
 Write sentences about the rules to be followed before and after carrying out certain
actions.
 Write a short text in which the pupils talk about their duties at home and at school.
 Write a short text about the pupils and their opinions about their subjects.
 Writing different rules for the English class.
 Write various words in the ‘sock (/ɔ/)’ or ‘coat’ (/ǝʊ/) categories.
 Complete a summary of the unit story with the missing words.
 Questions and answers about the subjects studied during the school day.
 Oral interaction in which pupils give their personal opinions about different subjects
and what they like and do not in each one.
 Participation in a game in which the pupils ask each other about what they like
doing and what they do not.
 Participation in a game in which pupils practise how to express an obligation to do
something.
Vocabulary:
 School subjects and vocabulary: Geography, Music, I.T., History, Maths, Science,
Art, P.E., lunch, librarian, school uniform.
 Prepositions: before, after.
 Pronouns: everyone, anybody.

 Obligations: clean your shoes, rules, impersonal you.
 Story: dressing room, wig, peace and quiet, milkshake.
 Revision English, favourite, understand, today, have got, secret, , days of the week,
the past, actions and activities.
 Like/ don’t like + -ing

o I like (singing).
o He loves learning about (Science).
o She really doesn’t like (dancing).
 You have to + time expressions
o You have to wear a school uniform.
o You don’t have to read two books (every week).
 Recognise, compare and pronounce words with sounds /ɔ/ and /əʊ/.
Classroom language:
 What’s this lesson?

 English is after History.
 In this lesson you learn about numbers.
 I like listening to music.
 He loves learning about Science.
 He really doesn’t like singing.
 Do you like drawing?
 Yes, I do.
 You can learn about the past in History.
 You can learn about plants and animals in Science.
 You can sing in Music.
 Let me tell you a secret.
 I get up at seven o’clock.
 You have to wear a school uniform.
 You have to read a book every week.
 You have to arrive at school before nine o’clock.
 What’s your favourite subject?
 Do the friends talk to Elvis?
 What does Patrick say?
 Why does Elvis ask ‘What’s a CD’?
 How do they help him escape from his fans?
 Where are the three friends?
 Who do they meet?
 Do they like being with him?

 Respect and interest in activities which others enjoy carrying out.

 Show interest by participating actively in class.
 Value the importance of being creative.
 Assess the importance of team work.
 Become familiar with subjects and daily habits in the school day.
 Show interest in and tolerance towards subjects studied at school.
 Valuing the importance of having good study habits.
 Valuing the importance of following daily norms and building up solid, healthy
habits.
 Using skills to relate to other people, showing tolerance and respect.
 Learning about the importance of talking about one's habits and asking about other
people's.
2 Competences
LISTEN
Understand simple oral messages and Listen to oral messages about subjects
instructions and recognise familiar words and studied at school.
the oral text.
Recognise aural items such as accent, rhythm Listen to a song about school subjects.
and correct intonation in familiar and varied
contexts.
TALK AND CONVERSE
pronunciation and intonation. Recite in a group the unit song.
Give simple oral presentations. Role-play in which pupils ask and answer
about their info, favourite subjects and what
they like doing.
Take part in spoken interaction spontaneously. Ask and answer a classmate about school
subjects.
READING
Understand the general idea and specific Recognise subjects connected with school
details about familiar subjects. subjects.

Identify relevant information on written posters Interpret the main messages in various
and simple maps. posters on a school notice board.
Book.
WRITING
Reproduce simple texts using previously Write simple texts connected with school
presented models. subjects.
Write simple texts using the expression

(don’t) like + -ing and the expression have to
+ infinitive.
Fill in forms or cards with personal information Write a short text about the pupils and their
and data. opinions about their subjects.
.
Write short letters, e-mails or postcards with Write a short text in which pupils talk about
personal information and information about their duties at home and at school.

technologye.
Solve puzzles and crosswords. Solve a crossword with vocabulary about
school subjects.
Digital Competence

Understand and value the use of English for Express individual tastes, duties and norms.
communicating with other people and to find

Show interest in and respect for the culture of Learn about Shakespeare and his
English-speaking countries. importance in the history of English and
world literature.
Learning to Learn

Show an interest in carrying out self- Carry out the unit self-evaluation suggested
evaluation and correcting your own mistakes. in the Activity Book.

Learn about the importance of being
creative.
correctly.
 Recognise the importance of being creative.
 Accept other people's tastes as freedom of expression.
 Show an interest in classmates' tastes about school subjects.
Education for Equality
 Show respect for other people's opinions, regardless of their gender.
Cooperative work in class
 Be able to work in pairs or groups effectively, respecting other people and being
cooperative.
 At this level, themes tend to touch on other areas of the syllabus, subjects
continually overlapping.
 Name, recognised and explain school subjects and expression your opinions about
them.
 Talk about each pupil's individual tastes using (don’t) like + -ing.
 Express duties and rules using the structure have to + infinitive.
 Recognise and pronounce and write /ɔ/ and /əʊ/.
being creative.
6 Objectives - Evaluation criteria - Competences

Objectives: Evaluation criteria Competences
Recognising and explaining school Recognise and use a limited
subjects repertoire of frequently used oral CL
vocabulary orally and in writing
about school subjects.
Practise how to use and form Recognise and use functions
the expression (don’t) like + -ing and meanings associated with
and the expression have to + basic syntactic structures.
infinitive. CL
functions: express personal
tastes, duties and rules.
Practise pronouncing the sounds /ɔ/ Recognise and pronounce and CL
and /əʊ/. write /ɔ/ and /əʊ/.
Recite a chant and a song about Use correct pronunciation and CL
school subjects. intonation. CEC
SIEE
Listen to and read an illustrated Use the subject, general
story. meaning and main information
Identify the parts of the illustrated and ideas from the text in short, CL
story which has been studied simple texts with visual and
previously. audio support.
which has been worked with before. sociolinguistic features such as CL
the importance of being CSC
creative.

UNIT 2 THE STORY TELLER
1 Contents

 Listen to, understand and repeat different words in the introductory scene in the unit
with vocabulary about sensations and states.
 Listen to and understand simple oral messages in which the characters ask and
answer about things happening to them.
 Listen to and read a chant about states and sensations.
 Listen to a song lyric for pupils to complete with the missing words.
 Listen to and repeat sentences including should y shouldn’t.
 Listen to, read and repeat dialogues which illustrate how final 'e's are sometimes
mute.
 Listen to and repeat repeat sentences which illustrate how final 'e's are sometimes
mute.
 Listen to and understand various short texts about sports in English-speaking
countries.
 Oral interaction in which pupils make rules for coexistence and for the class to run
smoothly using should/ shouldn’t.
 Oral interaction in which the pupils ask short questions and answer with the verb to
be and adjectives about emotions to talk about how they are.
 Oral interaction in which pupils try to help each other be solving problems which
come up.
 Discuss questions about poetry and pupils' knowledge of it.
 Oral presentation of a survey carried out previously on different classmates about
what they like to read and analysing the results obtained.
 Oral response to questions about national sports in English-speaking countries.
 Oral interaction in pairs acting out the purchase of tickets for a football game.
 Reading questions and answers about emotions and states.

 Read a chant about emotions and moods.
 Read and understand a story with visual and audio aids.
 Read a dialogue which shows pupils how to make rules for coexistence and the
class to run smoothly.
 Read two halves of various sentences for pupils to link the advice with the right
other half.
 Read sentences with the words should/ shouldn’t/ for the pupils to complete them
with their own ideas about class rules.
 Scene for pupils to connect them as fits.

 Read a text about Shakespeare for pupils to complete it with the missing words.
 Reading sentences to complete with the missing words from those given.
 Reading sentences said by various characters so the pupils can give them their
advice about what to do.
 Reading a song lyric for pupils to complete with the missing words.
 Read the data for pupils to complete a table about the poems.
 Read the poem Bear In There, by Shel Silverstein, for pupils to complete with the
missing words.
 Reading various dialogues which show that the final 'e' is sometime silent.
 Read various sentences which summarise what happened in the unit story for the
pupils to put them into the right order.
 Read halves of various sentences with summarise the unit story for the pupils to
link them together.
 Read various sentences to complete with the pupils' answers based on the unit
story.
 Read poems for the pupils to choose the ones they like best and explain why.
 Read various comprehension questions about the poems read.
 Read questions about poetry to discuss in groups.
 Read the instructions to carry out the unit project in which the pupils write their own
poems having read several others for inspiration.
 Read various short texts describing national sports in English-speaking countries.
 Writing sentences with the verb to be expressing different characters' emotions and
moods.
 Reply to comprehension questions about a previously read story.
 Write sentences using should and shouldn’t as shown in the various pictures.
 Sentences for pupils to complete using the structures should/ shouldn’t/ mind/
wouldn’t mind/ could/ couldn’t as fits.
 Correct various sentences in the lyrics of the unit song.
 Write words which rhyme with those given.
 The pupils write all the words they can with the letters from the name
SHAKESPEARE.
 Answer the various comprehension questions about the poems read.
 Fill in a table about the poems read.
 Guided structure of a poem, completing the sentences and words given.
 Complete a pamphlet with advice about how to become a basketball star.
 Write a pamphlet for your school sports team.
 Oral interaction in which the pupils ask about and express their emotions and
feelings.
 Take part in a mime game in which the rest of the pupils guess the emotions or
feelings acted out.
 Oral interaction in which the pupils give advice.
 Oral interaction in which the pupils tell stories based on cartoons or visual aids and
order the events in the stories.
 Oral interaction in which the pupils predict the contents of a story before reading it.

 Group discussion about poetry and pupils' knowledge of it.
Vocabulary:
 Adjectives: hungry, thirsty, ill, busy, scared, worried, excited, tired, angry
 Theatre: play, audience, stage, actor, theatre, William Shakespeare, ‘Romeo and
Juliet’, sword, ending.
 What’s the matter?

o What’s the matter? I’m (tired).
o What’s the matter with Conner?
o He’s (ill).
 Should / Shouldn’t
o You should/shouldn’t go to bed.
 Recognise cases in which the final letter ‘e’ is mute.
Classroom language:
 Why is Shakespeare sitting on a big box, looking sad?

 How does he know?
 Why do the two men come in with big sticks?
 What do the children suggest?
 What is the name of the play?
 What do the audience think of Romeo and Juliet?
 What do you remember about Shakespeare and his plays?
 Today I’ve learnt about poetry and how some poems rhyme and some don’t.
 I’ve read new poems in the lesson today.
 I’ve written a poem and read my friends’ poems in the lesson today.

 Act out and mime different gestures showing moods and feelings.
 Respect for and interest in advice given by others.
 Value the importance of being polite in public places.
 Ability to interact with others and start simple conversations offering advice.
 Work about poetry, types of poems and rhymes.

2 Competences
LISTEN
Understand simple oral messages and Listen to oral messages about moods and
instructions and recognise familiar words and feelings.
the oral text.
Recognise aural items such as accent, rhythm Listen to a song about emotions and moods.
contexts.
TALK AND CONVERSE
Recite poems or sing a song with correct Recite in a group the unit song.
Give simple oral presentations. Explain and describe your opinion about and
personal taste in poetry to classmates.
Take part in spoken interaction spontaneously. Ask and answer about classmates' emotions
and moods.

READING
Understand the general idea and specific Recognise sentences connected with
details about familiar subjects. emotions and moods.

Book.
WRITING
Reproduce simple texts using previously Write simple texts connected with emotions
presented models. and moods.
Write simple texts using should / shouldn’t.

Write short letters, e-mails or postcards with Write short texts expressing your own and
personal information and information about other people's emotions and moods.

Write simple stories and descriptions. Write a poem, completing the sentences and
words given.
Write a pamphlet for your school sports

team.
technologye.
Solve puzzles and crosswords. Solve a letter soup with vocabulary about
emotions and moods.
Order and classify data using appropriate Put the pictures in the order of the verses of
criteria. the song.
Digital Competence

Understand and value the use of English for Give advice.
Identify habits from countries in which foreign Read various short texts describing national
languages are spoken. sports in English-speaking countries.

Show interest in and respect for the culture of Learn about Shakespeare and his
English-speaking countries. importance in the history of English and
world literature.
Learning to Learn
Use basic comprehension and expression Do the suggested test and revision game to
strategies to help carry out tasks. revise the last three units.

Learn about the importance of being polite in
public places.

 Show interest taking an active part in class and following the teacher's
instructions correctly.
 Be aware of the correct way to relate with others using polite expressions.
 Value and recognise the importance of being polite in public places.
 Be able to work with the whole class, respecting classmates' turns to speak when
taking part in group games.
 This unit is connected with literature. Pupils learn about theatre and the most
representative figure of English literature, William Shakespeare, and also look at
some of his works.
 Pupils also learn about poetry, rhymes and different types of poetry.
 As part of the unit project, pupils write their own poem, having been inspired by
other poems throughout the unit.
 Recognise and use a limited repertoire of frequently used oral vocabulary orally
and in writing about different emotions and moods.
 Use the structures should / shouldn’t to give somebody advice
 Recognise cases in which the final letter 'e' is mute.
being polite in public places.
 Use the subject, general meaning and main information and ideas from the text in
short, simple texts with visual and audio support.
 Carry out a project at the end of the unit in which pupils write a poem and can read
their classmates' poems as they will all be hung up in the classroom.
 Know and make use of basic Learning strategies: act out a dialogue with a
classmate about buying a football ticket in order to revise the previous three units.

Recognising and presenting Recognise and use a limited
vocabulary about different emotions repertoire of frequently used
CL
and moods. oral vocabulary orally and in
writing about different emotions
and moods.
Practise the use and forming of Recognise and use functions
expressions with should / shouldn’t. and meanings associated with
basic syntactic structures.
CL
CSC
Distinguish and comply with
functions: giving advice.
Practice pronouncing words in Recognise and produce orally
CL
which the final 'e' is mute. and in writing words in which the
final 'e' is mute.
different emotions and moods. intonation. CEC
SIEE
Carry out a project about a poem Make yourself understood in CL
and present it to your classmates. short, simple oral statements. CEC
SIEE

CL
Be able to reflect about what has the importance of being polite in CSC
been learned. public places.
Revise the vocabulary learned in the Learn and use basic learning
SIEE
last three units. strategies.

BONFIRE NIGHT
1 Contents
 Listen to a text describing the origins of Bonfire Night in the United Kingdom.
 Oral reply to questions about festivities held in the autumn in the pupil's country.
 Read a text describing typical activities in the United Kingdom on Bonfire Night.
 See Activities for developing this skill.
 Practise vocabulary connected with Bonfire Night.

 Take part in games to learn and memorize new vocabulary and practice grammar
structures.
 Communication with classmates in English.
Vocabulary:
 Bonfire Night: blow up, Parliament, King, gunpowder, experiments, bonfire,

fireworks, baked potatoes sausages, toffee apples.
 Others: bother
 It’s Bonfire Night.

 It’s a ...
 There are…
Classroom language:
 Open your Student’s Book at page … , please.

 Let’s read about the Bonfire Night..


 Learn about Bonfire Night.
 Finding out about Bonfire Night.

 Value traditions in English-speaking countries.
5 Competences
LISTEN
Understand simple oral messages and Listen to oral messages about Bonfire Night.
instructions and recognise familiar words and
Identify the gist and specific information from a Listen to a text about the origins of Bonfire
short situation from repeated visualisations of Night.
the oral text.
Recognise aural items such as accent, rhythm Listen to a text about Bonfire Night.
contexts.
TALK AND CONVERSE
Take part in spoken interaction spontaneously. Recite in a group the unit song.
READING
Understand the general idea and specific Recognise sentences connected with Bonfire
details about familiar subjects. Night.
WRITING
Reproduce simple texts using previously Write words connected with Bonfire Night.
presented models.
Digital Competence

Take part in group activities with respect and Answer and tell classmates your results in
interest and share opinions. the unit quiz.
Understand and value the use of English for Recognise and use vocabulary connected
communicating with other people and to find with Bonfire Night.
Identify habits from countries in which foreign Recognise Bonfire Night as a cultural event
languages are spoken. specific to the United Kingdom.

Show interest in and respect for the culture of Learn about typical traditions in other parts of
English-speaking countries. the world.

Look for information to be able to complete Learn about the importance of respecting
your tasks in an autonomous manner. other people's traditions.
6 Education about values
 Show interest in learning about traditions in different parts of the world.
 Use vocabulary connected with Bonfire Night.

Teach about Bonfire Night. Recognise and use a limited
repertoire frequently used oral CL
vocabulary orally and in writing CEC
about Bonfire Night.

UNIT 3 IN ISTANBUL
1 Contents
 Use vocabulary about places in a city r town.

 Use place prepositions correctly.
 Listen to a song about places in a city or town.
 Listen and understand simple messages from different audiovisual media
connected with places in a city or town.
 Listen to and understand questions which pupils answer after looking at the picture
which introduces the unit.
 Listen to short, simple messages about different characters who talk about activities
they can carry out in particular places in the city such as a shop, a bank, the library,
etc.
 Listen to simple messages which describe where certain places in a city or town
are using prepositions.
 Listen to a song about places in the city and where they are.
 Listen to and understand messages about the places which some characters are
going to and why they are going there.
 Listen to and repeat words with sounds /tʃ/ and / ʃ/
 Listen to, understand and repeat grammatical structures for comprehension,
learning and correct pronunciation.
.
 Interaction oral with questions and answers about different places in cities and
towns.
 Questions and answers about the picture which introduces the unit.
 Questions and answers about the place where certain places in the city are.
 Participation in a game (town game) in which the pupils imagine a city and ask and
answer each other about where certain places are.
 Questions and answers about the place and why people go there.
 Oral interaction in which pupils count all the characteristic places in a city they can
think of.
 Act out a dialogue previously prepared in which one of the pupils pretends to be a
tourist asking about a place in the city and the other explains where it is.
 Recognising simple words connected with the places in cities and towns.
 Read questions about the picture which introduces the unit.
 Reading simple sentences which say where the most characteristic places in the
city or town are using prepositions.
 Reading dialogues in which pupils ask and answer about where places are in the
city or town.
 Reading a song lyric about places in a city and where they are.

 Reading sentences which show the places which certain characters go to and why
they go there.
 Reading sentences to decide if they are true or false according to the
accompanying picture.
 Read short dialogues for pupils to complete with the missing words.
 Read sentences which are part of a story for pupils to put them into order.
 Read a text for the pupils to point out and differentiate words with sounds /tʃ/ and /ʃ/.
 Read various sentences which pupils correct basing themselves of the unit story.
 Read a summary of what has happened in the unit story so that pupils can
complete it with the missing sentences given.
 Read various sentences so that pupils can say which characters said them at the
end of the unit.
 Read prepositions to talk about the situation of different places in a city.
 Writing the words learned to name places which may be found in a city or town.
 Write simple sentences saying where certain places are using prepositions.
 Write simple sentences saying where somebody is going and for what purpose.
 Write words with sounds /tʃ/ and /ʃ/.
 Write sentences the infinitive to express purpose.
 Complete a summary of the unit story with missing sentences chosen from
amongst those offered.
 Write the names of the characters who say sentences in the unit story.
 Write characteristic places which can be found in any city.
 Questions and answers to exchange information about places which can be found
in a city or town.
 Dialogues asking and answering about places in a city or town.
 Participation in communication games to learn the unit's grammatical structures.
 Acting out a role-play in which pupils pretend to be tourists asking about a place in
the city or locals giving directions.
Vocabulary:
 Places in a city: map, bank, bus station, tower, library, market square, sports
centre, supermarket, playground, swings, zoo, hospital.
 Prepositions: below, above, opposite, near
 Revision: between, next to, behind, in front of, verbs, cities and countries.
 Prepositions of place:
o It’s opposite / above / below / near the (tower).
 Infinitive of purpose:

o I go to the (supermarket) to buy (bread).
 Recognising and pronouncing the correct consonant sounds /ʧ/ y /ʃ/ connected with
different letters.
Classroom language:
 What does Phoebe buy at the tourist office?

 Who gets on the train?
 Why doesn’t Phoebe get on?
 What do Alex and Patrick do?
 Why?
 What happens to Phoebe?
 Who do Alex and Patrick meet?
 What does he tell them to do?

 Use structure repetition strategies to gain confidence and produce freer language
segments.
 Assimilate the practise the grammatical points taught in the unit.
 Value the importance of showing an interest in knowing the world.
 Show respect and interest in other people's tastes about the city or town.
 Use skills to relate with others and start a simple conversation about places in a city
or town.
 Show interest learning the importance of working together as good citizens and
 Be aware of the importance of following norms of politeness when asking for
information about places in a city.
2 Competences
LISTEN
Understand simple oral messages and Listen to simple oral messages about places
instructions and recognise familiar words and in a city or town

the oral text.
Recognise aural items such as accent, rhythm Listen to a song about places in a city or
and correct intonation in familiar and varied town.
contexts.
TALK AND CONVERSE

Give simple oral presentations. Role-play in which pupils ask and answer
about specific places in a city.
Take part in spoken interaction spontaneously. Ask and answer about the place and why
people go there.
READING
Understand the general idea and specific Recognise sentences connected with places
details about familiar subjects. in a city or town.

Identify relevant information on written posters Situate and distinguish the places in a city or
and simple maps. town by reading a map.
Book.
WRITING
Reproduce simple texts using previously Write simple texts connected with places in a
presented models. city or town.
Write simple texts using expressions with

places prepositions.
technologye.
criteria. the song.
Identify and differentiate objects and resources Describe the pupil's surroundings using
in the immediate surroundings and what sentences connected with places in a city or
human beings do with them. town.
Digital Competence

Understand and value the use of English for Give directions about places in the city.

Show interest in and respect for the culture of Listen to other people talking about places in
English-speaking countries. their cities or towns.
Learning to Learn

Learn about the importance of showing
interest in getting to know the world.
correctly.
 Value the importance of showing an interest in knowing the world.
Citizenship education
 Learn about behaving as good citizens, giving information about places in the
city that we know to people who ask for it.
cooperative.

 This unit is connected with geography. Pupils learn about places which make up
human geography, cities and towns.
 Recognise and use frequently used oral vocabulary orally and in writing about
places in a city or town.
 Use place prepositions correctly to give directions about places in the city.
 Use structures with the infinitive to express purpose.
 Recognise and pronounce the sounds /tʃ/ and /ʃ/ correctly.
showing interest in getting to know the world.

Recognising and presenting Recognise and use frequently
vocabulary about places in a city or used oral vocabulary orally and CL
town. in writing about places in a city
or town.
Practise the use and form of Recognise and use functions
expressions with place prepositions. and meanings associated with
CL
functions: giving directions
about places in the city.
Practise pronouncing the sounds /tʃ/ Recognise and pronounce and
and /ʃ/. CL
write the sounds /tʃ/ y /ʃ/
connected with different letters.
places in a city or town. intonation. CEC
SIEE
Talk about the meaning of a story Identify basic sociocultural and CL
which has been worked with before. sociolinguistic features such as CSC

Be able to reflect about what has the importance of showing
been learned. interest in getting to know the
world.

CHRISTMAS IN AUSTRALIA
1 Contents
 Listen to the ordinal numbers 1 to 12.

 Listen to a carol so that pupils can learn it and then sing it.
 Oral answer to questions about typical Christmas activities in the pupil's country.
 Read a Christmas carol in which various Australian animals are mentioned.
 Practise vocabulary about Australian animals.

Vocabulary:
 Ordinal numbers: first, second, third, fourth, fifth, sixth, seventh, eighth, ninth,
tenth, eleventh, twelfth
 Australia: ostrich, kiwis, koala bears, platypus, kangaroos.
 Others: gum tree, true love
 Merry Christmas
 We wish you a merry Christmas and a happy New Year!
 Thank you.
 It is Christmas time!
 On the (first) day of Christmas…
 My mother gave to me…
 Sing a carol with correct intonation and pronunciation.
Classroom language:

 Open your Student’s Book at page … , please.
 Look! It’s Christmas.
 Sing a Christmas song.

 Respect the different ways of celebrating Christmas in different parts of the world.
 Show respect for other people's beliefs.
 Valuing traditions and Christmas carols in English-speaking countries.

 Learning about the importance of sharing Christmas with family and friends.
2 Competences
LISTEN
instructions and recognise familiar words and Christmas.
Identify the gist and specific information from a Listen to a Christmas carol.
the oral text.
Recognise aural items such as accent, rhythm Listen to a song about Christmas.
contexts.
TALK AND CONVERSE
Take part in spoken interaction spontaneously. Wish your classmates a Happy Christmas.
READING
Understand the general idea and specific Recognise short sentences and texts
details about familiar subjects. connected with Christmas.

technologye.

Recognise numbers 1 to 100 Write and use ordinal numbers 1 to 12
correctly in English.
Order and classify data using appropriate Recognise and use ordinal numbers 1 to 12
criteria. in the right order.
Respect nature and animals in the Recognise some native Australian animals.
surroundings.
Digital Competence

Identify habits from countries in which foreign Recite a typical Christmas carol from
languages are spoken. English-speaking countries.

Show interest in and respect for the culture of Learn Christmas carols from other countries.
English-speaking countries.

Learn about the importance of respecting
other people's beliefs and traditions.
 Show an interest in learning about typical Christmas objects and traditions in

Education for Peace
 Show respect for other people's beliefs and Christmas traditions.

 Use vocabulary connected with animals in Australia.

 Sing a Christmas carol with correct pronunciation and intonation.

Teach animals of Australia. Recognise and use frequently CL
used oral vocabulary orally and CSC
in writing about Australian CMCT
animals.
Reciting a Christmas carol. Use correct pronunciation and CL
intonation. CEC
SIEE

UNIT 4 MYSTERY AT SEA
1 Contents

 Listen to, understand and repeat words for objects used in the unit introductory
scene to teach vocabulary about maritime objects.
 Listen to the conversation to complete some sentences which accompany the
introductory scene.
 Listen to a song lyric for pupils to complete it with the missing words.
 Listen to, read and repeat dialogues illustrating pronunciation of the sound /ʊ/
associated with different letters.
 Listen to and read a poem for pupils to put the verses into the right order.
 Listen to a read different words with the sound /ʊ/.
 Listen to a read words for pupils to distinguish between the sounds /ʊ/ and /u:/.
.
 Oral interaction using questions and answers about things shown in the unit's
introductory scene and what has been heard in the accompanying dialogue.
 Participation in a describing game in which the pupils have to guess a word which
one of their classmates describes from the recently studied words.
 Discussion about rivers, seas and oceans and their importance in our environment.
 Recognise letter associated with different objects connected with maritime

vocabulary.
 Read and understand a unit introductory paragraph describing the scene which it
accompanies.
 Read, listen to and understand sentences to complete using the information
missing about the unit introductory scene and listened to in the accompanying
dialogue.
 Read the definitions of various maritime objects to guess what they are.
 Read grammatical structures to understand and learn about them.
 Read the unit song lyric for pupils to complete with the missing words.
 Read and listen to sentences which illustrate the sound /ʊ/ associated with different
letters.
 Read words which appear in the unit song for pupils to complete them with the
missing letters.
 Read questions with there was and there were, and short answers.
 Read and listen to different words with the sound /ʊ/.
 Read and listen to words for pupils to distinguish between sounds /ʊ/ and /u:/.

 Read halves of various sentences which pupils must link in order to obtain a
summary of the unit story.
 Read comprehension questions about the unit story.
 Read a summary of the unit story which the pupils complete with the missing
words.
 Read various texts about oceans, seas and rivers.
 Read instructions to follow for the pupils to carry out a unit end project including
information about a river and writing a text about it.
 Read a text about oceans for pupils to correct the mistakes from what they have
learned in the unit.
 Writing the words learned to name different objects which can be found in a
maritime scene so that pupils can fill in the crossword.
 Complete the lyrics of a song with the missing words.
 Write sentences, positive and negative, in the past, with there was and there were.
 Ask questions and give answers with there was and there were.
 Write words in two categories depending on whether they have the sounds /ʊ/ or
/u:/.
 Complete the summary of the unit story with the missing words.
 Reply to comprehension questions about the unit story.
 Write a text about a river which the pupils have previously researched.
 Questions and answers about different objects to be found at a maritime scene.

 Participation in different games for pupils to be able to practise different
grammatical structures and so consolidate their correct use and learning.
 Describe what there was at a certain place in the past.
 Questions and answers about what there was at a certain place in the past.
 Oral interaction in which pupils tell stories based on cartoons or visual aids, putting
different events into order.
Vocabulary:
 Maritime Vocabulary: captain, lifeboat, cabin, whale, sailor, dolphin, shark, anchor,
octopus
 Oceans and the environment: salty, plastic bag, danger, safe, rubbish.
 There was/were (affirmative, negative, interrogative)

o There was/wasn’t a (quiet river in China).
o There were/weren’t (baijis in Britain).
o Was there a (shark in the sea)?
o Yes, there was.
o Were there (any people on the beach)?
o No, there weren’t.

 Recognising different letters pronounced with the sound /ʊ/.

 Recognising and differentiating the sounds /ʊ/ and /u:/.
Classroom language:
 Where do the children hide?

 What do they find in the captain’s cabin?
 What does Patrick see out of the porthole?
 Who walks into the green gate and disappeared?
 Who remembers the true story of the Mary Celeste?
 What do they find?
 Do the friends walk into the green light?
 Do you think Grace was brave?
 Would you do the same thing?
 Today I’ve learnt about seas and oceans and how important it is to look after the
environment.

 Respect and take an interest in other people's tastes and preferences.
 Finding out about different objects which can be found in maritime scenes.
 Carrying out a project in which pupils look for information about a river and write a
text about it.
 Reflect about the importance of respecting and taking care of the environment.
2 Competences
LISTEN
Understand simple oral messages and Listen to oral messages about a maritime
instructions and recognise familiar words and scene.
the oral text.

Recognise aural items such as accent, rhythm Listen to a song about a maritime scene.
contexts.
TALK AND CONVERSE
Give simple oral presentations. Explain and describe to classmates the
information collected about a river.
Take part in spoken interaction spontaneously. Debate about rivers, seas and oceans and
their importance in the environment.
READING
Understand the general idea and specific Recognise sentences connected with a
details about familiar subjects. maritime scene.

Book.
WRITING
Reproduce simple texts using previously Write simple texts connected with a maritime
presented models. scene.
Write simple texts using the expressions

there was/were.
Write simple stories and descriptions. Describe a river after researching it.

technologye.
Solve puzzles and crosswords. Fill in a crossword with vocabulary
connected with a maritime scene.
criteria. the song.
in the immediate surroundings and what sentences connected with objects and
human beings do with them. animals that can be found in the sea.
Respect nature and animals in the Value taking care of the sea to be able to
surroundings. enjoy and conserve the environment.
Find out about responsible behaviour for Discussion about rivers, seas and oceans
taking care of the environment. and their importance in our environment.

Apply strategies using methods from scientific Look for information about a river to write a
research. text about it.
Digital Competence

Understand and value the use of English for State what there was at a certain place in the
communicating with other people and to find past.

Use artistic techniques and items in your Make a drawing to accompany the project
presentations and projects. about a river.
Learning to Learn

correctly.
 Show respect towards the sea and an interest in taking care of it.
cooperative.

Citizenship education
 Learn about the importance of taking care of the environment, which is essential for
all living beings.
 This unit is connected with natural sciences; pupils learn about the importance of
looking after the environment.
 In additions, as part of the unit project pupils look for information about a river and
write a text about it.
 Recognise and use a limited repertoire of frequently used oral vocabulary orally
and in writing about a maritime scene.
 Describe, ask and answer about what there was at a particular place in the past
using expressions there was/were
 Recognise, differentiate and pronounce the sound /ʊ/ and distinguish between the
sounds /ʊ/ and /u:/.
 Carry out a project a river and write a text about it.

Recognise and present vocabulary Recognise and use a limited
about a maritime scene. repertoire of frequently used oral CL
vocabulary orally and in writing
about a maritime scene.
Practise the use and form of the Recognise and use functions
expressions there was/were and meanings associated with
. basic syntactic structures.
CL
functions: state what there was
at a particular place in the past.
Practice pronouncing the sound /ʊ/ Recognise and produce orally
and distinguish between the and in writing the sound /ʊ/ and CL
sounds /ʊ/ and /u:/. distinguish between the
sounds /ʊ/ and /u:/.
Recite a chant and a song about a Use correct pronunciation and CL
maritime scene. intonation. CEC

SIEE
Write a text about a river and show it Make yourself understood in CL

to your classmates. short, simple oral statements. CMCT
SIEE

UNIT 5 CRAZY INVENTIONS
1 Contents
 Listen to and understand simple messages from different audio-visual

formats connected with electronic devices and small domestic appliances
with which the pupils are familiar.
 Listen to and understand questions which pupils answer after looking at the picture
 Listen to different words with the letters gh pronounced in different ways.
 Listen to and read sentences which compare objects explained in terms of their
characteristic.
 Listen to a song about the characters' bicycles.
 Listen to grammatical structures or comprehension, learning, memorizing and
correct pronunciation of the superlative and comparative adjectives.
 Oral interaction using questions and answers about electronic devices and small
domestic appliances
 Participation in a guessing game in which pupils try to guess which object shown is
the most expensive.
 Comparisons between the objects shown in some pictures using adjectives given.
 Oral interaction in which pupils compare two pictures and their differences.
 Oral interaction in which each pupils talks about his/her favourite electronic device
and small domestic appliance, how long he/she has had it, who gave it to him/her,
what it looks like and other things of interest.
 Act out a role-play about asking for information about different products in a shop.
 Recognise simple words connected with different electronic devices and small
domestic appliances known to the pupils-
 Read and listen to sentences comparing objects' characteristics.
 Reading sentences which compare two objects.
 Reading a song lyric about two characters' bicycles.
 Reading sentences which use the superlative to talk about the most outstanding
object in a group.
 Read words with these sounds.
 Short Reading sentences which describe things in a picture for pupils to say
whether they are true or false.
 Read the different answers which can be given to a customer for pupils to choose
the correct one and complete a dialogue.
 Read useful sentences and structures to ask for help and/or deal with customers in
a shop.

 Read pamphlets from various museums.
 Writing the words learned to name electronic devices and small domestic
appliances.
 Write sentences comparing two objects depending on their characteristics.
 Write sentences in which one object stands out in a group using the superlative
form of the adjective.
 Write quiz questions about the illustrated story read, starting off with some given
answers.
 Write a text about each pupil's favourite electronic devices or small domestic
appliance.
 Write a dialogue, following a model, between a customer and a shopkeeper.
 Write a text, to be accompanied by a photo, about each pupil's favourite electronic
device or small domestic appliance.
 Write an e-mail describing your city or town to a friend.
 Questions and answers to exchange information about electronic devices and small
domestic appliances.
 Sentences comparing various objects and emphasizing one of them.
 Repeat dialogues about prices and in which various objects are compared.
 Describing two pictures looking at the differences between them.
 Act out a role-play which the pupils have prepared previously, pretending to be
asking for something / dealing with a customer in a shop.
 Oral interaction in which each pupil talks to a classmate about his/her favourite
electronic device and small domestic appliance.
 Oral interaction in which the pupils reach an agreement to visit one of the three
museums suggested.
Vocabulary:
 Electronic devices and small domestic appliances: gadget, games console, electric
fan, walkie-talkie, electric toothbrush, CD player, torch, mobile phone, lift, laptop,
mp3 player.
 Adjectives: cheap, expensive.
 Picture story: somewhere, hide, clever, rock, hurry up.
 Comparative and superlative adjectives

o The (DX24) is bigger / more expensive than the (DV32).
o The Airbus (A38 ) is the biggest (plane) in the (world).

 Recognise and pronounce the sound gh associated with different sounds.
Classroom language:
 Let’s buy an electric toothbrush.

 Oh yes, and how about an mp3 player?
 Look at these two pencils.
 They are different.
 This pencil is longer than this one.
 I’m thinking of a gadget.
 It’s more expensive than a torch and cheaper than a laptop.
 Point to the biggest bag.
 Point to the happiest student.
 My mum is the most beautiful person I know.
 My torch was cheaper than yours.
 It’s my bike.
 I got it for my last birthday.
 I got it from my parents.

 Understand and make words, short sentences and texts following a model.
segments.
 Value the importance of being careful with other people's property.
 Show respect for and interest in other people's taste when buying objects and
decide which is the outstanding one in the group.
 Show an interest listening to information which other pupils provide.
 Use skills to relate with others and start a simple conversation about electronic
devices and small domestic appliances, making comparisons between them based
on their main characteristics.
 Using skills to relate to other people, showing tolerance and respect.
 Value the importance of following rules of politeness and respect interacting with
others and requesting their services, for example in a shop.
 Show an interest in technological development.
 Be aware of the importance of being up to date with technology.
 Use skills to relate with others, asking for opinions and reaching agreements about
which of the three museums suggested to visit.
 Valuing the importance of museums for conserving cultural and historical heritage.

2 Competences
LISTEN
Understand simple oral messages and Listen to oral oral messages about electronic
instructions and recognise familiar words and devices and small domestic appliances.
the oral text.
Recognise aural items such as accent, rhythm Listen to a song about electronic devices and
and correct intonation in familiar and varied small domestic appliances.
contexts.
TALK AND CONVERSE
Give simple oral presentations. Role-play in which pupils give and take
information about different products in a
shop.
Take part in spoken interaction spontaneously. Ask and give answers about electronic
devices and small domestic appliances.
READING
details about familiar subjects. electronic devices and small domestic
appliances.

Book.
WRITING
Reproduce simple texts using previously Write simple texts connected with electronic
presented models. devices and small domestic appliances.
Write simple texts using comparative and

superlative adjectives.
Write short letters, e-mails or postcards with Write an e-mail describing your city or town
personal information and information about to a friend.

Write simple stories and descriptions. Describe your favourite electronic device or
small domestic appliance.

technologye.
Recognise daily objects' sizes and geometrical Recognise and interpret prices, weights and
properties. dimensions of various electronic devices and
small domestic appliances.
Solve simple problems connected with familiar Find out the names of outstanding objects
subjects. and places, as suggested in the AB activity.
Identify and differentiate objects and resources Describe a pupil's surroundings using
in the immediate surroundings and what sentences connected with electronic devices
human beings do with them. and small domestic appliances.
Digital Competence

Understand and value the use of English for Compare two objects and know how to
communicating with other people and to find emphasise one object in a group.

Show interest in and respect for the culture of Learn about some British museums.
Learning to Learn

Learn about the importance of being careful
with other people's property.

correctly.
 Show an interest in and respect for other people's property.
Consumer education
 Learn how to follow a selection criteria when you go to a shop to not buy everything
you take a fancy to.
cooperative.
 This unit is connected with values education and social sciences. Pupils learn to
interact in a correct way when they go to a shop and treat the shopkeeper in a
polite way.
 Name, recognise and explain electronic devices and small domestic appliances.
 Compare two objects and know how to emphasise one object in a group.
 Recognise, differentiate and pronounce the letter gh associated with different
sounds.
 Act out a role-play as if the pupils were in a shop and were customers and
shopkeepers.
 Identify basic sociocultural and sociolinguistic features such as being careful with
other people's property.
 Know and make use of basic Learning strategies:acting out a dialogue with a
classmate to reach an agreement to go to a museum and revise everything learned
in the last three units.



Recognising and explaining Recognise and use frequently
vocabulary about electronic devices used oral vocabulary orally and
CL
and small domestic appliances. in writing about electronic
devices and small domestic
appliances.
Practise using comparative and Recognise and use functions
superlative adjectives. and meanings associated with
Distinguish between and comply CL

with habitual communication CSC
functions: comparing two
objects and knowing how to
make one object in a group
stand out.
Practise pronouncing the letters gh Recognise, pronounce and write
CL
associated with various sounds. the letters gh associated with
different sounds.
Recite a chant and a song about Use correct pronunciation and
CL
electronic devices and small intonation. CEC
domestic appliances. SIEE
Act out a role-play as if the pupils Make yourself understood in CL

were in a shops as customers and short, simple oral statements. CEC
shopkeepers. SIEE

CL
Be able to reflect about what has being careful with other people's CSC
been learned. property.
SIEE

UNIT 6 IN THE HOSPITAL
1 Contents

connected with illnesses, pain and discomfort.
 Listen to and understand sentences for the pupils to correct them as shown in the
picture which introduces the unit.
 Listen to and repeat grammatical structures for comprehension, learning,
memorizing and correct pronunciation.
 Listen to various stories told in the past, using regular and irregular verbs.
 Listen to a song about what happened every day last week.
 Listen to and repeat words with the sounds /k/y /ʧ/ associated with the letter ch.
 Listen to and read a text about types of food, their property and the quantity of each
we need e
.
 Spoken interaction with questions and answers about different illnesses, pain and
discomfort.
 Participation in a miming game in which pupils practise and guess other pupils'
illnesses, pain and discomfort.
 Oral interaction in which the pupils talk about what happened the day before.
 Participation in a memory game in which the pupils try to remember all the days in
the unit song they have learned about what happened every day the week before.
 Oral interaction in which the pupils, using the cartoons given, make up a story
about what happened the week before.
 Questions and answers about the last time the pupils were ill and how they felt.
 Discussion about the importance of a healthy diet.
 Acting out a dialogue in which pupils talk about the type of food they eat and give
each other advice about the type of food they should eat.
 Recognising simple words connected with different illnesses, pain and discomfort.
 Reading different sentences about a story in the past for pupils to put them in the
right order.
 Read short stories for pupils to complete with the missing verb in the past tense.
 Reading a song lyric about what happened every day the week before.
 Read mixed up words from sentences for pupils to make positive sentences in
thepast simple).
 Read and understand words with the sounds /k/ and /ʧ/ associated with the letter
ch.

 Read texts about healthy food and the different types of food there are, and the
daily quantity we need of them each day.
 Read about different types of food for pupils to classify them: meat, fruit, vegetables
and dairy products.
 Read about food for pupils to write the food group they belong to.
 Read instructions for carrying out a project in which pupils note everything they eat
during the day during a week, making a table for each day and five categories for
each day. At the end of the week, pupils analyse their diets and consider whether
they should eat more or less of some categories.
 Writing the words learned to name different illnesses, pain and discomfort.
 Write thepast simple of the verbs which appear in the unit.
 Write a story, following a model, in which pupils say what they did the previous
Sunday.
 Write short stories told in the past.
 Write sentences about what has been read in the illustrated story in the unit using
the key words given.
 Write different food stuffs in categories: meat, fruit, vegetables and dairy products.
 Questions and answers to exchange information about different illnesses, pain and
discomfort.
 Sentences in past simple about what happened to the pupils.
 Write stories about what happened to the characters in past simple.
 Participation in communication games for pupils to learn the unit's grammatical
structures.
 Debate about the importance of a healthy diet.
Vocabulary:
 At the hospital: hospital, doctor, nurse, cold, cough, headache, toothache, earache,
stomach-ache, ill, get better, What’s the matter?, patient.
 Song: terrible, flea, rode, dinosaur, ate, switch on, slow, so, What happened on...?,
What about...?
 Irregular verbs: wake up, feel, have, go, give, say.
 Healthy food: alive, fit (adj), damage, bones, muscles, energy, digestion, dairy
products, proteins, grains.
 Revision: days of the week, months, illnesses, pain and discomfort, colours,
language learned at other levels Super Minds, Super Minds 5 characters.
 Past simple (positive)

o The plate landed on the floor.
o She felt awful.

 Recognising and pronouncing the sounds /k/ and /ʧ/ connected with the letters ch.
Classroom language:
 Do you know where the hospital is in our town?

 What happened yesterday?
 I watched a film and played tennis. And you?
 What happened on...?
 What about...?

segments.
 Use skills to relate with others and start a simple conversation about different
 Ability to tell stories about what happened in the past.
 Valuing the importance of followings norms about politeness and respect when
relating with others and asking for their services, for example at the doctor's.
 Assess the importance of taking part in collective games and tasks.
 Show interest in what happened in the past.
 Value the importance of being healthy.
 Show interest in learning about the importance or leading a healthy, balanced diet.
2 Competences
LISTEN
instructions and recognise familiar words and illnesses, pain and discomfort.
the oral text.
Recognise aural items such as accent, rhythm Listen to a song about illnesses, pain and
and correct intonation in familiar and varied discomfort.
contexts.

TALK AND CONVERSE
Give simple oral presentations. Explain and describe to your classmates an
analysis of your weekly diet.
Take part in spoken interaction spontaneously. Talk about what happened the day before.
READING
details about familiar subjects. illnesses, pain and discomfort.

Book.
WRITING
Reproduce simple texts using previously Write simple texts connected with illnesses,
presented models. pain and discomfort.
Write simple texts the simple past (regular

and irregular verbs).
technologye.
Order and classify data using appropriate Put the sentences in order as per the
criteria. pictures.
Identify and differentiate objects and resources Describe a pupil's surroundings using
in the immediate surroundings and what sentences connected with illnesses, pain and
human beings do with them. discomfort.
Be familiar with and follow healthy living Recognise the symptoms of illnesses, pain
practices. and discomfort and the importance of leading
a healthy life to avoid them.
Digital Competence


Understand and value the use of English for Tell events from the past.

Learning to Learn


 Show compassion and interest in people who have a disease.
cooperative.
Education about health
 Be able to recognise which food is healthy and in what proportions we should eat
them.
Education about health
 Show an attitude of respect towards the human body.

 Assimilate habits necessary to keep fit.
 Learn to solve problems when you have a common illness, carrying out
some activities and avoiding others.

 This unit is connected with science as the pupils start to talk about illnesses and
physical discomfort. Pupils also learn about healthy diets, the quantities of each
type of food which we should eat and what the food groups are.
 Recognise and use frequently used oral vocabulary orally and in writing about
different illnesses, pains and types of discomfort.
 Talk about simple events in past simple), using regular and irregular verbs.
 Sing a song with correct pronunciation and intonation.
 Recognise and pronounce and write the sounds /k/ and /ʧ/ connected with the letters
ch.
 Carry out a project in which pupils write down all the food they eat during a week,
drawing up a table for each day and five categories for each day.

Recognise and explain vocabulary Recognise and use frequently
about different illnesses, pains and used oral vocabulary orally and
CL
types of discomfort. in writing about different
illnesses, pains and types of
discomfort.
Practise the use and forms of the Recognise and use functions
simple past (regular and irregular and meanings associated with
verbs). basic syntactic structures.
CL
functions: talk about events in
the past.
Practice pronouncing the sounds /k/ Recognise and pronounce and

and /ʧ/ associated with the letters CL
write the sounds /k/ and /ʧ/
ch. connected with the letters ch.
different illnesses, pains and types intonation. CEC
of discomfort. SIEE
Carry out a project in which pupils Make yourself understood in

write down all the food they eat short, simple oral statements.
CL
during a week, drawing up a table
CEC
for each day and five categories for SIEE
each day and tell their classmates
about it.
Listen to and read an illustrated Use the subject, general CL
Identify the parts of the illustrated and ideas from the text in short,


UNIT 7 ANCIENT EGYPT
1 Contents

connected with different countries.
 Listen to and understand questions for pupils to answer in line with the picture
 Listen to a song about what different characters did last holidays.
 Listen to and repeat dialogues which illustrate how to pronounce the endings –ed
with the sounds /t/, /d/ or /ɪd/ as fits.
 Listen to verbs in the past for pupils to learn their correct pronunciation, /t/, /d/ or
/ɪd/.
.
 Spoken interaction with questions and answers about different countries.

 Participation in a flag game in which pupils revise the flags of different countries.
 Oral interaction in which the pupils talk about what they did the day before.
 Participation in a sentence game in which pupils try to link two bits of a sentence
coherently.
 Participation in a countries game in which pupils practise making positive and
negative sentences in past simple.
 Oral interaction in which pupils ask questions about astronauts on the moon, using
cartoons and interrogative particles: where, who, how, how long, etc.
 Act out a previously prepared dialogue in which one of the pupils pretends to be
interested in a museum and the other is the museum employee who will answer
any questions.
 Recognising simple words connected with different countries.

 Read parts of some sentences which the pupils have to bring together coherently in
asentence game).
 Reading positive and negative sentences in the past about what the characters did
last holidays.
 Reading a song lyric about what the different characters did last holidays.
 Read questions in the past about what the characters did last holidays.
 Reading the questions and answers in the past from a dialogue for pupils to use
them correctly.
 Read and listen to a dialogue which illustrates how to pronounce the ending –ed
with sounds /t/, /d/ or /ɪd/ as fits.

 Reading sentences which summarise the song lyrics for pupils to put them in the
right order.
 Read verbs in the past to remember the pronunciation of the ending –ed.
 Read verbs for pupils to decide if they are pronounced with sounds /t/, /d/ or /ɪd/.
 Read various sentences from the previously read story for pupils to say in which
part of the story they happen.
 Reading data from a table for pupils to complete it with the missing data from the
previously read story. The table says: who says the words, the words themselves
and who they are said to.
 Read and understand the two pieces of paper to act a short play in which one of
the pupils is interested in a museum and the other is a museum employee who will
answer any doubts.
 Write the words learned to name different countries.

 Write negative sentences in past simple.
 Ask short questions and give short answers in past simple.
 Write thepast simple of the verbs which appear in the unit.
 Writea story about the last holidays.
 Questions and answers to exchange information about different countries.

 Sentences in the past about what happened to the pupils, using positive and
negative sentences with regular and irregular verbs.
 Asking and answering with short questions and answers about what happened in
the past.
 Telling stories about the characters in the past.
 Participation in communication games for pupils to learn the unit's grammatical
structures.
 Act a short play in which one of the pupils is interested in a museum and the other
is a museum employee who must answer any doubts which come up.
Vocabulary:
 Countries: Mexico, Spain, Argentina, Egypt, Chile, China, Turkey, Brazil, Australia,
India.
 Astronaut: astronaut, moon, by rocket, how long, for a week/ month.
 Verbs: go, read, stay, send, forget, drink.
 History: hang on, scorpion, bug, corridor, tunnel, fiddle with, blocked, glow (v), gasp
(v). pyramid, Pharaoh, hieroglyphics, tomb, mummy.
 Museum: exhibition, queue.
 Past simple (negative and interrogative)

o I went to the (beach), but I didn’t go (swimming).
o Did you go shopping?

o Yes, I did.
 Recognising and correctly pronouncing the ending –ed in the regular past: /t/, /d/
or /ɪd/.
Classroom language:
 I didn’t play football yesterday. I watched a film.

 I didn’t go to Spain. I went to Brazil.
 This is Chile.
 Alex, Patrick and Phoebe had a little time there.
 What did the hieroglyphs say?
 Did they do what it said?
 What insects did they find inside?
 Who hated bugs?
 Who pushed the button?
 What did the meet inside the dark room?
 What was in the small room?
 Who is the Pharaoh?
 Did they go in?
 What bugs did they see?
 Why did the floor fall away?
 Did they want to leave when the gate appeared?
 Look at the hieroglyphics that they saw in the doorway.
 Who do you think was right: Patrick or Alex?

segments.
 Assimilate and practise the unit grammar points.
 Value the importance of thinking before acting.
 Ability to interact with others and start simple conversations about different
countries.
 Being able to tell stories about what happened in the past.
 Show interest in what happened in the past.
 Learning about ancient civilizations such as Egypt.
 Learning about how to interact when asking for information in a museum.

 Learning about language and politeness when asking a museum employee for
information.
2 Competences
LISTEN
Understand simple oral messages and Listen to oral oral messages about different
instructions and recognise familiar words and countries.
the oral text.
Recognise aural items such as accent, rhythm Listen to a song about different countries.
contexts.
TALK AND CONVERSE
Give simple oral presentations. Role-play with questions and answers about
information in a museum.
Take part in spoken interaction spontaneously. Describe different countries to your
classmates.
READING
details about familiar subjects. different countries.

Book.
WRITING
Reproduce simple texts using previously Write simple texts connected with different
presented models. countries.
Write simple texts using positive and

negative sentences, with regular and
irregular verbs, in past simple.
Write simple stories and descriptions. Write a story about your last holidays.

technologye.
different countries.
in the immediate surroundings and what sentences about different countries.
Digital Competence

Understand and value the use of English for Talk about things which happened in the
communicating with other people and to find past.

Show interest in and respect for the culture of Learn ways to give information in English
English-speaking countries. about different countries.
Learning to Learn

Learn about the importance of thinking
before acting.

correctly.
 Value the importance of thinking before acting.
cooperative.
Education for Peace
 Learn to respect other people's opinions.
 This unit is connected with social sciences, geography and history. Pupils learn the
name and places of various countries in different continents, and ancient
civilizations, especially Egypt, which are of world-wide importance.
 Recognise and use frequently used orally and in writing frequently used oral
vocabulary about different countries.
 Talk about events from the past, using positive and negative sentences, with
regular and irregular verbs, inpast simple.
 Ask questions and reply in past simple.
 Recognise and produce orally and in writing the ending –ed in the regular past
/t/, /d/ or /ɪd/.
 Act out a short conversation between a visitor and a museum employee.
 Identify basic sociocultural and sociolinguistic features such as the importance
thinking before acting.

Recognise and present vocabulary Recognise and use frequently
about different countries used orally and in writing CL
frequently used oral vocabulary CMCT
about different countries.

Practise the use and forms of Recognise and use functions
positive and negative sentences, and meanings associated with
with regular and irregular verbs, basic syntactic structures.
inpast simple. CL
functions: talk about events in
the past.
Practice pronouncing ending –ed in Recognise and produce orally
CL
the regular past /t/, /d/ or /ɪd/. and in writing the ending –ed in
the regular past /t/, /d/ or /ɪd/.
different countries. intonation. CEC
SIEE
Act out a short conversation Make yourself understood in CL
between a visitor and a museum short, simple oral statements. CEC
employee. SIEE
CSC
Be able to reflect about what has the importance thinking before CSC
been learned. acting..

UNIT 8 THE TREASURE
1 Contents

connected with the weather.
 Listen to and understand sentences for the pupils to correct looking at the picture
 Listen to different messages with weather forecasts for the days of the week.
 Listen to a song about what a character is going to do on holiday.
 Listen to and repeat dialogues which illustrate the ending -ure
 Listen to and repeat words with the ending –ure.
 Listen to and read sentences with words with the ending –ure.
 Listen to and read a text about different seasons in countries in the two
hemispheres of the planet at the same time of year.
.
 Oral interaction with questions and answers and different weather conditions.
 Participation in a mime game in which pupils have to guess the weather from their
classmates' mimes.
 Participation in a weather game in which pupils ask and answer about the weather
over the next few days.
 Participation in a chain game in which pupils add different plans they have for the
holidays, trying to remember everything they told their classmates previously.
 Participation in a holiday game in which pupils ask classmates what they are going
to do in the holidays.
 Questions and answers about what they have learned about the weather
depending on the hemisphere.
 Recognising simple words connected with weather conditions.

 Read a text summarizing the weather conditions of the day before for pupils to
complete with the missing words.
 Reading a song lyric about what a character is going to do on holiday.
 Read and listen to a dialogue in which a teacher asks the pupils what they are
going to do on holiday and they reply with different ideas.
 Reading sentences which summarize the unit song for pupils to put in the right
order.
 Read a short poem with ideas about what pupils may do this summer for the pupils
to illustrate with drawings.
 Read questions about different plans for the holidays for the pupils to reply freely.

 Read, listen to and repeat dialogues illustrating how to pronounce the ending –ure.
 Reading sentences from the unit song for pupils to complete it with the missing
verbs.
 Reading sentences for the pupils to correct with what they have learned for the unit
song lyrics.
 Read words ending in –ure.
 Reading sentences for pupils to complete with words ending in –ure.
 Read and listen to a text about different seasons in the countries in the two
hemispheres of the planet at the same time of the year.
 Read a text about the earth's movements on its axis and around the sun.
 Read sentences about the movements of the earth for pupils to decide whether
they are true or false.
 Read instructions to carry out a project in which pupils will research seasons
around the world, complete a text about the seasons in two countries they choose.
 Read an extract from a diary which tells what a boy did in the past.
 Write the words learned to name different weather conditions.

 Write sentences with the structure going to to explain pupils' plans and intentions
for the holidays.
 Ask questions and give answers with the structure going to.
 Write a poem, following a model, about pupils' plans for the summer holidays.
 Finish a text which summarises what has happened in the illustrated story in this
unit with the missing words.
 Invent words with the letters which have appeared in each of the illustrated stories
and which make up the word friendship.
 Complete a project in which pupils fill in a table about the seasons in two countries
in different hemispheres.
 Write a text in which pupils describe what summer is like in their countries.
 Pupils write an extract from their diaries describing what they did at the weekend.
 Questions and answers to exchange information about weather conditions.

 Making plans and expressing intentions for the future using the structure going to
for pupils to talk about what they are going to do during the summer holidays.
 Short questions and answers in the futures using the structure going to.
 Completing sentences with words with the ending –ure.
 Questions and answers about the two hemispheres in the planet and the
differences in the seasons depending on the hemisphere.
 Explain the seasons in different countries in the world with a text which pupils have
written previously as part of the unit project.
Vocabulary:
 Weather conditions: thunderstorm, lightning, rain(y), wind(y), cloud(y), fog(gy),

umbrella, raincoat, boots, get wet.

 Seasons and hemispheres: Northern, Southern, hemisphere, Equator, season,
spring, summer, autumn, winter, Malaysia, New Zealand, wet season, dry season,
spin, axis, orbit, sunlight, top, bottom, planet, bonfires, snow.
 Story: flag, coconut, lock, fetch, sneeze.
 Treasure Island: inn, seaman, drag, nut-brown, pigtail, toss.
 Revision: sunny, actions and activities, days of the week, countries, adjectives,
clothes, the months.
 Going to (plans and predictions)

o It’s (not) going to be (rainy) on Tuesday.
o Are you going to (cook pizza)? Yes, I am.
 Recognising and pronouncing the ending –ure, /tʃə/ and /ʒə/.–ture.
Classroom language:
 What’s the weather like today?

 It’s going to be sunny.
 I’m going to play tennis on Saturday.
 I’m not going to come to school.
 What are you going to do?
 Are you going to have a Music lesson after school today?
 Are you going to go to the park?
 Is he going to the park?
 What are you going to do in the holidays?
 What do you think the children do with the treasure they found earlier?
 What did the children have to drink?
 What was in the treasure chest?
 Whose money was it?
 What did the children do with the treasure?
 How did the pirates know where they were hiding?
 Who did they give the treasure to?
 Where were the children when the gate appeared?
 What should you do when you find something?
 Do you know the names of any famous pirates?
 What do you know about them?
 Today I’ve learnt about the two hemispheres of the world, names of the different
countries in the hemispheres and how the seasons are different in the two
hemispheres.
 Today I’ve learnt more about the two hemispheres and why there are different
seasons, and completed a project about different countries.
 It’s holiday time!


segments.
 - Value the importance of being honest.
 Use skills to relate with others and start a simple conversation about different
weather conditions and plans and intentions for the summer holidays.
 Respect for and take an interest in plans which other people suggest.
 Respect and take an interest in the activities which other classmates want to carry
out over the summer.
 Show an interest in what will happen in the future.
2 Competences
LISTEN
Understand simple oral messages and Listen to oral messages about the weather.
instructions and recognise familiar words and
the oral text.
Recognise aural items such as accent, rhythm Listen to a song about the weather.
contexts.
TALK AND CONVERSE
Give simple oral presentations. Present and describe your project about eh
seasons in two countries in the two
hemispheres to your classmates.
Take part in spoken interaction spontaneously. Ask classmates what they are going to do
over the summer.

READING
Understand the general idea and specific Recognise sentences about the weather.
details about familiar subjects.
Identify relevant information on written posters Interpret the weather forecast for each day of
and simple maps. the week.
Book.
WRITING
Reproduce simple texts using previously Write simple texts connected with the
presented models. weather.
Write simple texts using structure going to.
Write short letters, e-mails or postcards with Write a poem about plans for the summer
personal information and information about holidays.
Write an extract from your own diary.
Write simple stories and descriptions. Write a text in which pupils describe what
summer is like in their countries.
technologye.
Solve puzzles and crosswords. Solve a crossword vocabulary about the
weather.
Order and classify data using appropriate Put the pictures in order as in the song.
criteria.
in the immediate surroundings and what sentences about the weather.
Digital Competence

Understand and value the use of English for Talk about and agree on plans for the future.
Identify habits from countries in which foreign Find out about summer camps in English-
languages are spoken. speaking countries.


Learning to Learn

Learn about the importance of being honest.

 Recognise the importance of being honest.
 Learn the importance of returning objects we find which do not belong to us.
cooperative.
Education for Peace
 Learn to respect other people's opinions.
 This unit is specifically connected with geography and science. Pupils learn about
the climate and the weather in different seasons of the year. They also learn about
the two hemispheres of the earth and countries in each hemisphere. Pupils also
learn that the seasons are different in the two hemispheres and about the earth's
movements, turning on its own axis and around the sun, how these movements
influence sunlight and the temperature at all time all around the world.

 Recognise and use frequently used orally and in writing frequently used oral
vocabulary about different weather conditions and phenomena.
 Talk about plans for the future using the structure going to.
 Ask questions and give answers in the future.
 Recognise and pronounce the ending –ure, the sounds /tʃə/ and /ʒə/.
 Carry out a project in which pupils research the seasons in different countries
around the world.
being honest.
 Learn about and make use of basic learning strategics: act out a dialogue with a
classmate agreeing about a plan for the future to do together as revision of the last
three units.
6 Objectives - Evaluation criteria - Competences
Objectives: Evaluation criteria Competences

Recognise and explain vocabulary Recognise and use frequently
about different weather conditions used orally and in writing
CL
and phenomena. frequently used oral vocabulary
about different weather
conditions and phenomena.
Practise the use and forms of the Recognise and use functions
structure going to. and meanings associated with
CL
functions: talking about plans for
the future.
Practise pronouncing the ending – Recognise and produce orally
CL
ure, the sounds /tʃə/ and /ʒə/. and in writing the ending –ure,
the sounds /tʃə/ and /ʒə/.
different weather conditions and intonation. CEC
atmospheric phenomena. SIEE
Carry out a project about the Make yourself understood in

CL
seasons in different countries short, simple oral statements.
CMCT
around the world SIEE
and show it to your classmates.

Be able to reflect about what has the importance of being honest. CSC
been learned.
SIEE

EARTH DAY
1 Contents
 Listen to a text describing the origin and reasons behind Earth Day.
 Listen to a chant about Earth Day.
 Give oral answers to a quiz and questions about activities which pupils carry out to
protect the environment.
 Read a text describing the origin and reasons behind Earth Day.
 Read questions about the activities which pupils carry out to protect the
environment.
 Essential vocabulary about Earth Day.

 Take part in games to learn and memorize new vocabulary and practice grammar
structures.
Vocabulary:
 Earth Day: protect, planet, environment, clean, planting, rubbish, recycle, save
energy, turn off the lights, save water.
 Others: shower, bath, bike, celebrate
 Let’s celebrate Earth Day!

 Do you have showers?
 Do you walk o ride a bike to school?
 Do you recycle…?
Classroom language:
 Open your Student’s Book at page… , please.

 Let’s read a text.

 Recite a chant with correct intonation and pronunciation.

 Finding out about Earth Day.
 Show an interest in finding out about festivities in other cultures.
 Finding out about Earth Day.

 Valuing festivities in English-speaking countries.
2 Competences
LISTEN
Understand simple oral messages and Listen to simple oral messages about Earth
instructions and recognise familiar words and Day.
Identify the gist and specific information from a Listen to a text describing the origin and
short situation from repeated visualisations of reasons behind Earth Day.
the oral text.
Recognise aural items such as accent, rhythm Listen to a chant about Earth Day.
contexts.
TALK AND CONVERSE

pronunciation and intonation. Recite in a group the unit chant.
Give simple oral presentations. Describe your own answers to the quiz about
protecting the environment to your
classmates.
Take part in spoken interaction spontaneously. Recite in a group the unit chant.
READING
Understand the general idea and specific Recognise sentences connected with Earth
details about familiar subjects. Day.

Deduce information from diverse texts about Recognise specific information in a text
subjects of interest. describing the origins and reasons behind
Earth Day.
WRITING
Reproduce simple texts using previously Write simple texts connected with Earth Day.
presented models.
technologye.
in the immediate surroundings and what sentences connected with activities carried
human beings do with them. out to protect the environment.
Find out about responsible behaviour for Respond to a quiz about your contribution to
taking care of the environment. protecting the environment.
Digital Competence

Take part in group activities with respect and In groups, recite or sing the unit chant.
Understand and value the use of English for Talk about the importance of protecting the
communicating with other people and to find environment all over the world.

Take an active part in preparing and carrying Repeat the unit chant.
Show interest in and respect for the culture of Learn about ways of celebrating Earth Day
English-speaking countries. around the world.

Look for information to be able to complete Recite in a group the unit chant.
Learn about the importance of respecting
other people's traditions.
 Show interest in learning about traditions in different parts of the world.

 At this level, themes tend to coincide with other areas of the syllabus, different
subjects overlapping continually. In this unit nature sciences are looked at. Pupils
learn to value protecting the planet and the environment.
 Use vocabulary connected with Earth Day.

 Recite a rhyme about Earth Day with correct pronunciation and intonation.

Presentation about Earth Day. Recognise and use frequently
CL
used oral vocabulary about CMCT
Earth Day orally and in writing.
Recite a chant about Earth Day. Use correct pronunciation and CL
intonation. CAC
SIEE

ANNEX - COMPETENCES EVALUATION FORM
Very good
Good
Average
Not good
Excellent
Listen
Understand simple oral messages and instructions and recognise familiar

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

familiar and varied contexts.
Recite poems or sing a song with correct pronunciation and intonation.
Give simple oral presentations
Give personal information and information about your surroundings in daily

situations.
Take part in spoken interaction spontaneously.

Read
Identify relevant information on written posters and simple maps.
Understand the general idea and specific details about familiar subjects.
Deduce information from diverse texts about subjects of interest.

Write
Reproduce simple texts using previously presented models.
Fill in forms or cards with personal information and data.
Write simple stories and descriptions.

Very good
Good
Average
Not good
Excellent
technologye.
Solve simple problems connected with familiar subjects.
Interpret and show simple statistical data on simple graphs and tables.
Order and classify data using appropriate criteria.
Recognise daily objects' sizes and geometrical properties.
Solve puzzles and crosswords.

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

surroundings and what human beings do with them.
Respect nature and animals in the surroundings.
Be familiar with and follow healthy living practices.
Find out about responsible behaviour for taking care of the environment.
Apply strategies using methods from scientific research.

Digital Competence
Use ICT to reinforce and support learning English.
Give short presentations and create in English using various formats and
digital tools.
Locate basic information on digital sources and formats.

Take part in group activities with respect and interest and share opinions.
Show respect for your classmates and wait for your turn to speak.
Understand and value the use of English for communicating with other
people and to find out about other cultures.
Identify habits from countries in which foreign languages are spoken.

Use artistic techniques and items in your presentations and projects.
Take an active part in preparing and carrying out artistic activities in the
classroom.
Show interest in and respect for the culture of English-speaking countries.

Very good
Good
Average
Not good
Excellent
Learning to Learn
Identify, plan and apply objectives for carrying out tasks and activities.
Use tools and resources, such as dictionaries and grammar books, to solve
doubts.
Show an interest in carrying out self-evaluation and correcting your own

mistakes.
Use basic comprehension and expression strategies to help carry out tasks.
Look for information to be able to complete your tasks in an autonomous
manner.
Have a positive, proactive attitude to reading texts by yourself.
Plan and check your work to be able to present it properly.

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Quick Minds 5

Herbert Puchta, Günter Gerngross &

Quick Minds 5 - Teaching Programme - 1- © Cambridge University Press 2015

8 Development of units of teaching

Quick Minds 5 - Teaching Programme - 2- © Cambridge University Press 2015

8.2 Key Competences: Descriptors – Activities

Annex - Key Competences Assessment Rubric

Quick Minds 5 - Teaching Programme - 3- © Cambridge University Press 2015

Cambridge English: Starters (below Level A1)

Quick Minds 5 - Teaching Programme - 4- © Cambridge University Press 2015

1.2 What does Quick Minds offer?

 There is a methodological basis that develops reasoning skills which are

In Quick Minds 5 activities are presented which contribute to the development of

Quick Minds 5 - Teaching Programme - 5- © Cambridge University Press 2015

 Discovery and development of learner autonomy. So pupils are able to learn

1.3 Course components

Quick Minds 5 - Teaching Programme - 6- © Cambridge University Press 2015

 Reinforcement activities: simple ideas to reinforce each lesson's contents

 Extension activity: optional activities to make greater use of the contents of

Quick Minds 5 - Teaching Programme - 7- © Cambridge University Press 2015

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

a. Learn about and appreciate the values and norms of co-existence.

b. Develop work habits as an individual and within a team. Also promote

c. Acquire techniques to prevent or resolve conflicts in a peaceful manner

e. Learn about and correctly use Castilian or the co-official language, if

f. Acquire, in at least one foreign language, basic communicative

Quick Minds 5 - Teaching Programme - 8- © Cambridge University Press 2015

h. Understand the basic characteristics of Natural Sciences, Social

i. Gain initial practice in using information and communication

j. Use different forms of artistic representation and expression and gain

m. Develop emotional capacities in all aspects of their personality and in their

n. Promote road safety and considerate attitudes, which go hand in hand

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

Learners should develop Key Competences throughout their compulsory education

Quick Minds 5 - Teaching Programme - 9- © Cambridge University Press 2015

3.2 How Quick Minds helps learners acquire Key Competences

Communication competence focuses on using the English language as a vehicle for

Quick Minds 5 - Teaching Programme - 10- © Cambridge University Press 2015

Mathematical ability refers to their ability to reason. It involves making judgements,

Quick Minds 5 - Teaching Programme - 11- © Cambridge University Press 2015

Quick Minds encourages pupils to work autonomously, heightening their sense of

Quick Minds 5 - Teaching Programme - 12- © Cambridge University Press 2015

3.3 The Key Competences in Quick Minds

Recite poems or sing a song with correct pronunciation and intonation.

Give simple oral presentations.

Take part in spoken interaction spontaneously.

Identify relevant information on written posters and simple maps.

Deduce information from diverse texts about subjects of interest.

Reproduce simple texts using previously presented models.

Fill in forms or cards with personal information and data.

Quick Minds 5 - Teaching Programme - 13- © Cambridge University Press 2015

Order and classify data using appropriate criteria.

Recognise daily objects' sizes and geometrical properties.

Solve puzzles and crosswords.

Respect nature and animals in the surroundings.

Be familiar with and follow healthy living practices.

Apply strategies using methods from scientific research.

Locate basic information on digital sources and formats.

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

Quick Minds 5 - Teaching Programme - 14- © Cambridge University Press 2015

Sense of initiative and entrepreneurial spirit.

Have a positive, proactive attitude to reading texts by yourself.

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